Malê Rising

<bilingual_bonus>La revolución de la patata</bilingual_bonus>

Is nice to see that Bolivia, of all places is becoming a Green Power. And this brings me a question to my head... Is any chance for the Pacto Andino (Andean Pact) to exist?

Excellent job :)
 
???? I googled this phrase and got two hits, one about market gardeners in Greece, and one about protesters waving french fries in Brussels.

I doubt what you're referring to is either of those.

Im confused.

Don't worry, the intention was to summarize what I think it's going to come as a consequence of this update... a Latin-American green revolution based around the potato as a staple... When I finished reading that update, I thought suddenly on this. That happens usually when I read something really good as a movie.

Excuse me if I misguided the topic.
 
Don't worry, the intention was to summarize what I think it's going to come as a consequence of this update... a Latin-American green revolution based around the potato as a staple... When I finished reading that update, I thought suddenly on this. That happens usually when I read something really good as a movie.

Excuse me if I misguided the topic.
Ah. I overthought the remark, reading more there than the obvious. Sorry. As my wife tells, me I do this all the time, so it's my fault.
 
Personally, I'd very much like to see a Quebec which remains a part of Canada but ends up outside the Commonwealth - as in they can still be part of the Canadian federation, but they don't have to accept the British monarch as head of state.

That's certainly one possibility. As you say, there are others - and yes, Montreal will be ground zero for many of the culture wars.

Canada will be included during the 1955-70 cycle, and I'll see if I can work Toronto and Montreal in during 1970-2000.

Well, it's pretty plausible that someone would go and found a private black school, like they did all over the place elsewhere, especially since if I recall correctly Texas' black population was better off even in the 19th century, when there wouldn't be any question of integration. It would probably stay private, though, rather than going public, again like most of the other HBCUs.

(Which makes me wonder if there's an HBCU designation here?)

True, if such a school goes public, it would be because the private money runs out - which could happen during the depression of the 1910s.

I'd guess that, whether or not HBCU is a formal designation, everyone will know which schools are the black Ivies.

A Green revolution and it's social consequences? Interesting :) .

Huh, now that I think about it, I've never seen any alt-Green Revolutions in this site.

Bolivarian students studying in Africa learning about Islamic Enviromentalism? Only in Male Rising! :D

The *Green Revolution has been in progress for some time - the Ilorin agricultural institute was founded by Usman Abacar - although it really began to ramp up in the 1950s with chemical fertilizers and a better understanding of plant genetics. And with the Ilorin University being a pioneer in the field, it does attract students from a long way off; it's one of three to five African universities ITTL that have significant numbers of non-African students.

Is nice to see that Bolivia, of all places is becoming a Green Power. And this brings me a question to my head... Is any chance for the Pacto Andino (Andean Pact) to exist?

Bolivia had a better nineteenth century than OTL - it still has a seacoast - and it did a pretty good job of land reform in the 1920s and 30s. It has also mostly overcome its historical ethnic caste system, although as seen in the update, not everyone accepts that. Overall, it's in a substantially better position to do things like sponsor agricultural research programs.

Don't worry, the intention was to summarize what I think it's going to come as a consequence of this update... a Latin-American green revolution based around the potato as a staple...

Don't forget quinoa - it won't just be for foodies ITTL - but yes, potatoes are the main event.

The final narrative of this series will take place in Dakar in 1970 - or maybe Timbuktu, I haven't completely decided - and then we'll move on the penultimate cycle of academic updates.
 
...
The *Green Revolution has been in progress for some time - the Ilorin agricultural institute was founded by Usman Abacar - although it really began to ramp up in the 1950s with chemical fertilizers and a better understanding of plant genetics. And with the Ilorin University being a pioneer in the field, it does attract students from a long way off; it's one of three to five African universities ITTL that have significant numbers of non-African students....

The "five," to take the more generous number, would be including South Africa and Algeria though, wouldn't it? And of course Ethiopia. And the German copperbelt--I'd think some schools there would be very prestigious and also hot centers of ongoing research in chemistry and physics, what with the involvement of Copperbelt people in the German Bomb project.

Though on the other hand a lot of Africans going to those and other universities and such institutes in Africa would include people of purely or mainly European descent--who would think of themselves and be thought of by their neighbors as a kind of African, more or less, depending on where we are talking about--Algeria I guess would have the most people born there who persistently refuse to think of themselves as Africans; the Boers will hardly think of themselves as anything but. Afrikaaners, you know.

