Emerging out of a PhD study, Joseph A. Massad published "Colonial Effects: The Making of National Identity in Jordan" (2001). This is a fascinating book, which should be more widely read. Although it focuses on Jordan, there are insights for research on nationality, nationalism, colonialism, decolonization, and identity, in additional to Middle Eastern studies. Some notes:

"… the production of national identity and national culture within Jordan as both a typical and atypical post-colonial nation-state… More specifically, I examine whether two key state institutions, law and the military, assist in the production of the nation. Recent studies of nationalism describe the nation as "invented" or "imagined," by intellectuals and/or political elites who are producers of, or produced by, the political discourse of nationalism. In this study, I am more interested in whether institutions play a role in the production of colonial and postcolonial national identity and culture… Law and the military were central institutions set up by the colonial powers in the colonies. They replaced existing juridical and military structures, or introduced them to societies that did not have them before. Both law and the military retain their colonial markings as European institutions established to serve the colonial state. As Frantz Fanon has shown, however, once national independence is achieved, the new nation-state elites replace their colonial masters in administering the same institutions that were used to control them." (p. 1)

"The establishment of paternity as the source of nationhood has been enshrined in British nationality laws since the nineteenth century. In the exemplary case of Britain, as Francesca Klug demonstrates, "women were only allowed to reproduce the British nation on behalf of their husbands. They could not pass their nationality to their children in their own right." In fact, British women who married outside the nation lost their British nationality, as did their children. On the other hand, the children of British men and non-British wives would be automatically British, as would the non-British wives. Some of these laws were changed in 1981 and 1985, when British women won the right to transfer their citizenship to their own children born abroad.51 It is the former British model that was transported to the colonies." (p. 35)

"The school system became instrumental in the production of the British imagined "Transjordanian." It is in those schools, or what Althusser calls the ideological state apparatus, that a gendered Transjordanian nationalist agency was first conceived. The responsibility of the military school system was to teach the boys a new ideology, nay a new epistemology, through which they were to apprehend their identity as well as the function it was to have: "The need for the production of Arab officers cadets, apprentice tradesmen and future NCO's from Arab Legion schools was to become more pressing as time went on. The government schools were saturated with politics, and many school-teachers were Communists. In Arab Legion schools, every effort was made to teach the boys a straightforward open creed—service to king and country, duty, sacrifice and religion [emphasis added]. Glubb reduces this formulaic creed to its bare essentials. In the "military preface" to Abdullah's memoirs, written for the benefit of the troops in a special edition released to them, he says, "All that we soldiers have to do is to do our duty to God, the King and the nation [emphasis added]."" (p. 150)

"Through the disciplinary mechanisms of surveillance and education, Glubb's policies not only repressed and erased much in the Bedouins' way of life that conflicted with imperial interests but also produced much that was new and combined it with what was "inoffensive" and "beneficial" in their "tradition" in a new amalgam of what was packaged as real Bedouin culture. The new Bedouin culture in fact sublated much of pre-imperial Bedouin culture foreclosing certain venues while opening a myriad others, erasing practices while preserving and transforming others." (p. 159)

"After the end of formal colonialism, national identities and cultures in the postcolonies are not only modes of resistance to colonial power, they are also the proof of colonialism's perpetual victory over the colonized. The irony of this is in having us believe that this colonial subjection and subjectivation is anticolonial agency." (p. 278) 

Kehinde Andrews' 2021 book "The New Age of Empire: How Racism and Colonialism Still Rule the World" was celebrated by many (Kimberle Crenshaw, Russel Brand, Ibram X Kendi, and a host of book reviewers) and critiqued by a few (book reviewers). The author is the first professor of Black Studies in the UK. I assume this book was not written for academics, but for a mass market. The book introduces readers to a lost list of centuries of Euro-Western genocide and plunder. Much of the book is summative. The author describes the aim as: "A central thesis of this book is that White supremacy, and therefore anti-Blackness, is the fundamental basis of the political and economic system and therefore infects all interactions, institutions and ideas. My aim is to trace how White supremacy has been maintained and plays out in the various updates to Western empire" (p. xxi).

A glimpse into the book: "Racial science arose as a discipline to explore the superiority of the White race, and it is telling that basically all the key Enlightenment thinkers were architects of its intellectual framework. Voltaire (in France) believe that "None but the blind can doubt that the Whites, the Negroes, the Albinos [sic], the Hottentots, the Laplanders, the Chinese, and the Americans, are races entirely different." Hegel (in Germany) thought that "Negroes are to be regarded as a race of children who remain immersed in their state of naivete. They are sold and let themselves be sold without any reflection on the rights and wrongs of the matter." John Locke (in seventeenth-century England) believed that 'Negroes' were the product of African women sleeping with apes and therefore that we were subhuman. David Hume (in Scotland) was 'apt to suspect the negroes and in general all the other species of men (for there are four of five different kinds) to be naturally interior to the Whites.' One of the architects of the Greatest Democracy on Earth^TM, Thomas Jefferson (in the United States) believed that Black people 'whether originally a distinct race, or made distinct by time and circumstances, are inferior to the Whites in the endowments of both mind and body.' All agreed that race was real and defined in biology that determined the extent to which a people could claim full humanity." (p. 7-8)

