RT — Lumumbas Africa
20261105 164500 UTC
244 transcript segments
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[00:00:39] Gentlemen, I confess myself increasingly disconcerted by the Russians
[00:00:43] rather alarming advances in Asia.
[00:00:47] of Indeed, word has reached us that they have, of late, dispatched their first
[00:00:51] steam ship to Bombay.
[00:00:54] India must remain
[00:00:56] hours.
[00:01:03] "the fears came true, the Russians really did come to
[00:01:06] India, but not as colonizers and we quickly
[00:01:10] found a common
[00:01:11] language.
[00:01:30] here at the kibenda t estate in Cambo
[00:01:34] County in Kenya in the continent of
[00:01:38] a Africa and we continue our conversation
[00:01:42] regarding things around and about the
[00:01:45] continent and we talk about childhood
[00:01:49] with the advent of
[00:01:51] colonization and
[00:01:54] of one must discuss this subject from a
[00:01:57] historical context. and I prefer
[00:02:01] to look at it from much more recent history,
[00:02:05] because recent history teaches us and
[00:02:09] when we talk reasont is not very
[00:02:10] reason, that
[00:02:13] of Africa was
[00:02:15] functioning, and there was
[00:02:18] trade between Africa and the rest
[00:02:21] of the world on the eastern
[00:02:24] coast, on the northern coast, in the
[00:02:28] western coast and and there is a particular
[00:02:31] historical incident that is a marker for me, the year is
[00:02:35] 1482, and the person is
[00:02:39] a Portuguese explorer called Don Diego
[00:02:43] of Diazambunja, he visits what is now Elmina castle
[00:02:47] in Ghana, and he meets a king called Ansa
[00:02:51] and tells him, we want to build a post here,
[00:02:55] and they go into negotiation, because this is an organized
[00:02:59] system. Ultimately, of course, Ansa agrees that they
[00:03:03] build a permanent post, which is the elmina
[00:03:06] castle, because he says it
[00:03:09] a is
[00:03:10] of convenient, and is also because
[00:03:11] of the military might. Later, of
[00:03:14] course, the whole process of slavery
[00:03:18] begins, it had begune a little earlier
[00:03:22] on the eastern part, then the whole
[00:03:26] process
[00:03:27] of the missionar. is coming to the continent
[00:03:31] of
[00:03:32] of Africa, the Muslims are also coming from the northern and from the
[00:03:36] of eastern, of and that begins to affect
[00:03:40] how Africa operated before the
[00:03:43] advent of slavery, before the advent
[00:03:47] of colonization. In fact, I remember as a
[00:03:51] student of history, it being said, that the
[00:03:55] in flag always followed the cross, and this is
[00:03:59] significant. because when the church
[00:04:02] came,
[00:04:03] it is the church that came and said, we want to
[00:04:07] educate the young Africans, the French
[00:04:11] were
[00:04:11] of more blatant, they were saying this was a
[00:04:14] civilization basis, so it started very
[00:04:18] humbly with the Christian saying, you have to come to
[00:04:22] church, and when you have to come to church, we've got to take
[00:04:26] you through education, we've got to civilize you, 'we've
[00:04:30] got to change your name, you've got to learn the lord's
[00:04:33] prayer, you've got to learn the 10 commandments and in
[00:04:37] order to do these, you've got to abandon your
[00:04:41] uncivilized and heathen ways. this is how it began,
[00:04:45] and in those early days, when the Christians, whether they were
[00:04:48] of the catholic extraction or the anglican extraction
[00:04:52] who came under the church, missionary
[00:04:54] in society, or they were the presbiterian or the
[00:04:57] lutherans or the method'. the seventh day
[00:05:01] adventist, the whole idea was a civilizing
[00:05:05] mission, and civilization meant among other
[00:05:08] things that you had to teach people to abandon.