Still--I'd think the number of schools that are thought of as pretty much equivalent to any first-rate European or American university would be considerably higher than five; including Ilorin/Nigeria generally, I've already named five regions that ought to each host such a school and that leaves each of them just one each. I'd think French West Africa would insist on having one of their own or more just to keep up with the formerly British West African lands, and the latter would have several, and South Africa half a dozen, Algeria at least several, and I'd be surprised if Ethiopia supports only one. The Copperbelt ought to host considerably more than one too. It might be that only a small portion of these actually attract significant percentages of their student bodies from Europe or the Americas--but pluralizing the Americas like that suggests that even the Portuguese parts of Africa ought to be in on the competition and attracting over a fair number of Brazilians, and Spanish speakers willing to put up with learning Portuguese.

So even if we must winnow the number of African institutes down by specifying that only five attract really large numbers from other continents (well, of course we didn't even start discussing how many more students come over from Asia!:D) still those top five by that metric stand on many broad and tall shoulders of institutions that serve Africans very well indeed I'd think, and contribute at least an order of magnitude more to the volume of global academic discourse--somewhat less than their share relative to population in say physics, perhaps (though the Copperbelt probably boosts the average remarkably close) and more in biology and its applications. I'd think the places I've named would all have governments determined to make their respective regional systems quite competitive with European and American standards--Ethiopia would seek to match and exceed Russian standards, Algeria and French West Africa to come close to the best second tier French schools (after the Sorbonne); the West and South Africans being more or less on their own hook might be looking more to American standards.

Then again, ITTL there was never a GI Bill of Rights in the USA, no sudden surge of demand for corporate middle management to service US corporations collectively managing an effective and sudden world empire (and serving as a pool of consultants for and recruits to vastly expanded governmental service). I'd think the various flavors of populist more or less socialist movements would all seek to make higher education generally accessible to some degree, but Ivy League might remain the gold standard and might remain more a bastion of those whose families can afford a costly prestigious college, with only the leavening of scholarship students one could find in the 1920s--getting into a college might be as accessible as OTL or more so, but getting into the best colleges (at any rate, in terms of prestige and contacts, if not necessarily a solid education) might be harder for most citizens and more forthrightly and unabashedly a matter of legacy families.

So perhaps what I mean is, South Africa and the formerly British West Africans might be striving for something even broader and more egalitarian, or anyway meritocratically based on pure academic performance, than even the USA offers ITTL--perhaps OTL.

Also, there is more scope for a different attitude toward what constitutes an institute of higher education than the European/American models. Abacarism in its origins had deep ties to a completely different West African system that existed OTL (and unless I am mixing my timelines up, a pretty traditional but somewhat evolved revival took place in Timbuktu--which might relate to advertised upcoming story set there); Islamic sphere academics has presumably been evolving with only partial influence from European models under the influence not only of Abacar but more powerfully Belloism, and that covers the whole Ottoman sphere, Turkestan (with also strong Russian, but Tolstoyan Russian, influence); possibly Persia as well and meanwhile affecting Nusantra and Muslims in India. Alternative Indian and Chinese approaches also have had more scope to develop parallel to rather than trying to meet the approval of European arbiters.

And possibly, if the populists of the USA did not seek to flood the Ivy League with middle Americans, they did instead develop a powerful system of public schools that have somewhat different values as well. The various populist movements of Brazil and Spanish-speaking America have had opportunities to go their own way also; given the nature of most of the Latin American regimes they are probably more tied to the Catholic Church than OTL national universities, but also more involved in spreading education quite broadly through the populace.
 
Five major universities in Africa with a substantial non-African student body:

Let me guess their locations:

Dakar
Algiers
Copperbelt
Eritrea
South Africa
 
The "five," to take the more generous number, would be including South Africa and Algeria though, wouldn't it? And of course Ethiopia. And the German copperbelt--I'd think some schools there would be very prestigious and also hot centers of ongoing research in chemistry and physics, what with the involvement of Copperbelt people in the German Bomb project.

Five major universities in Africa with a substantial non-African student body:

Let me guess their locations:

Dakar
Algiers
Copperbelt
Eritrea
South Africa

I actually wasn't counting North Africa. If Mediterranean Africa is included, then we probably need more than five, because Cairo as well as Algiers would make the list.

For what it's worth, my minimum list of three was Ilorin (biology, medicine and agriculture), Kazembe/Copperbelt (engineering, geology and physics) and Luanda (which is becoming one of the flagships of the Portuguese public university system). The list of five would include Dakar, which would draw from France, and Cape Town, which would attract students from the Commonwealth and to some extent from India.

