dear uprights African I write you this letter from harbor oniy Botswana to
letter from harbor oniy Botswana to
letter from harbor oniy Botswana to share with you my thoughts about what I
share with you my thoughts about what I
share with you my thoughts about what I call the violence that our African
call the violence that our African
call the violence that our African classrooms do to the potential of the
classrooms do to the potential of the
classrooms do to the potential of the African child I should begin by saying
African child I should begin by saying
African child I should begin by saying that I researched performed and
that I researched performed and
that I researched performed and published my collection of off-broadway
published my collection of off-broadway
published my collection of off-broadway plays about Botswana partly in response
plays about Botswana partly in response
plays about Botswana partly in response to the failure of my private school miss
to the failure of my private school miss
to the failure of my private school miss education that type of school European
education that type of school European
education that type of school European school in Africa that insists on a
school in Africa that insists on a
school in Africa that insists on a chronically colonized curriculum that
chronically colonized curriculum that
chronically colonized curriculum that brand of Eurocentric education in Africa
brand of Eurocentric education in Africa
brand of Eurocentric education in Africa that equips the African child to be more
that equips the African child to be more
that equips the African child to be more functional in the West than in his or
functional in the West than in his or
functional in the West than in his or her own corner of Africa that type of
her own corner of Africa that type of
her own corner of Africa that type of school in Botswana where I was forced to
school in Botswana where I was forced to
school in Botswana where I was forced to memorize the metro map of Paris
memorize the metro map of Paris
memorize the metro map of Paris throughout high school while never
throughout high school while never
throughout high school while never learning anything appreciable about what
learning anything appreciable about what
learning anything appreciable about what wanna accept to casually gloss over
wanna accept to casually gloss over
wanna accept to casually gloss over except to casually gloss over that super
except to casually gloss over that super
except to casually gloss over that super genocide delicately named the Scramble
genocide delicately named the Scramble
genocide delicately named the Scramble for Africa told almost as a necessary
for Africa told almost as a necessary
for Africa told almost as a necessary organization of African land by almighty
organization of African land by almighty
organization of African land by almighty Europeans upright African if history
Europeans upright African if history
Europeans upright African if history itself is a collective performance of
itself is a collective performance of
itself is a collective performance of memory I want you and I to consider what
memory I want you and I to consider what
memory I want you and I to consider what exactly we gain or lose when we perform
exactly we gain or lose when we perform
exactly we gain or lose when we perform their memory while our memory collects
their memory while our memory collects
their memory while our memory collects dust in the backstage shadows I’m
dust in the backstage shadows I’m
dust in the backstage shadows I’m reminded of six years ago I had just
reminded of six years ago I had just
reminded of six years ago I had just flown into Johannesburg from Kampala and
flown into Johannesburg from Kampala and
flown into Johannesburg from Kampala and I was in Johannesburg to do a screen
I was in Johannesburg to do a screen
I was in Johannesburg to do a screen test for a TV series that was about what
test for a TV series that was about what
test for a TV series that was about what Juana before the screen test was over I
Juana before the screen test was over I
Juana before the screen test was over I had already landed one of the lead roles
had already landed one of the lead roles
had already landed one of the lead roles I was thrilled because although I was
I was thrilled because although I was
I was thrilled because although I was enjoying a successful career in the West
enjoying a successful career in the West
enjoying a successful career in the West as the first Madonna on Broadway I still
as the first Madonna on Broadway I still
as the first Madonna on Broadway I still had the firm desire to perform at home
had the firm desire to perform at home
had the firm desire to perform at home a week later I was in Hobart Ani script
a week later I was in Hobart Ani script
a week later I was in Hobart Ani script in hand ready to film and that’s when I
in hand ready to film and that’s when I
in hand ready to film and that’s when I received an email from one of the series
received an email from one of the series
received an email from one of the series producers telling me that I had been
producers telling me that I had been
producers telling me that I had been dropped from the cast for Cote not
dropped from the cast for Cote not
dropped from the cast for Cote not looking African enough the news was more
looking African enough the news was more
looking African enough the news was more insulting than disappointing
insulting than disappointing
insulting than disappointing I found myself wishing that they would
I found myself wishing that they would
I found myself wishing that they would have told me that I was dropped because
have told me that I was dropped because
have told me that I was dropped because I had not been a good enough actor
I had not been a good enough actor
I had not been a good enough actor during the screen test or that I was
during the screen test or that I was
during the screen test or that I was asking for too much money but to tell me
asking for too much money but to tell me