The author concludes that the "glimmer of hope for true transformation in the West is that if the system is left to collapse under its own weight it may well end human existence as we know it" (p. 207) and therefore maybe "it is in this moment, standing on the cliff-edge of annihilation, staring into the abyss caused by Western so-called civilization, that the depth of the problem and scale of the solutions can be grasped." (p. 207) The book details the former but provides none of the latter (beyond "create an entirely new framework for the world's political and economic system", p. 207). It also seems to discount any kind of transitional steps or processes of transformation (as per many Marxist-inspired thinkers, awaiting the revolution, or in this case a Western-based scholar awaiting the fall of the Euro-Western system or revolution that takes it down). 

Ohio University Press has a series of "Short Histories of Africa". I recently decided to pick up most of the collection for potential use as reading materials for classes. This post covers "Mozambique's Samora Machel: A Life Cut Short" (2020), by Allen Isaacman and Barbara Isaacman. Like the books on Nkrumah and Cabral, this one is relatively longer than the average in the series. This book is enjoyable and well written, for a class on Mozambique or revolutionary leaders, I would recommend this book (particularly for more introductory courses). A few notes:

[from the Foreward] "Discussing relations with countries like Zambia and Tanzania, he would observe that there were people in neighbouring countries who thought they were superior because they had been colonized by the British and not the Portuguese. Or he might ask, why was it that in colonial times our waiters would serve the Portuguese soldiers with courtesy and respect, but now would be rude to their own people? The answer was that the enemy was camping in our heads - we still had the mentality of underdevelopment." (p. 12-13)

"Lisbon also made the colony profitable by renting African workers to labour-starved South African gold mines and, to a much lesser extent, to white farmers and industrialists in neighbouring Southern Rhodesia. Beginning in 1897, the Rand National Labour Association, subsequently renamed the Witwatersrand National Labour Association, paid the government a fee for each Mozambican worker. It also set up a deferred payment system under which workers received half of their wages when they returned home and Lisbon was paid an equivalent amount in gold. By 1910, approximately eighty thousand Mozambicans - representing from 30 to 50 percent of the able bodied male population in some districts of southern Mozambique - were working in the gold mines." (p. 40)

"The principle that citizenship was not contingent on origin or skin colour was enshrined in Mozambique's new constitution, which outlawed all acts creating divisions or privileged positions based on race, gender, ethnic origin, or class position. Immediately after independence Frelimo initiated campaigns against ethnic regionalism, racism, and sexism. Broadcasts, newspaper articles, comic strips, bulletin boards, murals, and graffiti stressed the message that "from the Rovuma to the Maputo, we are all Mozambicans." (p. 121)

"Samora's government also rejected widescale use of incarceration to punish those who violated societal norms. Instead, reeducation centres or established shortly after independence. Samora's faith in revolutionary pedagogy and restorative justice shaped his thinking about the reeducation process, which dated back to the armed struggle. Moral and political education and the development of a work ethic would serve as the basis for rehabilitation. Samora articulated this vision in the following terms: "the reeducation centre should be a school where professional knowledge should be passed on and made use of. It is the fundamental task of officials in charge of reeducation centres to know the history of each one of the people being re-educated - his life history and his origin - in order to understand why he committed his crimes." (p. 128-129)

"As a young man, Samora was heavily influenced by Frantz Fanon's contention that "colonizing the mind" was the most insidious legacy of colonialism. In his 1977 acceptance speech upon receiving an honorary doctor of law degree from Nigeria's Ahmadu Bello University, Samora emphasized that "the ultimate effort [of colonialism was] to make out of each Mozambican and assimilado, a little Portuguese with black skin" and defined colonialism as a cultural act of rape. He believed that democratization of knowledge would free Mozambicans from the shackles of illiteracy, the tyranny of superstition, and the cultural arrogance of missionary education." (p. 132-137)

"In the last years of his life Samora and the entire Frelimo leadership had been forced to compromise their radical agenda. Mozambique's next president Joaquim Chissano, who served from 1986 two 2005, went even further totally abandoning the socialist project in favor of neoliberalism and market capitalism... The 1987 IMF agreement was the death knell of Mozambican socialism. The preamble of the new constitution enacted in 1990, while celebrating the struggle that led to independence, omitted any reference to free health care and education as rights of citizenship." (p. 198-199)

Enablers of Colonization and those in Solidarity:

"The West's support of Portuguese colonialism had driven Mondlane and many of those around him to adopt a more radical anti-imperialist stance, to the consternation of some of his more nationalist followers. This first group was backed by their host president Nyerere of Tanzania, who facilitated Mondlane's meeting with the Organization of African unity and the socialist countries." (p. 76)