Ethiopia actually wasn't on my rough list: there are some good research schools and liberal arts universities there, but none of them are world-class in a particular field, and they aren't part of an imperial (or ex-imperial) system. You'll find Russians, Greeks and Arabs studying there, but nearly all of them in the 1960s would be Ethiopian citizens. That won't always be the case - among other things, the Royal University at Gondar will probably be a better partner for South American highland agriculture projects than Ilorin is - but the Ethiopian universities haven't quite reached international stature yet.

On the other hand, the University of Liberia would draw from across the Atlantic, wouldn't it? And Zanzibar would get students from its former realm in Oman and from India.

All right, three to five was too low an estimate. Seven, at least, and nine if we count Egypt and Algeria.

Though on the other hand a lot of Africans going to those and other universities and such institutes in Africa would include people of purely or mainly European descent--who would think of themselves and be thought of by their neighbors as a kind of African, more or less, depending on where we are talking about

Certainly. I'm counting them as Africans, just as I'm counting the African-American and Afro-Caribbean students in Monrovia as internationals. The Indians who are citizens of southern and eastern African countries also qualify.

And yeah, the French Algerians would be on one end of the self-identification scale and the Boers on the other, with the Portuguese, Russians and Germans somewhere in between (the former two closer to the Boer end and the latter more toward the French end).

Still--I'd think the number of schools that are thought of as pretty much equivalent to any first-rate European or American university would be considerably higher than five; including Ilorin/Nigeria generally, I've already named five regions that ought to each host such a school and that leaves each of them just one each... It might be that only a small portion of these actually attract significant percentages of their student bodies from Europe or the Americas... So even if we must winnow the number of African institutes down by specifying that only five attract really large numbers from other continents (well, of course we didn't even start discussing how many more students come over from Asia!:D) still those top five by that metric stand on many broad and tall shoulders of institutions that serve Africans very well indeed I'd think and contribute at least an order of magnitude more to the volume of global academic discourse

That as well. For every Ilorin or Kazembe, there are dozens of good regional universities that have substantial research programs but don't stand out enough to draw students from outside the region. Remember that even TTL's Africa still consists mostly of developing countries, and that most international students go from less developed to more developed parts of the world; it takes a really outstanding school to attract students the other way.

So perhaps what I mean is, South Africa and the formerly British West Africans might be striving for something even broader and more egalitarian, or anyway meritocratically based on pure academic performance, than even the USA offers ITTL--perhaps OTL.

Also, there is more scope for a different attitude toward what constitutes an institute of higher education than the European/American models. Abacarism in its origins had deep ties to a completely different West African system that existed OTL (and unless I am mixing my timelines up, a pretty traditional but somewhat evolved revival took place in Timbuktu--which might relate to advertised upcoming story set there); Islamic sphere academics has presumably been evolving with only partial influence from European models under the influence not only of Abacar but more powerfully Belloism, and that covers the whole Ottoman sphere, Turkestan (with also strong Russian, but Tolstoyan Russian, influence); possibly Persia as well and meanwhile affecting Nusantra and Muslims in India. Alternative Indian and Chinese approaches also have had more scope to develop parallel to rather than trying to meet the approval of European arbiters.

The universities are also shaped by the primary and secondary schools that feed into them, and those can vary widely across the continent. In Belloist-influenced societies, for instance, teaching is part of learning from kindergarten onward, and undergraduate as well as graduate students would be expected to take on teaching responsibilities and participate in cooperative research. The syndicalist-influenced societies would emphasize lifelong education for working people rather than treating a degree as a stopping point. The Abacarist ethic, built on the pre-existing educational system of the Sokoto Caliphate, would place great importance on taking education to the people, with many open universities and scattered campuses. And the Great Lakes colleges would be something else entirely.

There would be countervailing tendencies; as you say, the elite African universities would want to be compatible with international standards, so they'd be influenced by the European or New World systems with which they interact the most. But there's a lot of diversity and experimentation in the layer just below - and yes, this has influenced other parts of the Islamic world and India besides.

And possibly, if the populists of the USA did not seek to flood the Ivy League with middle Americans, they did instead develop a powerful system of public schools that have somewhat different values as well. The various populist movements of Brazil and Spanish-speaking America have had opportunities to go their own way also; given the nature of most of the Latin American regimes they are probably more tied to the Catholic Church than OTL national universities, but also more involved in spreading education quite broadly through the populace.