[00:05:13] the things that they knew, so the boy or the
[00:05:16] girl who would have been trained on the basis of
[00:05:20] African ways was being told that is not the
[00:05:24] way, you've got to be taught differently, and it
[00:05:28] depended on who colonized you, if it was the
[00:05:32] French, they were treating you differently, they were
[00:05:35] saying that you've got to go to school, and how was that
[00:05:39] school organized, organized, on the basis
[00:05:43] of how schools were organized in Paris
[00:05:47] and in France, they taught you their national
[00:05:50] anthem, they told you that your ancestors were
[00:05:54] the girls, if they were the Germans, they did
[00:05:57] the same, if they were the Italians, they did the same,
[00:06:01] if they were the Belgians, they did the same, if they were the Portuguese,
[00:06:05] they did the same, and as this was
[00:06:08] happening, the Muslims were also...
[00:06:12] not only islamizing parts of Africa, but
[00:06:16] also arabizing parts of Africa, by
[00:06:20] telling you that Allah could only be addressed in
[00:06:23] Arabic, and this you see in the
[00:06:26] early interaction, particularly in the
[00:06:30] Sahel region with people who embrace Islam
[00:06:34] such as Uthman Danfodio, or people like Mansa
[00:06:38] Musa, and in that particular
[00:06:42] area. you see the madrasses so that
[00:06:45] when they come in, the people who trained
[00:06:49] their children differently, whether they were the houser or
[00:06:53] the fulani or the wolof or the
[00:06:56] mandinka, they are now institutionalized into
[00:06:59] madrasses, you are no longer trained in the
[00:07:03] manner that a usa child was trained or a fulani child was
[00:07:07] trained or a mandinka child was trained
[00:07:11] or t child was trained, you are
[00:07:14] institutionalized, but the colonialists are more
[00:07:18] blatant, they create schools and th
[00:07:22] schools were largely missionary schools, they
[00:07:25] begin to teach you in their language, they teach you their
[00:07:29] mathematics and
[00:07:30] is instructive that in quite
[00:07:31] a number of African countries, those who are
[00:07:35] wealthy Africans did not send
[00:07:39] their children to the missionary schools, they said the
[00:07:43] children of people who are poorer,
[00:07:46] and I think there are quite a number of writers who dramatize
[00:07:50] this kind of interaction. Chinua Cebe
[00:07:54] dramatizes it very well in his two books,
[00:07:57] things fall apart and no longer at is, so that
[00:08:01] when your child is going to interact with the missionaries,
[00:08:05] you know that the things that linked him or her
[00:08:09] with the society have been cut, and that is... the essence of
[00:08:13] Chinua, Chebes, things fall apart, so the
[00:08:17] training that an African child
[00:08:20] received as result the interaction with the
[00:08:24] colonialist changed, and let us characterize the
[00:08:28] change, which was midwived by the
[00:08:30] missionaries. Number one, they
[00:08:34] changed your name, they told you that in order to be a good servant of
[00:08:38] Christ, if you are Kamau, you became John.
[00:08:42] If you are nyambura, you became Jane, if you are
[00:08:46] Ture, you became Samuel, that the god
[00:08:50] required you to acquire another name. Number two,
[00:08:54] they told you to go to school, and the school was from
[00:08:57] grade one, grade two, later standard
[00:09:01] one, standard two, and then you are subjected to an
[00:09:05] examination, and that examination is not
[00:09:09] administered by the locals in Kenya. "It
[00:09:13] was actually the Cambridge University that did it. If you
[00:09:16] are colonized by the French is the University by Sobon. If
[00:09:20] you are colonized by the Portuguese and you are in Luanda,
[00:09:24] Angola, or you are in Pry in
[00:09:28] Cabo Verde, the examination is administered from
[00:09:31] Lisbon. If you are in the Democratic Republic of
[00:09:34] Congo and you are administered by the Belgian, the
[00:09:38] examination is set in Brussel's before they
[00:09:42] left. "if you are in Namibia in Vindhawk, the
[00:09:45] examination is set in Berlin. In other
[00:09:49] words, you are programmed to be a little German boy,
[00:09:53] a little British boy, a little French boy, a little Portuguese
[00:09:57] boy and a little Italian boy, if you are in
[00:10:00] Mughadish. That is how our
[00:10:04] childhood changed, they then told you
[00:10:08] that your customs were bad, that