"Samora's belief that the Nkomati Accord would provide opportunity for Mozambique to rebuild turned out to be illusory, since Pretoria never ended its military assistance to RENAMO. The South African Defence Force continued to air-drop arms and ammunition, use submarines operating off Mozambique's coast to resupply guerrilla units, and allow large numbers of RENAMO insurgents to cross into Mozambique from their camps in the Transvaal. Documents captured in 1985 at RENAMO headquarters in Gorongosa revealed the extent of the charade. South African security forces also kept resupplying RENAMO forces based in Malawi, adjacent to the Mozambican border." (p. 184)

"More than thirty years later, only incomplete evidence has been released about the cause of the crash. Those who planned and carried out the plot to kill Samora remain unidentified despite investigations by the Margo Commission, established by white-ruled South Africa in 1987; postapartheid South Africa's Truth and Reconciliation Commission, which heard testimony on the crash in 1998; and a joint Mozambican-South African Commission established in 2010." (p. 192-193) 

Ohio University Press has a series of "Short Histories of Africa". I recently decided to pick up most of the collection for potential use as reading materials for classes. This post covers "Kwame Nkrumah: Visions of Liberation" (2021), by Jeffrey S. Ahlman. The book is contextualized beyond biographical detail, with details of the events occurring while Nkrumah was in the US and UK. The book also unravels the "Nkrumahs" that exist in various narratives about him and his legacy. Recommended. Relatively longer for the series. A few more notes than usual:

"At the heart of Nkrumah's independence-day pronouncement was a political project aimed at the construction of a new Ghana, a new Africa, and, most expensively, a new world. This was to be not only a world in which Ghanaians and Africans alike would be accepted on their own terms, but, even more importantly, a world that they would also have an active voice in forging. However, it was also a project of destruction, for it was to be a project tied to the destruction of the world that colonialism had built. It was a project that, while building something new, also aimed to tear down the racism, inequality, and exploitation that, in the new Ghanaian prime minister's eyes, were fundamental to the colonial project in Africa and beyond." (p. 35)

"Nkrumah was not alone in detailing the political and cultural significance of the Italian invasion of Ethiopia for peoples of African descent living inside and outside the continent. In the United States, for instance, the invasion galvanized groups of African American communists fighting in the Spanish civil war to turn their fight against Spanish fascism into a proxy war against Italian fascism. Likewise, the Trinidadian pan-African Marxist C. L. R. James emphasized the role of the invasion in unsettling colonial governments in the British West Indies as it accentuated racial tensions within the islands during the mid 1930s. Furthermore, committees and activist organizations in cities ranging from New York to Paris and Accra to Lagos held meetings, collected money and other resources, demonstrated, and organized locally and internationally in support for the Ethiopian cause." (p. 64-65)

"Much like during the First World War a generation earlier, the question of self-determination dominated the Second World War. As viewed by the Allied powers during the early stages of the war, the Axis powers' foremost political crime was their disrespect for the sovereignty and political wishes of the territories they invaded. Accentuating this belief in their August 1941 Atlantic Charter, the American president Franklin Roosevelt and the British Prime Minister Winston Churchill - in many ways echoing their predecessors two decades earlier - declared the universality of a people's right to "choose the form of government under which they will live." However, shortly after the declaration, Churchill again followed his predecessors' lead as he quickly sought to affirm that the principles outlined in the charter did not apply to Britain's colonies. Almost immediately, however, West African newspapers, activists, and others had begun to push back against British attempts to read colonial peoples out of the charter." (p. 82)

"Much as Lenin had argued nearly three decades earlier, in Nkrumah opened his book by insisting that "the basis of colonial territorial dependence is economic." As outlined by Nkrumah, Europe's colonies fundamentally served as safety Nets for the European economy itself." (p. 85-86)

"As Nkrumah would also outline throughout his career, imperialism should not be seen only as a mechanism of territorial control. At its core, he would argue, it was the root of the global capitalist system and stood at the foundation of the twentieth-century international order. As a result, it not only created the political world in which colonized peoples lived, it also fundamentally shaped the ways in which colonized peoples interacted with one another as well as how they and colonizing peoples related to one another." (p. 104)

"Nkrumah took a chance and moved to the United States to attend the first historically Black college in the country, where he survived the final years of the Great Depression and the Second World War as a Black man in a country built upon racial subjugation, segregation, violence, and inequality. Radicalized from his time in the United States, Nkrumah returned to the British imperial sphere in 1945 with the goal of ending colonial rule across Africa and beyond. The fight in Nkrumah joined in post war London ultimately brought him back to the Gold Coast in 1947, where he would spend the next nineteen years imagining, re-imagining, and theorizing a world free from the exploitation and extractive processes of capitalist imperialism." (p. 175-176)