I'd guess you're right about both of these, although there are secular universities in Latin America as well, and those in the Southern Cone tend to be less connected to the church than the Andean, Brazilian or Mexican ones.
 
The universities are also shaped by the primary and secondary schools that feed into them, and those can vary widely across the continent. In Belloist-influenced societies, for instance, teaching is part of learning from kindergarten onward, and undergraduate as well as graduate students would be expected to take on teaching responsibilities and participate in cooperative research. The syndicalist-influenced societies would emphasize lifelong education for working people rather than treating a degree as a stopping point. The Abacarist ethic, built on the pre-existing educational system of the Sokoto Caliphate, would place great importance on taking education to the people, with many open universities and scattered campuses. And the Great Lakes colleges would be something else entirely.

International standards are probably very influenced by this sort of cooperative traditions well outside Africa and Asia. Venice and Udine are probably extreme examples, but I can see the mainstream university milieus ITTL to be way less hierarchic and and more open/cooperative on average. Putting it in another way, I think that the international standard would not be set mainly by the likes Oxford and Princeton (with all due respect to both). Not to mention that both may be different here as well.
 
A Tale of Three Cities, December 1970

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“Have you thought about what you’ll teach next term,” asked Madame Coulibaly.

Mariama Laetitia Koité – she liked to be called by all her names – sat across the table and let the silence lengthen. “I haven’t decided,” she said at last. “The Senegalese futurists? Or maybe the early French ones.”

A look of disappointment crossed the older woman’s face. “I wish you’d make up your mind to teach poetry.”

“I taught it this term. The Nana Asma’u and the Malê women.”

“Mariama” – the use of just one name signaled disapproval, as did the tightening of Madame Coulibaly’s hand around the grip of her coffee cup – “you know that’s not what I mean. You’ve taught poets, not poetry. Everyone else in the class has shared his craft: you’re the only one who hasn’t.”

Mariama’s gaze had fallen to the table as her teacher spoke; now she returned it to the open window and the red-brown buildings outside, but she still wouldn’t meet Madame Coulibaly’s eyes. “It isn’t… it isn’t a craft that I can teach. I’m not sure it’s a craft that can be taught.”

“Everything can be taught.”

“Breathing?” Even as she said it, Mariama knew that this was a puerile answer, and that the Belloist truism had never been meant to apply to autonomic processes. But she let it stand anyway and looked her teacher in the face; a puerile question in response to a pat answer seemed a fair trade.

This time it was Madame Coulibaly’s turn to be silent, and the ceiling fan became audible as it stirred notes around the table. “Of course we can teach breathing,” she said. “You learned to breathe when you learned to sing, and you learned to breathe for exercise and meditation. Have you been doing that so long that you’ve forgotten it was taught to you?”

To that, Mariama had no answer. “Maybe poetry can be taught,” she said. “But I don’t know how to teach it.”

“I think if you try to teach it, you’ll find that you can. But I won’t force you. I can’t force you.” Madame Coulibaly rose to her feet in a rustle of blue patterned skirts. “You’ve had an outstanding term and you’ve passed your exams; you’re free to go.” And as Mariama rose in turn and turned to the door, she said one more thing: “I hope you enjoy Dakar.”
_______​

The lycée consisted of low red buildings with geometric patterns inscribed on the walls and parapets, set among sparse gardens and iron-tinged soil. Mariama shouldered her pack and moved quickly toward the gate through a stream of departing students. She was determined not to notice any of them, but as always, one noticed her.

“Mariama Laetitia!”

She slowed down to let Amadou, who sat at her right hand in class, catch up to her. “Have you had your interview?”

“Yesterday. I just had one more exam this morning.”

“What are you teaching next term, then?”

“Football offense.” From someone else, that might have sounded frivolous, but Mariama had once helped Amadou prepare his lessons, and he did so with the same passion that an imam might use in teaching the Koran. He’d spent years at the feet of professional players, and he read books and watched films, and after playing the game fanatically since the age of four, he could survey anyone else’s technique with a keen eye. Even when they’d been in kindergarten, when they’d only been called upon to teach once a month and when the usual lesson was a repetition of the previous day’s work or show-and-tell of something they’d learned at home, he’d always taught football.

She sighed theatrically. “I’m afraid I’ll be a hopeless student. Again.”

“Oh, you’ve learned. You just don’t see it.” They passed through the gate and out to the streets beyond. “Does Madame Coulibaly still want you to teach poetry?”

“Yes. I can’t imagine how, though.”

“You can teach people to write…”

“But you can’t teach them to feel.”

