Images and empires: visuality in colonial and postcolonial Africa

Figurative images have long played a critical, if largely unexamined, role in Africa - mediating relationships between the colonizer and the colonized, the state and the individual, and the global and the local. This pivotal volume considers the meaning and power of images in African history and culture. Paul S. Landau and Deborah Kaspin have assembled a wide-ranging collection of essays dealing with specific visual forms, including monuments, cinema, cartoons, domestic and professional photography, body art, world fairs, and museum exhibits. The contributors, experts in a number of disciplines, discuss various modes of visuality in Africa and of Africa, investigating the interplay of visual images with personal identity, class, gender, politics, and wealth. Integral to the argument of the book are over seventy contextualized illustrations. Africans saw foreigners in margarine wrappers, Tintin cartoons, circus posters, and Hollywood movies; westerners gleaned impressions of Africans from colonial exhibitions, Tarzan films, and naturalist magazines. The authors provide concrete examples of the construction of Africa's image in the modern world. They reveal how imperial iconographies sought to understand, deny, control, or transform authority, as well as the astonishing complexity and hybridity of visual communication within Africa itself

Democracy and education spending in Africa

While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this paper I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game-theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education, and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization