No comprehensive studies have as yet been devoted to the role of Africans in the armies of the colonial… — Walter Rodney
No comprehensive studies have as yet been devoted to the role of Africans in the armies of the colonial powers in a variety of contexts. However, the indications are that such studies would reveal a pattern very similar to that discovered by historians who have looked at the role of black soldiers in the white-controlled armies of the U.S.A.; namely, that there was tremendous discrimination against black fighting men, even though black soldiers made great and unacknowledged contributions to important victories won by the white-officered armies of the U.S.A. and the colonial powers. Hints regarding discrimination are to be seen from regulations such as that barring African soldiers in the West African Regiment from wearing shoes and from the fact that there were actually race riots in the European campaigns, just as black troops fighting for the U.S.A. continued to riot right up to the Vietnam campaign.
p. 188Source: Wikiquote · CC BY-SA 4.0
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The removal from history follows logically from the loss of power which colonialism represented. The power to act independently is the guarantee to participate actively and consciously in history. To be colonized is to be removed from history, except in the most passive sense. A striking illustration of the fact that colonial Africa was a passive object is seen in its attraction for white anthropologists, who came to study "primitive society." Colonialism determined that Africans were no more makers of history than were beetles—objects to be looked at under a microscope and examined for unusual features.
p. 225
African independence was greeted with pomp, ceremony, and a resurgence of traditional African music and dance. “A new day has dawned,” “we are on the threshold of a new era,” “we have now entered into the political kingdom”—those were the phrases of the day, and they were repeated until they became clichés.
p. 446
Some of the contradictions between the content of colonial education and the reality of Africa were really incongruous. On a hot afternoon in some tropical African school, a class of black shining faces would listen to their geography lesson on the seasons of the year—spring, summer, autumn, and winter. They would learn about the and the river Rhine but nothing about the of or the river . If those students were in a British colony, they would dutifully write that "we defeated the in 1588"—at a time when Hawkins was stealing Africans and being knighted by Queen Elizabeth I for so doing. If they were in a French colony, they would learn that "the , our ancestors, had blue eyes," and they would be convinced that "Napoleon was our greatest general"—the same Napoleon who reinstituted slavery in the Caribbean island of , and was only prevented from doing the same in Haiti because his forces were defeated by an even greater strategist and tactician, the African Toussaint L'Ouverture.
p. 246