Amadou met her eyes with his. “Then teach us to write about whatever we’re feeling.”

“You have to feel something in a way that makes you want to write. And not everything will make you feel that way.” She felt at sea in the conversation, something that didn’t happen to her often, and searched for a way to make her meaning clear. “If your mind’s on something like…”

“The Consistory?”

She laughed. “People have written poetry about that. ‘The hope of peace, the hope of sharing…’ it’s awful, maybe, but people have been inspired by it. The problem is that inspiration is different for every person.”

“Then maybe you need to teach people where to find it?”

“But everyone finds it in a different place…”

“I don’t know, then,” he admitted, and changed the subject. “When are you leaving?”

“Tomorrow.”

“So soon? Your visit at the Dakar University isn’t till next week, no?”

“I’m going to Timbuktu first. The University of Sankoré invited me yesterday.”

Sankoré?

“They admit women now.”

“To be imams?”

“It was never just that, even when Oumar Tall reopened it. If I’m going to study classical poetry, there’s no place better, and there’s no harm in giving God his place in the humanities…”

“Because he inspires?” Amadou brushed the thought off in mock dismissal. “I think you’re leaving early to get out of a repair day.”

Mariama laughed again, as much from the conversation’s sudden shift in tone as from what Amadou had said. She liked repair days, actually; the term might be over, but the lycée students still did their work obligations at the school, and maintenance duties brought friends together. And learning how to do the repairs had been a welcome break from book lessons, and had proven very useful.

The thought carried her beyond the central district and into the park that separated it from her neighborhood. The suburb where she and Amadou lived was laid out much the same way as the whole of Ségou: a civic and commercial center surrounded by a greenbelt that was surrounded in turn by clusters of houses. A cluster of elementary students, whose term lasted a week longer, were in the park, chattering as they did their work obligation. Mariama had supervised the younger children sometimes, as all the older ones had, and she knew they might be cleaning litter, or cataloging the plants in the greenbelt. It would always be a half-playful assignment for children that age, designed to show them that work and learning and teaching began together and that work was as much a social event as play…

“Which can be a damned hard lesson if you aren’t very social,” she murmured.

“What was that?” asked Amadou.

“Nothing.” But she was remembering other days when Belloist sharing had turned into bullying, and how long it had taken before a sympathetic teacher had let her work on the school accounts rather than chiding her for not wanting to share. It had been so much easier to learn solidarity when she could grow into it on her own time.

Or maybe she hadn’t. Some people never did. They were the ones who moved to the old city… or who went to the university in Dakar.

“Some football tomorrow, before you leave?” Amadou was saying.

“Why not?” Football wasn’t the worst way to start a day, and she was imagining other things the two of them might do in the private places where tufts of grass gave way to reeds and bushes along the Niger. He was imagining them too, she could tell.

“If you’re inspired.”
_______​

The houses in Mariama’s neighborhood looked like larger versions of the houses the urban Bambara had built for centuries: low, dun-colored cement buildings that gave the impression of mud, with shuttered windows and flat roofs to which families repaired in the evening. The new things, electricity and running water and furnishings, were concealed in the walls in the way the village futurists favored. There were many things concealed within those walls.

She and Amadou had gone their separate ways at the greenbelt boundary, and now she stopped in the neighborhood office to sign herself off the labor rotation for two weeks. Her civil obligations were registered here, even though she still did them at the lycée – that, and teaching for half an hour twice a week, and helping with research projects for the government or the University of Mali. Work and learning and teaching, all together…

Her own house was down the street and to the right, past a community garden, and her mother was home when she walked in – her mother, who’d come to what was then Soudan as a nursing sister attached to the army, and who’d paid her father the ultimate compliment by leaving holy orders for him. She was chopping vegetables, and she leaned over to kiss Mariama on the head and motioned for her to help.

“Are you packed for Dakar?”

“And Timbuktu, .”

“Yes, Timbuktu.” The older woman made no secret that she didn’t think Mariama belonged in Sankoré University, even though she’d never spoken a direct word against it. “You had your interview?”

“I did. I’ll be teaching the Senegalese futurists for my last term, I think, but Madame Coulibaly wants me to teach poetry.”

“You should, den.” Mariama’s mother shooed Oumar Tall, the family cat, off the counter. “You’re never more alive than when you write it; teaching it would make you bloom.”

“How do I do that, though?”

“The same way you teach anything else. You learn it first.”

“You don’t learn inspiration, though. It’s something that just happens.”

