The Decline And Fall Of The Athens Of West Africa

The country owed its name to the Portuguese explorer, Petro da Cintra, who was the first European to sight and map the Freetown Habour. The original Portuguese name, Sierra Lyoa (Lion Mountains) describes the range of hills that surrounds the habour. The capital Freetown commands one of the world’s largest natural habours. The country is located on the coast of West Africa, bounded on the North and East by Guinea, on the East by Liberia, and on the West by the Atlantic Ocean. It has many miles of beautiful sandy beaches. The backbone of the economy is agriculture, but it is rich in minerals – diamonds, gold, bauxite, and rutile. The book traces the rich pre-colonial history of a people whose main occupations then were agriculture and trade. Communal life was highly regulated by chiefs, who presided over their subjects. These societies were governed by what is now called “customary laws”. The book also debunks the thinking that Pedro da Cintra discovered Sierra Leone; he was not even the first European to set foot in Sierra Leone. It traces exhaustively the exploitative rule of the British Colonial Administration until its independence on 27th April 1961. Sierra Leone is credited as being, the “Athens of West Africa”. How this came about is explained at length. How can a small country so far removed from Athens be credited as such? The primary reason was for its learning. The first University in sub-Saharan Africa was established in Sierra Leone, and it attracted students from all over the continent. Woven into this academic fabric, is the politico-socio-economic development from the founding of the state up to the present. It traces the turbulent times the country has been through: coups and countercoups, declaration of a one party state, a brutal 11-year civil war, and the bastardisation of the constitution by various regimes, since independence up to the present.

This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001).

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Africans and Britons in the Age of Empires, 1660-1980 tells the stories of the intertwined lives of African and British peoples over more than three centuries. In seven chapters and an epilogue, Myles Osborne and Susan Kingsley Kent explore the characters that comprised the British presence in Africa: the slave traders and slaves, missionaries and explorers, imperialists and miners, farmers, settlers, lawyers, chiefs, prophets, intellectuals, politicians, and soldiers of all colors. The authors show that the oft-told narrative of a monolithic imperial power ruling inexorably over passive African victims no longer stands scrutiny; rather, at every turn, Africans and Britons interacted with one another in a complex set of relationships that involved as much cooperation and negotiation as resistance and force, whether during the era of the slave trade, the world wars, or the period of decolonization. The British presence provoked a wide range of responses, reactions, and transformations in various aspects of African life; but at the same time, the experience of empire in Africa – and its ultimate collapse – also compelled the British to view themselves and their empire in new ways. Written by an Africanist and a historian of imperial Britain and illustrated with maps and photographs, Africans and Britons in the Age of Empires, 1660-1980 provides a uniquely rich perspective for understanding both African and British history.

This book explores the impact and efficiency of Western intervention in African civil wars. Emphasizing the relational conditions to the study of interventions, it posits the importance of historical, institutional relationships not just in the decision to intervene but also in the process of intervention and its outcome. Drawing from case studies of American and European intervention in Sierra Leone, Côte d’Ivoire, and Mali, the author applies a multi-method research design to identify the role colonial legacy plays in shaping the success of interventions. Her analysis concludes that the relational context of interventions helps determine the likelihood of success and that not all states are appropriately equipped to intervene in all civil wars, which is not simply a function of defense spending on materials. This book thus speaks to both academics and policy-makers specializing in conflict resolution and conflict dynamics in modern African civil wars.

Their frightened, angry faces are grim reminders of the reach of war. They are millions of children, orphaned, displaced, forced to flee or to fight. And just as they have myriad possibilities for trauma, their lives also hold great potential for recovery. The Handbook of Resilience in Children of War explores these critical phenomena at the theoretical, research, and treatment levels, beginning with the psychosocial effects of exposure to war. Narratives of young people's lives in war zones as diverse as Afghanistan, Sri Lanka, Columbia, and Sudan reveal the complexities of their experiences and the meanings they attach to them, providing valuable keys to their rehabilitation. Other chapters identify strengths and limitations of current interventions, and of constructs of resilience as applied to youth affected by war. Throughout this cutting-edge volume, the emphasis is on improving the field through more relevant research and accurate, evidence-based interventions, in such areas as: An ecological resilience approach to promoting mental health in children of war. Child soldiers and the myth of the ticking time bomb. The Child Friendly Spaces postwar intervention program. The role of education for war-zone immigrant and refugee students. Political violence, identity, and adjustment in children. The Handbook of Resilience in Children of War is essential reading for researchers, scientist-practitioners, and graduate students in diverse fields including clinical child, school, and developmental psychology; child and adolescent psychiatry; social work; counseling; education; and allied medical and public health disciplines.