bluuebunny/crossref_metadata_2025_split huggingface dataset:
I Centers
Authors: Bennett Norman R. 
Published: July 2016

The American University offers courses in the study of Africa among different disciplines and also Africa area studies on an interdisciplinary basis.
It is recognized that there is a need for people who have a specialized discipline in one aspect of Africa, such as anthropology, linguistics, history, economics, or political science. There is also a need for a “general practitioner” (interdisciplinary or multidisciplinary) approach. Students are given the opportunity to pursue either procedure, or a combination of these procedures.
A student may study for an M.A. in African area studies, or for an M.A. or Ph.D. in international relations, government and public administration, business administration, or in one of the other disciplines in The American University, with an emphasis on Africa. A student may also study for an M.I.S. (Master of International Service), with an emphasis on Africa.
The larger proportion of the graduate students in African studies have already had some professional experience in Africa and come here for either strengthening special needs or for more general breadth for their future work related to Africa. The American University provides an opportunity for a flexible program to meet particular needs as well as general interests of students.
The African Studies Program at The American University in Washington, D.C. has the special advantages of close association with African embassies, U.S. government departments, and the United Nations, in addition to research facilities of the Library of Congress. Students here also have the opportunity for contact with scholars who are specializing in other ares of the world which are having increasing relationships with Africa - - including Europe, Asia, the Middle East, and Latin America.
II Summer Programs, 1967
Authors: Bennett Norman R. 
Published: July 2016

An NDEA Summer Lanuage and Area Program will be offered during the eight-week summer session, June 26-August 18, 1967, on the UCLA campus. Languages to be offered are: Swahili, Afrikaans, Hausa, and Fulani. Area courses will be offered in anthropology, English, geography, history, law, and political science. The program is open to all undergraduate and graduate students interested in pursuing a combined area and language program.
Applications for admission should be directed to the Summer Sessions Office, UCLA, Los Angeles, Calif. 90024. Fellowships (NDFL Summer Awards) are available through the Office of Education in Washington, D.C.
The African Language and Area Center of Duquesne University, in cooperation with the African Language and Area Centers of Columbia, Howard, Indiana, Michigan State, Northwestern, Ohio, and Wisconsin universities, is sponsoring an eight-week Intensive Summer Language Program in six African languages which is supported by matching funds provided by the U.S. Office of Education under the National Defense Education Act. The Reverend Joseph L. Varga, C.S.Sp., professor of Swahili at Duquesne University, will assume overall responsibility for language instruction; and the whole Intensive Summer Program will be under the direction of Dr. Geza Grosschmid, director of the African Language and Area Center, Duquesne University.
Courses: Intensive elementary courses are offered in Hausa, Ibo, Lingala, Mende, Swahili, and Yoruba. Intensive intermediate or advanced conversation courses are offered of the same, and enrollment will determine their instruction. Each intensive elementary and intermediate course (12 credits) is five hours a day, including lab, Monday through Friday. The advanced conversation course (4 credits) is one and one half hours a day, Monday through Friday.
The Ford Foundation and Education in Africa
Authors: Kingsley J. Donald 
Published: July 2016

Since the first Africa grants were made in 1958 ($ 300,000 distributed amongst Nigeria, Uganda, and what was then Tanganyika), The Ford Foundation has invested more than $ 56 million in African development, including nearly $ 34 million in African education. In recent years, educational support grants have been made in seventeen African countries, although major commitments have been concentrated in a half dozen of these: the Federation of Nigeria, the Republic of the Congo, Uganda, Kenya, Tanzania, and Ethiopia. In each of these, the Foundation has been concerned in an important way with university development and frequently with the educational system as a whole.
Of the total Ford Foundation investment in African education, approximately $ 14 million has gone into West Africa, $ 3 million into Central Africa, and $ 8 million into East Africa. An additional $ 9 million has supported educational projects of a Pan-African or regional nature. In a majority of instances, these grants have been accompanied by technical assistance projects and the provision of advisory personnel.
All of this represents a very considerable private effort, but it is small when measured against needs. Indeed, to face the massive educational problems of the new African states, even from the outside, is a somewhat harrowing experience. For all practical purposes, requirements in terms of both money and manpower are infinite. Nowhere in the world is the gap between aspirations and the means to realize them so great; and where so much has been left undone for so long there is a credible impatience with delay. This situation--and the political pressures to which it gives rise--confronts Ministries of Education with a whole series of Hobsonesque choices. It also raises problems of priorities in a particularly acute form for external assistance agencies, including foundations.
African Literature and American Universities
Authors: Povey John F. 
Published: July 2016