“Mariama Laetitia.” There was no disapproval in that voice, as there had been in Madame Coulibaly’s, but a great deal of seriousness. “Nothing just happens. It can seem that way – you’ve been searching for it since you were a child, so it’s become unconscious. You need to make it conscious again – that’s how you learn how to find it, and that’s when you can teach it.”

Mariama concentrated on slicing an eggplant and tried to think that through. It was the kind of thing her mother would say. If there were such a thing as a Belloist Catholic, that was what her mother had become during twenty-eight years in Mali. She believed that everything should be considered, everything shared, and nothing done without thought because that would be slighting God’s creation. And Mariama, a product of the Belloist-Tijaniyyah planned towns even if she suspected that she was an imperfect one, didn’t disagree.

Have I been slighting my inspirations? she wondered as she put the eggplant on the skillet and inhaled the smell of her mother’s peanut sauce. She started chopping an onion while she watched and stirred the eggplant; her brother and sister would get home from school soon and want dinner, and she was starting to realize how hungry she was herself.

The smell of peanut sauce surrounded her, and drove out thoughts of Dakar and Timbuktu, of leading Amadou to a hidden place on the Niger’s banks, even of next term’s lessons. It took a moment only for her to notice that it was inspiring.

*******

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Mariama wasn’t impressed by Timbuktu’s age. She had been to Djenné, and there was no place in Africa older than that; the people of the upper Niger were an ancient race. But there was something about the city that struck her – something more than being in a foreign country for the first time in her life, or seeing the wealth of the markets, or the harshness of the desert, or the way veiled Tuareg men with swords and women in plain headscarves mingled with others who wouldn’t have been out of place in Ségou or even Paris.

After a time, she realized it was the way history pervaded Timbuktu. The train had left her on the very edge of the old city, and she wandered through winding streets of brick and mud buildings with silver-inlaid wooden doors. The houses and mosques, and even the shops, were centuries old, and they carried the memory of the days when salt-caravans had crossed the Sahara and Timbuktu had been a marketplace and center of learning. It seemed she could almost see the white-robed scholars with their charges and the trains of camels bearing riches from the north in exchange for salt and gold.

And at the end of her journey lay the Sankoré University. Most of its buildings were in the new city to the north and east, a city of tall glass and concrete and broad streets, but its offices were still in the madrassa of six centuries ago, and that was where she was to meet Professor Ikhia.

The man was dressed as a Tuareg; he was darker than most of that nation, but that was hardly unusual in Timbuktu, where there had been much marriage between peoples since the city came under Toucouleur rule. He might have been fifty or sixty, and he showed the courtliness of another time as he poured Mariama a cup of chai and led her to the parapet.

“I can see you have a passion for the classics,” he said, looking west to the old city below them and the industrial suburbs beyond. “I was impressed by your paper on the Epic of Sundiata – it was far more mature than what we usually see from lycée students.”

Mariama wondered whether to demur at the word “passion.” Classical poetry and epics had always inspired her – that had been so as long as she could remember – but she wasn’t sure if it were a passionate inspiration. Or was inspiration always passionate?

“I was teaching the epic that term,” she said instead. “You learn something very thoroughly when you’re teaching it. I thought I’d write up some of what I found when I compared the story to historical records.”

“You did it very well.” Ikhia turned around and leaned back on the parapet. “Just so you know, though, undergraduates don’t ordinarily have teaching responsibilities here. The first year is mostly Islamic studies, of course, and we all learn that together, but other than that, the lectures are more traditional. Some of the second-year students do work as private tutors, and there may be families that would want you to work with their daughters, but you’d have to arrange that yourself…”

“I’d come here to study,” Mariama said, and wondered if she meant it. The rest of the conversation was about academic programs, and afterwards about Soninke poetry and the differences between Belloist solidarity and Oumar Tall’s commonwealth of scholars, and teaching wasn’t mentioned again.
_______​

Afterward, Mariama wandered around the city, trying to open her senses and absorb it into herself. Was that how she was inspired? No lyrics came to mind now – the newness of the sensations overwhelmed everything else – but maybe that would happen later.

Her path took her out of the old city and the commercial district by the station and into the western outskirts. This was a place of apartment buildings and small houses, street markets and clotheslines, old men in peasant dress smoking kif on stoops, the sun setting behind the looming factories. The people here were the ones who’d come from the pastures two generations ago to find industrial jobs, or more recently as refugees from the troubles in Mauritania.

