Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Introduction
We both came to the United States, from Sierra Leone and Kenya, in the
1980s at different stages of our lives. One of us had completed her under-
graduate and some graduate work in England and had taught for a number
of years at the university level in Sierra Leone, before completing her Ph.D.
work in the United States. The other completed her undergraduate and
graduate work in the United States. Our intellectual and political back-
grounds are both rooted in colonial and postcolonial experiences and
perspectives, and set the context for locating our engagement in third
world feminist scholarship.
We both grew up knowing much more about British history and the
history of the British in Africa, the geography of Europe, English literature,
and British political and religious institutions than about Africa’s history
and institutions—a colonization legacy that affects the former colonies of
Africa. As young women in newly independent countries, we were both
surrounded by nationalist ideologies that instilled in us not only a sense of
identity but perhaps also a naive sense of political commitment to nation
building. As such, whether through Christian church activities or Western
forms of education, the idea of being educated was closely tied to the idea
of serving to building our nations. But, as we both later learned (in part
through our engagement with feminist practices), the nationalism in
which we granted so much faith had very little interest in promoting
gender equality.
As Geraldine Heng attests, “historically, almost without exception,
feminism has arisen in the Third World in tandem with nationalist
movements—whether in the form of anti-colonial/anti-imperialist
struggles, national modernization and reform movements, or religious-
nationalist/cultural-nationalist revivalism” (1997, 31). Yet in the case of
Africa, Amina Mama (1996) points out that there were examples of African
feminist consciousness prior to colonialism (Amina of Zazzau and Queen
Zinga of Angola are famous instances). However, the imposition of
Conclusion
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