Independence broke the formal political connection between the new African states and their former European colonial administration. The change did not terminate the significance of the ex-colonial language within these African countries. The colonial power had, by both design and necessity, woven its language tightly into the educational and administrative structure of the countries. Even after independence the difficulties facing the adoption of some vernacular seemed insurmountable. Choice of any African language would not only have exacerbated already centrifugal tribal tendencies within the complex racial and linguistic divisions of the country but also have spelled virtual isolation from international affairs. It has generally been accepted in Africa that the use of a European language as the national one does not constitute a neocolonial threat but is essential to the national development.
One of the interesting aspects of the decision to retain a European tongue as a second language has been the beginning of new national literatures--African in theme and content yet utilizing the literary resources of the European language of the country, primarily English and French, to some extent Portuguese. In the case of the English language especially, this is not a new thing. Already there is evidence of a worldwide literature of similar nature from India, from the Philippines, and from the Caribbean. The geographic range and the quantity of such writing are far greater than the uninitiated might conceive.
Stanford University
Authors: Duignan Peter 
Published: July 2016

The Africa collections at Stanford University are housed largely in the University Library, the library of the Food Research Institute, and the Hoover Institution on War, Revolution, and Peace. Although the major portion of the material is found in the Hoover Institution, the other two libraries constitute important resources. Special collections are located in the Branner Library (Geology), the Cubberley Library (Education), the Lane Medical Library, and the Law Library. The curator of the Hoover Africa Collection assists all university libraries by recommending titles of old and new items so that the various collections develop in all fields.
The University Library buys widely in the African field but accepts primary responsibility for all African material before 18 70 and in the areas of art, ethnography, geography, linguistics, literature, religion, sociology, statistics, and technical documents. The Government Documents Division receives general statistical annuals and bulletins from all African countries and statistical reports of foreign trade from most countries. An effort is made to acquire all census and development-planning material. Most departmental reports are also received. The Documents Division was long an official depository for British government documents and thus contains an outstanding collection of parliamentary debates, blue books, command papers, Foreign Office papers, and annual reports of the Colonial Office from the early nineteenth century. For France the debates of the Assemblée Nationale are held from 18 71 and the Journal Officiel from 1914; for Germany the Reichstag debates are complete from 1867. These together with the depository publications of the United Nations make a substantial collection of material relevant to Africa.
South African Reference Books of 1965
Authors: Musiker Reuben 
Published: July 2016

The present review continues the series of annual surveys of South African reference literature and in general follows the pattern of the previous review.
An atlas not confined to South Africa but rather covering the whole of Africa has now been completed in ten parts. Africa: Maps and Statistics (Pretoria, Africa Institute; R9-50; overseas R12-50 including binder) presents a statistical survey of Pan-African territories in map form with an explanatory text. Subjects covered include population, vital and medical aspects, culture and education, and political development.
The reviewer's Guide to South African Reference Books (Cape Town, Balkema; R2-50) was published in an extensively revised fourth edition in 1965. This edition has an innovation in the inclusion of guides to reference material about four territories which are much in the news, namely, South-West Africa and the High Commission Territories of Basutoland, Bechuana-land, and Swaziland. An important bibliography concerning Bechuanaland also appeared in the year under review. This is C. Middleton's Bechuanaland: A Bibliography (Cape Town, University School of Librarianship). It has 155 entries covering administration, development, history, missions, native races, and other topics and complements an earlier bibliography by P. E. Stevens published by the same university in 1949. Further progress was made with the publication of South Africa's union list of serials. Letters J and K of Periodicals in South African Libraries (Pretoria, Council for Scientific and Industrial Research) were published in 1965.
African Studies in Africa and the American Scholar
Authors: Hance William A. , Curtin Philip 
Published: July 2016

The African Studies Association was formed in 1958 by thirty-five founding fellows. At that time, African studies in the United States were just beginning to reach hesitantly beyond the half-dozen pioneer university centers in this country. The movement toward African independence was in full swing, but the political future of Africa was still uncertain. A few African universities were already in operation, but the great increase in their numbers was still to come. Even those that did exist were run almost entirely by an expatriate staff and followed European curricula. African participation in African studies was very small indeed. Now, some eight years later, the total membership of the Association is more than 1,200. Universities have sprung up all over Africa, and independence has brought an increasing rate of Africanization both in staff and in curricula. All the older African universities now have some form of African studies center, and the more recent ones were often founded with a built-in emphasis on research and teaching based on their own environment.
These dramatic changes were among those that prompted the President and Board of the Association to seek closer ties with Africanist scholars in Africa. In the summer of 1965, they sent an exploratory mission to Africa to examine possible avenues of cooperation with the Africanists in Africa. The Ford Foundation generously financed the project, and Professor Greenberg appointed two members of the Policies and Plans Committee to undertake it: Professor Hance for Eastern Africa and Professor Curtin for West and West-Central Africa. This report is designed to convey to the membership the findings and recommendations.
II Other Centers
Authors: Brokensha David W. 
Published: July 2016

Inquiries to: Department of Anthropology, Brooklyn College of the City University of New York, Brooklyn, N.Y. 11210.

