Akosua Adomako Ampofo
Josephine Akosua Adomako Ampofo is a Ghanaian academic who is a professor of Gender Studies and African Studies at the University of Ghana. She is feminist activist-scholar, and a strong advocate for social justice.
Quotes
[edit]- We should let the children learn about our history so that when someone speaks an untruth about the country, they can defend with the facts.
- History should be a compulsory subject for all. If you do not know your history, you will not know your identity and the future. [1] Akosua Adomako Ampofo Interview on History as a compulsory subject.
- For what does it profit a man (and in this case by "man" I do mean a couple of biological and social males) if he is considered to be a superstar but does not invest in his intellectual DNA? [2]
- History should be taught from the kindergarten level, adding that the current practice in some tertiary institutions where students undertook history as a course for one semester “is not enough.
- I urge parents, teachers, and religious leaders to read about the country’s history and teach their children.
- I urge the Ministry of Education to make history a compulsory subject in schools. That would enable young people to know their true identity as Ghanaians and Africans, and empower them to become responsible citizens.
- Stephan and I spent a lot of time working together online; we also held a few e-conversations as well as in-person meetings when he was in Ghana. We set very rigid timetables for ourselves, so that when we did lose momentum or got swallowed up by our day jobs, we didn't veer too far off our self-imposed schedules. We assigned ourselves concrete tasks to be completed in between our meetings—who would read what, who would follow up on what with whom, and so forth. I think one of the things that worked best for us was a mutual respect of each other's schedules, as well as ideas.
- If I might add, as this is a challenge for all journals, we also had our fair share of slow or even totally non responsive reviewers. Now that you ask us to look back, I remember a couple of senior scholars who promised, and I mean promised, us a review, and then went totally cold on us. I find this particularly disheartening because, one, everyone knows GS work is a real labor of love. But more importantly, I want to believe that most of us, especially our more senior colleagues, are invested in nurturing the next generation and not simply having their own names up in gold. For what does it profit a man (and in this case by "man" I do mean a couple of biological and social males) if he is considered to be a superstar but does not invest in his intellectual DNA?
- This may be pie in the sky, but we should be looking for more money locally. There’s a lot of money in Africa – I’ll give one example: when the Centre for Gender Studies and Advocacy at the University of Ghana was putting together a sexual harassment policy in the early 2000s and needed to do some research, one of the women on our steering committee said ‘I’ll speak to my Church’. She comes back with some money for us – it’s an example we don’t normally think about. Many of the big churches are extremely wealthy, are very good at raising money. We haven’t approached them enough, with a proposal they would be comfortable with.
- Two people could be doing research on slavery, but what questions are they asking? Somebody could map out where people go, how many people moved, do a nice quantitative map, maybe say how many people in North America are related to people in Nigeria, but it wouldn’t get you to the heart of what people are feeling today, to the injustice, to the issue of reparations. If we’re crunching numbers, how about we try and calculate the cost, including the psychological cost? Who would fund that if it was linked to reparations? I suspect it wouldn’t be seen as serious science.
- But there’s also the ‘soft skills’, which we hardly ever talk about. Capacity building is always two way. Someone may come from LSE to do a workshop at the University of Ghana to build the capacity of young PhD scholars on how to write for a high impact journal, but that same LSE scholar might go into a small community with a Ghanaian scholar and learn how better to sit with them and how you speak to the chief, how you need to drink the water, even if you think ‘wow, that is going to kill me’! How to do those things so that the community will embrace you – that is mega, but it doesn’t appear anywhere.
- And this has a financial cost as well. You’re not only not recognized, but the ‘northern researcher’ then has their name on the report, puts it on their CV when they’re applying for the next research grant. As we say in Ghana, you use fish to catch fish. And the person who was the ‘research assistant’ is nowhere, they can’t claim credit, they are losing money now and in the future.
- But it doesn’t always work that way. You have researchers on the British side who are invested, sensitive, humble enough to recognize the knowledge that is in Ghana. But it means that if the person applying for the funds has to be from the UK, or Germany you have to have that respectful relationship, or the Northern partner ends up dictating the process.
- Just like with feminism, I would say step to the side or to the back. Allow the people for whom this is life and death to take the lead. We all live on this planet, need each other’s support. I’ve been supported throughout my life and career by people of different races, classes, genders. I would be lying if I said no, we can do this alone. We need support, but don’t want the white man to be the centre of the stage. Support us financially, give credit where credit is due – there’s power that comes with whiteness, and you have to acknowledge that. Say ‘you don’t need to invite me, I know this other person who would make an excellent lecturer.
- The African Studies Association of Africa: We’re still young – formed in 2013. The thinking behind this was that when African Studies became a discipline in Europe and North America, it wasn’t about centring African people’s lives; it wasn’t about how can we enable Africans to understand each other better. The agenda was how do we understand the natives so that we can better colonize them – to put it crudely, but realistically! The African Studies associations in UK, US, came out of that mould. They’ve changed a lot, but still don’t centre Africans enough – most of their members are not Africans, and the research is often about the researchers’ own interests.
"How to Decolonize Academia; Interview with Prof. Akosua Adomako Ampofo"
[edit]- If you’re not careful, a movement can lose its edge. Other people can appropriate it for their own careers, It becomes devalued.
- All of us have capacity that can be built. We teach because we are building capacity we’re not the 'super knowers' but we do have certain experience, e.g how to do a survey or write a paper for publication and present it within 15 minutes. But the way in which capacity building is seen is very technocratic and Eurocentric in the sense that people all over the world have some of these 'hard skills', but they do them differently we may write differently, for example, but the standard for a journal article, supposedly international, is really Eurocentric.
- Step to the side or to the back. Allow the people for whom this is life and death to take the lead. We all live on this planet, need each other’s support.
