Obama and Kenya. Matthew Carotenuto

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      Introduction

       Obama and Kenya in the Classroom

      In 2008 we witnessed the global flood of attention directed toward Kenya as the world aimed to better know and understand the complex heritage of Barack Obama Jr.—the Hawaiian-born son of a white woman from the American Midwest and a black man from East Africa. The Obama and Kenya connection, an important theme in the explosion of biographies that accompanied the election of the first African American president of the United States, sparked a number of debates in classrooms around the globe. As a wide variety of authors of varying credentials and political stripes scrambled to write the story of the Obama family and attach it to American history, simplified and boldly inaccurate narratives about Kenya’s past and present began to proliferate. Obama and Kenya critically challenges and corrects these depictions, showing how Kenya’s past and present are relevant not only to African history, but to American and world histories. This book also provides a contemporary space for students of history and African studies to examine how both popular and scholarly narratives often refract analysis of the past through the lens of contemporary political discourse.

      Kenyan history is certainly not something the average student or “history buff” encounters regularly on the shelves of the local bookstore or while flipping through documentaries on the History Channel. If one does stumble upon literature or media concerning Kenya, the stories these sources tell tend to range widely in tone, evidence, perspective, and bias. For instance, scholars note that up until Kenya’s tumultuous 2007–2008 election season, much of the journalistic writing on Kenya had typically characterized the country as “an island of peace and economic potential in a regional sea of stateless chaos (Somalia), genocide (Rwanda), mad dictators and child soldiers (Uganda), and a decades-long civil war (Sudan),”¹ thereby contrasting Kenya with its more fractious and problematic neighbors. Other sorts of popular accounts drew heavily on colonial nostalgia, making Kenya out to be a romantic world of tented safari camps and sundowner cocktails. In both cases, the ever-present threat of “tribal” violence simmers below the surface of an otherwise idealized Kenya. As Obama and Kenya argues throughout, such prevailing stereotypes fit broadly with the way Africa is typically depicted in popular discussions about the continent’s histories, cultures, and politics. It shows how these stereotypical representations have driven debates about Obama’s connection to the continent and about Kenya’s place not simply in African history, but also in world history.

      As American scholars teaching African history and world history courses in the United States, we regard challenging stereotypes and correcting misinformation about Africa as essential parts of our pedagogy and as central to equipping students with key skills in historical analysis. Most students come to our classes with little or no exposure to African history, and if they have learned about Africa in high school, it has been principally through the lens of African American history or via the history of European imperialism. While they might have learned a smattering of facts, for instance, that American slaves originally came from West and Central Africa in the 1600s or that Europeans “carved up the continent” at the Berlin Conference of 1884–1885, students often complain that they have rarely, if ever, had the chance to examine African history from African perspectives or to learn about how African actors have engaged in global historical events and processes. Obama and Kenya provides a critical space in which to do both.

      Introductory discussions in our classes about what we know about Africa and how we know it stimulate rich debates about not only the legacy of racism and ethnocentrism in American high school curriculums but also the stereotypes about Africa to which American students have frequently been exposed through film, literature, and popular media. These discussions are also useful in opening a dialogue about the politics of who writes the histories we encounter both inside and outside of the classroom and how African voices and experiences, if presented at all, are often framed as only marginally important in the context of world history.² Obama and Kenya uses the story of an American president and his Kenyan roots to ask larger questions about historical representations of Africa and the ways both Africans and non-Africans have drawn on a US president’s personal and political biographies to tell very particular stories about the world’s second-largest continent. For teachers and students of African and world history, Obama and Kenya speaks to global discourse about Africa today and to key themes in the continent’s history over the last one hundred years. In doing so, it analyzes the political work these representations have done and continue to do in Kenya and abroad.

      Focusing on contested narratives of British colonialism in Kenya and the challenges of building a national identity after independence in 1963, we explore how the Obama family is represented in relation to histories of Kenya’s colonial era and the early decades of independence, paying close attention to how Kenyan voices have debated this relationship in oral, written, and digital form. With Barack Obama Jr.’s political rise taking place firmly in the digital age, the story of Obama and Kenya provides a unique opportunity to analyze how Africans debate the past in a variety of forums and how access to political and social discourse has changed over time. Primary sources, ranging from social media to political cartoons to tourist advertisements, are now available at the click of a mouse and form a key part of a growing body of digitized archival material in African history.³ We have compiled a number of these digitally available СКАЧАТЬ