Article
Becoming Informed: The Difference between Countries and Continents
ID # 3799
Statistics have shown that more than 90 percent of books [reviewed] showed only rural or village life and jungles (Randolph & DeMulder). Childrens books along with other forms of media contribute to the creation of images about what another place is like and we expect to have these images validated upon travelling to that part of the world. Yet, what underlies these childrens books created for public consumption is their direct contribution to racism. Misconceptions about what Africa as a whole is like were used to justify enslavement and colonialism and still exist in our fundamental stereotypes about African culture today; a generalized concept that would be troublesome for anyone to attempt to define. Hundreds of books exist about painted tribesmen and starving children of Africa, and few represent modern artists and authors like the ones mentioned in Brenda Randolph’s article, I Didnt Know there were Cities in Africa.” The need of Africans to be saved or feared is a colonial construct that can have a devastating effect on childrens ability to understand modern day African countries as hubs for economic development and prosperity. I was a huge advocate of Randolphs statement that instead of commenting on hunger in Africa, one should comment on widespread hunger in the United States as well. For more positive cultural details such as storytelling, balance folktales with stories that introduce young children to present-day reality. It may seem a crowd-pleaser to have students paint exotic African masks, but would they be any less excited to create a modern batik painting inspired by batik specialist Nike Onlanlyl Davies? The answer is probably, no!
A video entitled, The Danger of Single Story, tells a similar tale of Nigerian author, Chimamanda Adichie’s difficulty relating her story to Americans. I was very interested that one of Adichies main examples of the danger of a single story centered around her American roommate from university. I was saddened by this, but ultimately not surprised. In reflecting on my own schooling, I realize that there was very little discussion of Africa at all. In fact, the only context in which I can remember Africa being discussed was that of the slave trade to America; a topic in itself that was touched on and glossed over as much as possible in my public school education. Aside from that, I relate my knowledge of Africa to those things Adichie said shaped her roommate’s views as well: National Geographic, television commercials about starving, parentless children, and my parents friends safaris to hunt wild game. One of the most resonating parts of the single story speech was that by starting in the middle of a story, you can create a stereotype. Specifically, Adichie states that one can talk about the failure of African states and not about the colonial creation of those states. Stereotypes of other countries, predominantly in Africa and the East, were largely created in a colonial context. White settlers set up colonies in various countries, like Kenya, for economic gain. Yet, this colonialism was framed as being beneficial to the native population. I was once told that in a room of ten Americans who have travelled to Africa, only one will have gone for educational enhancement that is not related to tourism or foreign aid. The danger of perpetuating the a singular notion of a nations people is summed up in a quote from Adichies speech, The problem with stereotypes is that they are incomplete. They make one story become the only story. Such a single story is hard to overcome.