[00:10:11] everything that..." you are doing was wrong, your
[00:10:14] education system was wrong, your circumcision
[00:10:18] rights, if you are baganda or if you are kikoyo, if you
[00:10:22] are vanyankore, all those things you are bad, if
[00:10:26] you are girls, you are now even taken away from your home
[00:10:30] and taken to boarding schools, boys only
[00:10:33] boarding schools, girls only boarding schools,
[00:10:37] and if you did well, we took you to England, if
[00:10:41] you went to the university or took you overseas,
[00:10:45] it changed how the African thought, and I
[00:10:49] think the person who captured it very well was
[00:10:53] Carter G. Woodson, he's... not talking about the continent of
[00:10:57] Africa, but is telling us that the same thing
[00:11:00] is being done to Africansw have been taken away
[00:11:04] as slaves. That is why in
[00:11:06] 1933 he writes a book called
[00:11:10] Miss Education the negro, and you also
[00:11:14] understand individuals who are rebelling against it,
[00:11:18] like Marcus, Mossas Gav in Jamaica or George
[00:11:21] Padmo in Frinidad, all these. tell
[00:11:25] us that the colonial education
[00:11:29] system was designed to produce labor,
[00:11:32] which was meant to
[00:11:36] service the colonial state,
[00:11:39] and in Kenya, for example, they
[00:11:43] were those who did not want to take their children to school,
[00:11:47] so what did the white man do? they created a poll
[00:11:50] tax, and when they created the poll tax, they say, you've
[00:11:54] got to check. and send your children to school, they even created something called the
[00:11:58] heart tacks, you had to work, once you've been
[00:12:02] trained, you've got to serve as clark in the railways, in the
[00:12:05] ports, in the mines, in the farms, and when you
[00:12:09] do that, you've got to be educated because you've got to know how to
[00:12:13] write, you've got to know how to keep books,
[00:12:17] so the childhood the colonial
[00:12:20] African was disrupted through these
[00:12:23] education. Is that to say that we
[00:12:27] condemn it wholesale? I think that would be naive. There
[00:12:31] is a sense in which there are certain advantages that
[00:12:35] then are crude to Africans by dint their
[00:12:38] having interacted with this kind of education, but
[00:12:42] I think the disruption has remained largely
[00:12:46] alive with the consequence that African culture was
[00:12:49] condemned and condemned in many ways with
[00:12:53] the consequence. that the African
[00:12:56] self-confidence was undermined with the
[00:13:00] consequence that Africans were made to feel that they were
[00:13:04] inferior and that the superiority conflict
[00:13:08] complex the colonizer was given its pride of
[00:13:11] place, so when one talks about
[00:13:15] colonial governments, colonial
[00:13:18] education, colonial religion in the
[00:13:22] manner in which it was midwife to us "it was always
[00:13:26] designed to produce a new kind of
[00:13:29] African, an African who
[00:13:31] thinks like a
[00:13:34] Frenchman, like an Englishman, like a
[00:13:38] Portuguese, like a German, like an
[00:13:41] Italian, and is not lost on me that even up to
[00:13:45] today Africa finds herself in that space, we are the
[00:13:49] only continent in the world which is referred to as
[00:13:53] anglophone, francophone. lusophone
[00:13:57] by dint the language the colonizer and by
[00:14:00] dent the education system that
[00:14:03] disrupted our mode of education so that we have
[00:14:07] to go back to history to talk about African
[00:14:11] childhoods. It was an
[00:14:14] education whose impact remains
[00:14:17] today, sometimes a very diabolical
[00:14:21] way, but the beauty is, people
[00:14:25] are beginning to unlearn and to relearn and that is the
[00:14:29] beauty of human progression. Ladies and gentlemen, we
[00:14:33] continue with our discussion the
[00:14:36] continent of Africa. We will continue this debate.
[00:14:40] Let us see you next time as the
[00:14:43] conversation
[00:14:45] continues.
[00:15:28] Trump praises the cooperation shown by Moscow and Kiev
[00:15:31] during humanitarian operation. She brokered for the
[00:15:35] embattled city of Olyosski. Russia's envoy will pass
[00:15:39] a letter from her to Vladimir Putin.
[00:15:43] I apologize for being there and for speaking on
[00:15:45] impulse. Ukrainians who protested
[00:15:49] against a torture house that was run by the military are targeted by
[00:15:53] authorities.