She noted in passing that the poor of Timbuktu lived apart from the rich. That was nothing unusual, of course; that was also the case in Ségou’s old city and many other places in Mali. But the Tijani who’d built the planned towns believed that rich and poor should live together, and that a quarter of their income and two days’ work a month was fair rent for both. That seemed the more natural way to Mariama, although she knew it wasn’t, and the sight of poverty being isolated as if it were a disease was jarring.

Of more immediate concern was the fact that the people here were traditional – “they’d brought the village with them,” her father had said of similar neighborhoods in Mali – and Mariama felt many eyes on her bare head. She hastily reached into her pack and wrapped a scarf around her hair, suddenly conscious of the few strands that it didn’t cover, and turned onto another street to restore her anonymity.

That street ended after two blocks at a red-brown gate connected to a low wall which stretched hundreds of meters in each direction. The compound it enclosed held more houses, with wells outside and sparse desert gardens. There was something else different about them too, and after a minute, Mariama realized what it was: the power lines that were everywhere in the surrounding neighborhood were absent there, and in place of music from unseen radios, there was silence.

She saw a young Mauritanian girl playing cat’s cradle in front of an apartment house and pointed toward the gate. “Who are they?” she asked in Sudanic, and when the girl didn’t understand, in Arabic.

“Them? They’re Shelterers. They don’t believe in modern things – they say all that’s a temptation to sin.”

Mariama had heard of them, but never seen them. “Medicine too?”

“Not them. I’ve seen some of them at the doctor’s. They work in the factories too. But they say the ones in the country are even stricter.”

Mariama looked over the wall again, taking in the scene in the gathering darkness: women taking down washing, men praying, children playing ball as they did everywhere, the smell of cookfires. There was something in there she couldn’t understand – why would anyone want to live in the past, to call an end to history? The past was inspiring, but without present and future, where was the grand sense of motion, the vastness and depth that made it so. She would feel trapped among the Shelterers, and she wondered if any of the children felt as she would: trapped by the strict fence they put around sin, as others might be trapped by Belloist solidarity…

She returned abruptly to the thought of motion and depth, and wondered, suddenly if that were the key to inspiration – the feeling of vastness, the touch of the divine, the sense of something beyond the material world. She had found that in history and the classics; maybe the Shelterers found the same thing in forsaking the material things that surrounded them. One person’s inspiration, another’s prison: the ideas that could liberate could also oppress.

As she made her way back toward the hostel near the station, she wondered if she could teach how to tell the one from the other.

*******

1jiuBj0.jpg

Dakar! Where Timbuktu had been the past, Dakar was the future. The Futurists had controlled the city for much of the century, and it showed: the sun reflected off cream and ivory and glass buildings fifty, sixty, even eighty stories tall, and they were curved and arranged so that a traveler approaching by train from the east or by sea from the west and south would see a skyline that suggested a flame burning beside a minaret.

Mariama had seen pictures of the Dakar skyline – who hadn’t? – so that, at least, had come as no surprise to her. Nor had she been surprised by the wealth; Timbuktu had been richer than Ségou, but Dakar outdid both. It was the impersonality that struck her: the sheer size of the buildings and streets and marketplaces that made a single person shrink to insignificance. Diagne, many years ago, had urged futurists to pay attention to the “architecture of the soul,” and the village futurists in Mali had taken his lesson to heart; in Dakar, that had happened only sometimes. There were refugees from Mauritania here too – the Wolof and Pulaar from the southern provinces – and she wondered how the city must seem to them.

But even amid impersonality, there could be beauty. She was in the Grand Diolof Garden, a thousand hectares of flowers and trees from all Africa and even South America and the Pacific, with Parisian cafés on sculpted lakes and hardwood sculptures that blended with the forests. It seemed to Mariama almost like one of the fabulous cities that Funmilayo Abacar had imagined in The Country of Woman’s Dreams, although the sculpted beauty here hid mere indifference rather than evil.

And the people were as colorful as the flowers: French and Senegalese women in patterned boubous, men in practical white, and also Algerians and Vietnamese and travelers from across the ocean. There were few cities that could lay claim to being ports of the world, but Dakar was one of them, and its life mocked the concrete and glass that loomed above it. Dakar had grown around itself; it was its own ancestor-mask.

The professor from the University of Dakar, a thirty-year-old woman of Soninke appearance, had suggested meeting here instead of her office, and she insisted that Mariama call her Andrésia. They left the park and wandered the city for an hour, with the professor pointing out Mouride shops, the old medina, the municipal parliament with its guards in the ceremonial zouave dress of the Diouf Regiments. They spoke French, but Andrésia was unapologetic about her occasional code-switches into Wolof: ouoçais, it was called, and it was spoken in Paris as well as Senegal.

