One Zambia, Many Histories

Towards a History of Post-colonial Zambia


In contrast to the rich tradition of academic analysis and understanding of the pre-colonial and colonial history of Zambia, the country’s post-colonial trajectory has been all but ignored by historians. The assumptions of developmentalism, the cultural hegemony of the United National Independence Party’s orthodoxy and its conflation with national interests, and a narrow focus on Zambia’s diplomatic role in Southern African affairs, have all contributed to a dearth of studies centring on the diverse lived experiences of Zambians. Inspired by an international conference held in Lusaka in August 2005, and presenting a broad range of essays on different aspects of Zambia’s post-colonial experience, this collection seeks to lay the foundations for a future process of sustained scholarly enquiry into the country’s most recent past.

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Jan-Bart Gewald, PhD (1996) in History, Leiden University is senior researcher at the African Studies Centre, Leiden. He has published extensively on aspects of African History and is specifically interested in the history of the social relationship between people and technology in Africa. Marja Hinfelaar, PhD (2001) in History, Utrecht University, is an historian working at the National Archives of Zambia, where she coordinates a large digitization project. Her research interests include the historical relationship between church and state in Zambia. Giacomo Macola, PhD (2000) in History, School of Oriental and African Studies, University of London, is lecturer in modern history at the University of Kent at Canterbury. He has published extensively on pre-colonial and colonial Zambian history, and he is currently working on a biography of the Zambian nationalist, Harry Mwaanga Nkumbula.
All involved in African Studies, interested laymen and academics alike, in particular those concerned with the post-colonial history of Zambia in the fields of history, anthropology, theology, political studies and sociology. Particularly suitable for teaching courses on post-colonial Africa.
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