Faculty: Robert W. Ehrlich, anthropology; Nathan Greenspan, political science; Dorothy Hammond, anthropology; Alta Jablow, anthropology; Joseph Jablow, anthropology; Albert McQueen, sociology; Benjamin Rivlin, political science.

Courses: Interdisciplinary courses, at undergraduate and graduate levels.
Although there are no area studies programs, more than twenty of the Institute's science, engineering, humanities, and social science faculty have an interest in Africa, and many of these have done serious African research in recent years.
A limited number of humanities and social science bachelor degrees are awarded. There is no formal graduate work in the social sciences, and there are no fellowships. African library materials are good. A small number of students have gone on to doctoral work in African studies following their strong science background at Caltech.
During 1966/67 an interdisciplinary seminar, “Science and Development,” will be offered by Professors Huttenback (history), Munger (geography), Oliver (economics), and Scudder (anthropology). This seminar will emphasize development problems in Africa by using visiting African experts as well as members of the faculty.

Faculty: Douglas Ashford, business and public administration; William H. Friedland, industrial and labor relations; Milton R. Konvitz, law; Alexander H. Leighton, social psychiatry; Victor W. Turner, anthropology.

Courses: Regular undergraduate and graduate degrees in departments.

Main subjects: Anthropology, economics, political science, psychology, sociology.
III Summer Programs, 1966
Authors: Brokensha David W. 
Published: July 2016

The African Studies Center at UCLA will offer a special NDEA summer program in African languages and area studies for undergraduate, graduate, and postgraduate students. Five intensive language courses will be offered during the eight-week summer session from June 20 to August 12, 1966 (the first six of which will be coterminous with the regular six-week summer session). Introductory courses will be offered in Afrikaans, Hausa, and Zulu, and both introductory and intermediate courses will be offered in Swahili. Area courses in anthropology, education, geography, and political science will be offered during the first six-week summer session, and courses in education and history in the second six-week session. The area courses will be open to students enrolled in the eight-week language program. Each language course will include three hours of classroom instruction and one hour of work in the language laboratory each day, five days a week for the eight weeks. Classroom and laboratory hours will be conducted jointly by a linguist and an informant. The language courses are 6-unit courses, and the area courses are 2-unit courses.
A limited number of language fellowships for undergraduates will be available under the NDEA Fellowship Program. Inquiries should be directed to the Student Support Section, Graduate Division, Administration Building, UCLA.
The tuition fee for the eight-week summer session will be $130 and will also cover enrollment in any courses offered in the first six-week session. There will be no out-of-state fee.
African Studies in Canada
Authors: Wiedner Donald L. 
Published: July 2016

African studies in Canada are still relatively in their early stages, but university interest in the African continent is being developed by three types of approach: by the Comnnittee on International Studies of the National Conference of Canadian Universities and Colleges (an organization of university administrations), by the Committee on African Studies in Canada (an association of scholars and students, assisted by the Humanities Research and Social Science Research Councils of Canada), and by the efforts of individual universities across the dominion.
The earliest coordinated effort was that of the Committee on African Studies in Canada, which was formed by some ten scholars from seven universities, meeting informally in Montreal in December 1962. A semiannual Bulletin, appearing simultaneously in French and English, business and academic meetings in June of each year, and affiliation, with assistance, to the research councils, were agreed upon. Dr. Ronald Cohen, then at McGill University, and Dr. Donald C. Savage of Loyola College were elected chairman and secretary-treasurer respectively. In 1963, Dr. Donald L. Wiedner, then of the University of Alberta at Edmonton, succeeded to the chair for two years and, with the help of that university and the councils, edited the Bulletin throughout that time. In 1964, Professeur Bernard Charles (Université de Montréal), M. Louis Bérubé (Collège Sainte-Marie), and Dr. E. Palmer Patterson (University of Waterloo) were added as vice-chairman, secretary, and treasurer respectively.
A Preliminary Guide for Interviews
Authors: Zolberg Aristide R. 
Published: July 2016