They finally found themselves in a Vietnamese restaurant near the harbor, and Mariama had her first taste of pho as Andrésia talked about the programs in literature and languages. She knew exactly what the professor was doing: trying to overwhelm her with Dakar’s cosmopolitanism as Ikhia had done with Timbuktu’s ancient learning. But she was overwhelmed. The sense of motion and enormity was there again, as if all Africa had combined in this place and was moving into the future.

“Would there be a chance for me to teach here?” she asked, taking hold of the conversation.

“Students from Mali often ask that,” Andrésia answered. “Those from Bornu too, or from the Belloist schools in Malê country or the experimental schools in France. And because so many ask, we have an answer. Students can teach courses by subscription and submit their lesson plans for credit. There are also chances to take part in original research. We take pride in creating knowledge here together.”

Mariama considered that in silence for a moment, comparing it to the lycée and to the ancient colleges of Timbuktu. It was something that cosmopolitan Dakar made possible, she decided: the impersonal city could also be liberating. The thought came to her again: Solidarity, Shelterer simplicity, the Futurist skyline - what can be oppressive can also be inspiring, depending on how you see it.

Maybe she could teach that – if she couldn’t show people how to find inspiration, she could at least teach them how to look for it, now that she’d started to teach herself.

She didn’t say any of that to Andrésia, at least not now. “You’d mentioned the Fulfulde collection in the university library…”

“Why don’t we go see it?” the professor said, and they paid the bill and left the restaurant.

*******​

Mariama Laetitia Koité came home three days before the new term. Her mother made fonio with peanut sauce and fish straight from the Niger, and Oumar Tall demanded only a small share. Later, she and Amadou met in the greenbelt and sat together on a bench by the river.

“Do you know what you’re teaching this term?” he asked.

“Poetry,” she answered.
 
I love it! This line particularly made me chuckle. 'Mariama’s mother shooed Oumar Tall, the family cat, off the counter.'

How the great historical figures have fallen. :D I also approve very much of the circular referencing to your previous in universe poetry!
 

Sulemain

Banned
Dakar, the shining city by the sea, a female university lecturers and an Africa which isn't a war-torn hell hole :D I do like this TL :) .
 
International standards are probably very influenced by this sort of cooperative traditions well outside Africa and Asia... Putting it in another way, I think that the international standard would not be set mainly by the likes Oxford and Princeton (with all due respect to both).

As can be seen in the update. European and North American universities are still the default standard, given the balance of power in the world and the lingering effects of the imperial era, but the influence is much more of a two-way street.

This line particularly made me chuckle. 'Mariama’s mother shooed Oumar Tall, the family cat, off the counter.' How the great historical figures have fallen. :D

A hundred years after death, even the greatest of us will have a feline namesake. :p

Dakar, the shining city by the sea

The center city, anyway. By this time, there isn't much difference between the living standard in Dakar and that of Marseilles (Paris is still a different story), but most of Senegal isn't as rich as Dakar, and there are neighborhoods twenty minutes' metro ride from downtown where you don't want to go at night. Of course, that wasn't the part of the city that Mariama saw.

I hope we get an update on LGBT people soon :D

This will be one of the cultural issues that plays out during the 1955-70 and 1970-2000 cycles - including the United States, which will be the next update now that the world tour is finished.
 
This comes out of the blue, but how does TTL US view interracial mixing between whites and blacks ? How common is it compared to OTL ? And is there a difference between social classes ? Like perhaps it's more common among upperclass blacks and whites, or vice versa ?
 

Sulemain

Banned
To build on that, what is the big fracture point in American politics ITTL? In OTL, I would argue it's race. Here, I'm not so sure.
 
The center city, anyway. By this time, there isn't much difference between the living standard in Dakar and that of Marseilles (Paris is still a different story), but most of Senegal isn't as rich as Dakar, and there are neighborhoods twenty minutes' metro ride from downtown where you don't want to go at night. Of course, that wasn't the part of the city that Mariama saw.
Well, THAT's probably true of Paris, or any other major city, too.
 

luiji79

Banned
Alexander's the Great's mother Olympia.Following the latest facts(Greeks have found a skeleton in an enormous Greek ancient tomb which has the height of Alexander and it is sent for DNA analysis .So from the facts the body was transerred from his mother to his homeland to be burried.So this woman was the strongest.MOD DELETE
 
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