asking for too much money but to tell me that it is because I did not fulfill
that it is because I did not fulfill
that it is because I did not fulfill some British self-styled Africanist
some British self-styled Africanist
some British self-styled Africanist directors zoological notion of what an
directors zoological notion of what an
directors zoological notion of what an African looks like was to insult it was
African looks like was to insult it was
African looks like was to insult it was to insult and abuse even my ancestors in
to insult and abuse even my ancestors in
to insult and abuse even my ancestors in the same way when we allow the
the same way when we allow the
the same way when we allow the curriculum in all private schools across
curriculum in all private schools across
curriculum in all private schools across Africa to perform an inferior single
Africa to perform an inferior single
Africa to perform an inferior single story of Africa to our children we are
story of Africa to our children we are
story of Africa to our children we are becoming agents of our own near
becoming agents of our own near
becoming agents of our own near colonization to code Danielle or
colonization to code Danielle or
colonization to code Danielle or Sibelius book called compatible cultural
Sibelius book called compatible cultural
Sibelius book called compatible cultural democracy the key to development in
democracy the key to development in
democracy the key to development in Africa code realization of compatible
Africa code realization of compatible
Africa code realization of compatible cultural democracy has to begin from the
cultural democracy has to begin from the
cultural democracy has to begin from the sphere of the mind to rid the African
sphere of the mind to rid the African
sphere of the mind to rid the African first of mental slavery it requires a
first of mental slavery it requires a
first of mental slavery it requires a new education system capable of
new education system capable of
new education system capable of psychological and ideological
psychological and ideological
psychological and ideological transformation of the artificial African
transformation of the artificial African
transformation of the artificial African created by Europeans to transform that
created by Europeans to transform that
created by Europeans to transform that African into the liberated and proud
African into the liberated and proud
African into the liberated and proud African with an African centered mind
African with an African centered mind
African with an African centered mind someone totally committed to his or her
someone totally committed to his or her
someone totally committed to his or her country through thought and deed the new
country through thought and deed the new
country through thought and deed the new African end quote
African end quote
African end quote to also quote from when you amou you and
to also quote from when you amou you and
to also quote from when you amou you and guy Martin’s book a new paradigm of
guy Martin’s book a new paradigm of
guy Martin’s book a new paradigm of African states in which they articulated
African states in which they articulated
African states in which they articulated the kind of education of
the kind of education of
the kind of education of that they desire for Africa quote such
that they desire for Africa quote such
that they desire for Africa quote such an educational system encourages
an educational system encourages
an educational system encourages students to be innovators and educators
students to be innovators and educators
students to be innovators and educators rather than passive consumers of
rather than passive consumers of
rather than passive consumers of information it can integrate African
information it can integrate African
information it can integrate African tradition art and history with science
tradition art and history with science
tradition art and history with science and technology to prepare Africans to
and technology to prepare Africans to
and technology to prepare Africans to deal with their environment and their
deal with their environment and their
deal with their environment and their economic and social conditions when I
economic and social conditions when I
economic and social conditions when I was in private school like a lot of
was in private school like a lot of
was in private school like a lot of people in my generation across Africa
people in my generation across Africa
people in my generation across Africa internalized oppression seeped into our
internalized oppression seeped into our
internalized oppression seeped into our young minds at a very early age
young minds at a very early age
young minds at a very early age every time that our teachers black and
every time that our teachers black and
every time that our teachers black and white congratulated us on speaking
white congratulated us on speaking
white congratulated us on speaking articulately like a proper Brit and in
articulately like a proper Brit and in
articulately like a proper Brit and in the same breath ridiculed us for having
the same breath ridiculed us for having
the same breath ridiculed us for having afro textured hair this is not a thing
afro textured hair this is not a thing
afro textured hair this is not a thing of the past as some Africans and African
of the past as some Africans and African
of the past as some Africans and African aspire to preserve their privilege in
aspire to preserve their privilege in
aspire to preserve their privilege in fact the high-profile 2016 case of
fact the high-profile 2016 case of
fact the high-profile 2016 case of Pretoria girls High students having to
Pretoria girls High students having to
Pretoria girls High students having to protest and to go to court just to be
protest and to go to court just to be
protest and to go to court just to be allowed to wear their afro textured hair
allowed to wear their afro textured hair
allowed to wear their afro textured hair in the classroom the way that it grows