The historical study of nationalist movements in Africa is obviously of critical importance for the future history of mankind, but the relevance of such an undertaking is not quite so self-evident from the point of view of the social sciences more generally. Yet political scientists concerned primarily with the comparative analysis of contemporary political systems have come to recognize that the formative period of an organization is as important as its equivalent in the life of individuals; anthropologists and sociologists have found it useful to examine the emergence of new organizational life in Africa in order to intercept crucial aspects of the process of cultural and structural change. Scholars interested in individual behavior often discover new men in the making when they appear as actors in new organizations. If this were not enough to justify a cooperative effort on the part of researchers from a variety of academic tribes, it might be added that by reconstructing the history of nationalism social scientists can perform a significant service for their African hosts in search of a contemporary identity.
Although the origins of “nationalism” in Africa can and must be traced to at least the middle of the nineteenth century in some cases, it is evident that the period between the two world wars was one of direct preparation for the emergence of large-scale movements immediately afterwards. More is known about this period in some countries than in others, partly as a function of the more or less liberal nature of the colonial regime.
Introduction
Authors: Brokensha David W. 
Published: July 2016

Previous listings of African Studies offered at American universities have appeared each year in the Bulletin, the last one being in March 1964. The Editors thank all those who kindly supplied the information on which this summary is based, and they welcome any suggestions for improving the usefulness of this annual presentation or of extending the coverage. Later numbers of the Bulletin will include summaries of African Studies in Canada, Africa, Western Europe, the USSR, and Asia.
The summary divides institutions into two main classes. First, there are those with a formally constituted Program, Center, or Committee, where African Studies has some institutionalized existence. Second, there is a group of universities which, while having no formal African Studies Program, nevertheless offer, through their regular departments, courses dealing with Africa. The latter list does not pretend to be exhaustive; there are many other institutions which might have been included, but we have no information on them at the present time.
Students who are deciding to which school they should apply might bear in mind such factors as caliber of faculty, availability of fellowships (though the closing date for most applications for 1965/66 is already past), library facilities, other institutions in the vicinity, and research opportunities. Most scholars now agree that the area studies approach cannot exist without the more theoretical comparative approach, so that the presence of certain other scholars becomes very significant: in political science, for example, it would be advantageous to have available faculty who specialize in the comparative study of processes of modernization, or of revolutions, as well as those who concentrate on Africa as an area. Therefore, this guide merely outlines some of the main features of African Study Programs in the United States.
Harvard University
Authors: Rotberg Robert I. , Feng Yen-Tsai 
Published: July 2016

The Faculty of Arts and Sciences of Harvard University, Cambridge, Massachusetts, currently offers a variety of undergraduate and graduate courses and seminars that concern themselves exclusively with the history, government, and social organization of the peoples of northern and sub-Saharan Africa. The Department of Tropical Public Health in the School of Public Health, the Law School, and the School of Business Administration also find a place for Africa in their respective curricula. The Center for International Affairs has for a number of years sponsored an interdisciplinary faculty seminar on Africa. It has also supported research in the fields of African history and government and maintains a continuing interest through its Development Advisory Service in the economic problems of Africa.
The resources of the Harvard University library system serve these varied teaching and research needs. Of the more than 7 million volumes housed in the various constituent libraries of the University, approximately 34, 000 form the core of the African collection. Much of this collection is scattered throughout the component libraries and, within each, shelved among a number of subject classifications. The largest single centralized Africana grouping is found, appropriately under “Africa,” in the Harry Elkins Widener Memorial Library. It contains about 14, 000 books and periodicals. A total of about 6, 000 additional volumes is classified according to language or under the categories Folklore, Archaeology, Economics, Education, Sociology, Geography, South America, and Asia. (Early printed titles are often housed, however, in the Houghton Library.) The Law School Library holds about 5, 500 volumes pertaining to Africa; nearly half of its collection relates to the Republic of South Africa. The Library of the Peabody Museum of Archaeology and Ethnology contains about 2,400 volumes of monographs, 1, 600 volumes of serials, and several hundred pamphlets, all of which, together with an index of periodical articles by author and subject, appear in the 53-volume printed catalogue of the Library. The Andover-Harvard Theological Library of the Harvard Divinity School has about 700 volumes that deal with the churches of the Republic of South Africa and some 1, 500 volumes on Protestant missions in tropical Africa. The libraries of the Harvard Schools of Medicine and Public Health, the Graduate School of Business Administration, the Graduate School of Public Administration, and the Museum of Comparative Zoology each contain several hundred books and serials directly relevant to the study of Africa. The Library of the Center for International Affairs also maintains a select collection of books and periodicals dealing with contemporary Africa.