Decolonization, a word that belongs majorly to the 1960’s and perhaps one of the most important events in the twentieth century is a historical process that can only become comprehensible in the exact measure that the movement which gives it historical form or content is understood. When it became apparent that the European-centered world was no longer tenable, because of the unsettling of all empires during the Second World War, anti-colonial nationalism surged after 1945. Drawing from the lessons in mass (...) politicization and mass mobilization of the 1920s and 1930s, anti-colonial nationalists set about dismantling the European colonial order and creating a free world of their own. (shrink)

In a globalized world it has often been suggested in recent years that the commonwealth is unnecessary and is in conflict with the United Nation as a World Organization. Commonwealth does not conflict in any way with the United Nations but rather it complements the work of the United Nation, as commonwealth States acting together in many fields have helped make the United Nations more effective. Diplomacy comes from the Greek word “diplomacy” denoting a folded document that was used for (...) identification or to conferrer favour privilege. It comprises the procedures and process of negotiating agreements, usually between sovereign States. In its contemporary usage, the word has come to mean different things to different people ranging from foreign policy, international relations, or simple tact. For the purpose of this paper diplomacy here is thought of in terms of negotiation and co-operation, which means something possibly derived from closer contacts and greater understanding. World diplomacy is used here as the condition in which States settle their differences by negotiating rather than force; in which there is active promotion of co-operation between them, and in which there is a scope for the emergence of new international forces without this becoming the occasion of conflict. The Commonwealth of Nations is a voluntary association of independent sovereign State, each responsible for its own policies, consulting and co-operating in the common interest of their peoples and in the promotion of international understanding and World Peace. (shrink)

The formation of ECOWAS in 1975 should be seen as the culmination of several attempts over a period of one and half decades to form a sub-regional organisation embracing the whole of West Africa. Initial attempts had floundered first, as a result of the rivalry between Ghana (under Kwame Nkrumah) and Nigeria (under Tafawa Balewa) in the early 1960s and later, the struggle for supremacy in the sub-region between Nigeria and Cote d’Ivoire along Anglophone-Francophone lines. The events that delayed the (...) formation have been well documented by O. Aluko, AKD Frempong, O.A. Obasanjo and O.J.B. Ojo. (shrink)

An introduction to Professor Uya’s philosophy of history class starts with this caution, ‘as a historian, you must learn to think’. Put differently, you must learn to develop a critical mind for healthy scepticism. If Philosophy, is having second thought, that is thinking about the nature of some form of human thought and the implications of some body of human knowledge in the most ultimate and far-reaching way, then Professor Uya’s introductory remarks to his students of philosophy of history is (...) not out of place. Historical judgements can be made by any student through careful and critical reading of the work of modern historians and by paying some attention to the biography, social and intellectual milieu of the author of the book he is reading. The author’s life and background will indicate his experiences and the ideas upon which he will draw in his facts and make inference. As a distinct historical field, historiography implies a systematic study of the way the historian does his work. It involves four different but closely related historical activities. The first is the reflection on the trends and patterns of historical writing and a systematic study of all the important historians; the second, is the discovery of critical analysis of historical sources; the third, is the construction and description of the past on the basis of the facts acquired; the fourth is the construction on the basis of the ascertain facts, of some general theory which gives meaning and inner logic to the known past.1 It is useful for students because it will allow the student to see the whole sweep of historical literature and the changing assumptions and values that govern historical judgements in the modern world. Conscientious reading, research and writing which professor Uya puts his student through has not only given them this broad knowledge, of major historical trends, the course as taught by him, has undoubtedly expedited the gaining of this insight and understanding. (shrink)

…Look at my arm! I have ploughed and planted, and gathered into barns and no man could head me! And ain’t I a woman? I could work and eat as much as a man-when I could get to it- and bear de lash as well! And ain’t I a woman? I have borne thirteen children, and seen ‘em mos’ all sold off to slavery, and when I cried out my mother’s grief, none but Jesus heard me! And ain’t I a (...) woman? Den dat little man in black dar, he say women can’t have as much rights as man, ‘cause Christ wasn’t a woman…. (shrink)