in the classroom the way that it grows
in the classroom the way that it grows naturally on their heads is one of many
naturally on their heads is one of many
naturally on their heads is one of many cases like that on the African continent
but Rana has a population of just two
but Rana has a population of just two million a dozen of her 40 languages are
million a dozen of her 40 languages are
million a dozen of her 40 languages are listed by UNESCO as either endangered or
listed by UNESCO as either endangered or
listed by UNESCO as either endangered or critically endangered it therefore seems
critically endangered it therefore seems
critically endangered it therefore seems self-destructive that it is not the
self-destructive that it is not the
self-destructive that it is not the lives of those dying languages that our
lives of those dying languages that our
lives of those dying languages that our curricula in Botswana are trying to
curricula in Botswana are trying to
curricula in Botswana are trying to extend both in private schools and
extend both in private schools and
extend both in private schools and public schools rather it is the
public schools rather it is the
public schools rather it is the metaphysical colonial empire as
metaphysical colonial empire as
metaphysical colonial empire as Professor on Gujarat Iago calls it that
Professor on Gujarat Iago calls it that
Professor on Gujarat Iago calls it that we expand when we insist on English as
we expand when we insist on English as
we expand when we insist on English as the language of instruction the language
the language of instruction the language
the language of instruction the language of reason business philosophy and most
of reason business philosophy and most
of reason business philosophy and most tragically the language of our own
tragically the language of our own
tragically the language of our own history
history
history I’d like to quote from Bhutan as
I’d like to quote from Bhutan as
I’d like to quote from Bhutan as founding presidents one of his speeches
founding presidents one of his speeches
founding presidents one of his speeches where he’s famously said that a nation
where he’s famously said that a nation
where he’s famously said that a nation without a past is a lost nation and a
without a past is a lost nation and a
without a past is a lost nation and a people without a past is a people
people without a past is a people
people without a past is a people without a soul end quote
without a soul end quote
without a soul end quote I may never know what exactly about me
I may never know what exactly about me
I may never know what exactly about me does not look African enough for a TV
does not look African enough for a TV
does not look African enough for a TV series produced supposedly for Africans
series produced supposedly for Africans
series produced supposedly for Africans because I don’t care but I do know that
because I don’t care but I do know that
because I don’t care but I do know that there is a quietly ashamed pseudo Europe
there is a quietly ashamed pseudo Europe
there is a quietly ashamed pseudo Europe poet a real-time self arranger of sorts
poet a real-time self arranger of sorts
poet a real-time self arranger of sorts that we were trying to take on in
that we were trying to take on in
that we were trying to take on in private school all over Africa to the
private school all over Africa to the
private school all over Africa to the appreciation of our mostly European
appreciation of our mostly European
appreciation of our mostly European teachers as I mentioned before in the
teachers as I mentioned before in the
teachers as I mentioned before in the same breath that you are being
same breath that you are being
same breath that you are being congratulated for being like the other
congratulated for being like the other
congratulated for being like the other you’re also being put down for being
you’re also being put down for being
you’re also being put down for being yourself when I predictably lived in
yourself when I predictably lived in
yourself when I predictably lived in Paris years after high school rendered
Paris years after high school rendered
Paris years after high school rendered its familiar to my imagination I almost
its familiar to my imagination I almost
its familiar to my imagination I almost instinctively knew how to take the metro
instinctively knew how to take the metro
instinctively knew how to take the metro around Paris from veal chief Toussaint
around Paris from veal chief Toussaint
around Paris from veal chief Toussaint well Pompidou to wherever I needed to go
well Pompidou to wherever I needed to go
well Pompidou to wherever I needed to go and I found myself questioning the
and I found myself questioning the
and I found myself questioning the education that I had received almost
education that I had received almost
education that I had received almost obsessive-compulsive Lee what kind of
obsessive-compulsive Lee what kind of
obsessive-compulsive Lee what kind of study of French history and cultures was
study of French history and cultures was
study of French history and cultures was this in a botswana school that had to
this in a botswana school that had to
this in a botswana school that had to exclude people who look like me when the
exclude people who look like me when the
exclude people who look like me when the eiffel tower itself was built by
eiffel tower itself was built by
eiffel tower itself was built by enslaved africans who died in the
enslaved africans who died in the
enslaved africans who died in the process whose bones still remain under
process whose bones still remain under
process whose bones still remain under the Magnificent monument what if in that
the Magnificent monument what if in that
the Magnificent monument what if in that private high school I had learned not
private high school I had learned not
private high school I had learned not just about the famous French singers but
just about the famous French singers but
just about the famous French singers but Ricci occas and Edith Piaf but also
Ricci occas and Edith Piaf but also
Ricci occas and Edith Piaf but also about the equally great contemporary
about the equally great contemporary
about the equally great contemporary Josephine Baker who wrote a
Josephine Baker who wrote a
Josephine Baker who wrote a ting narrative with her body reclaiming
ting narrative with her body reclaiming
ting narrative with her body reclaiming the agency of the black female body on
the agency of the black female body on
the agency of the black female body on stage in Paris what you and I have spent
stage in Paris what you and I have spent
stage in Paris what you and I have spent so many disoriented years after high
so many disoriented years after high
so many disoriented years after high school apologizing for not being African
school apologizing for not being African
school apologizing for not being African enough for being two African what if we
enough for being two African what if we
enough for being two African what if we had simply learned about African empires
had simply learned about African empires
had simply learned about African empires instead of European ones you see we also
instead of European ones you see we also
instead of European ones you see we also belong in history as protagonists not
belong in history as protagonists not
belong in history as protagonists not just as props or background to a white
just as props or background to a white
just as props or background to a white Savior story when the grand story of
Savior story when the grand story of
Savior story when the grand story of David Livingstone and his peripatetic
David Livingstone and his peripatetic
David Livingstone and his peripatetic exploits across Africa is told in
exploits across Africa is told in
exploits across Africa is told in African classrooms private and public we
African classrooms private and public we
African classrooms private and public we are introduced to his African aids SUSE
are introduced to his African aids SUSE
are introduced to his African aids SUSE and Kumar
and Kumar
and Kumar we’re told that Susie and Chima where’d
we’re told that Susie and Chima where’d
we’re told that Susie and Chima where’d up to latest in servants we are also
up to latest in servants we are also
up to latest in servants we are also told that they were so loyal to
told that they were so loyal to
told that they were so loyal to Livingstone that when he died in a place
Livingstone that when he died in a place
Livingstone that when he died in a place described as the centre of Africa Susie
described as the centre of Africa Susie
described as the centre of Africa Susie and Chima took his embalmed body all the
and Chima took his embalmed body all the
and Chima took his embalmed body all the way from modern-day Zambia to the cost
way from modern-day Zambia to the cost
way from modern-day Zambia to the cost of modern-day Tanzania so that the body
of modern-day Tanzania so that the body
of modern-day Tanzania so that the body could be shipped off to London for
could be shipped off to London for
could be shipped off to London for burial but what if we dared to tell the
burial but what if we dared to tell the
burial but what if we dared to tell the story of Susie and Chima not just as
story of Susie and Chima not just as
story of Susie and Chima not just as servants but also as to use that term
servants but also as to use that term
servants but also as to use that term reserved for Europeans explorers what if
reserved for Europeans explorers what if
reserved for Europeans explorers what if in our version of missionary history we
in our version of missionary history we
in our version of missionary history we saw Africa through the eyes of Susie and
saw Africa through the eyes of Susie and
saw Africa through the eyes of Susie and Truman what the West not see that alala
Truman what the West not see that alala
Truman what the West not see that alala the Zambian village where Livingstone
the Zambian village where Livingstone
the Zambian village where Livingstone died is in fact not the center of Africa
died is in fact not the center of Africa
died is in fact not the center of Africa but a case in colonial cartography full
but a case in colonial cartography full
but a case in colonial cartography full of self-serving symbolism
I conclude this letter with a quote from
I conclude this letter with a quote from the great Thomas Sankara coat the spirit
the great Thomas Sankara coat the spirit
the great Thomas Sankara coat the spirit of freedom dignity self-reliance
of freedom dignity self-reliance
of freedom dignity self-reliance independence and anti-imperialist
independence and anti-imperialist
independence and anti-imperialist struggle must blow from north to south
struggle must blow from north to south
struggle must blow from north to south from south to north and across borders
from south to north and across borders
from south to north and across borders cheerfully all the more so because the
cheerfully all the more so because the
cheerfully all the more so because the African peoples suffer from the same
African peoples suffer from the same
African peoples suffer from the same miseries
miseries
miseries nourish the same feelings dream of the
nourish the same feelings dream of the
nourish the same feelings dream of the same better tomorrow’s and coat deer
same better tomorrow’s and coat deer
same better tomorrow’s and coat deer apprised African we must have the
apprised African we must have the
apprised African we must have the courage to teach African children
courage to teach African children
courage to teach African children African history so that they like any
African history so that they like any
African history so that they like any other child in the world may indeed
other child in the world may indeed
other child in the world may indeed dream of much better tomorrow’s in
dream of much better tomorrow’s in
dream of much better tomorrow’s in solidarity Donald
[Applause]
[Applause] [Music]
”
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