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The University of the West Indies Mona

FOUN 1101 Caribbean Civilization

Book Report

Student’s Name: Eniola Johnson

Student’s ID Number: 620156899

Professor’s Name: Dr. Mitchell-Hall

Course Title: FOUN 1101-Caribbean Civilization

Date: 10/11/2022

Book Reviewed: Aimé Césaire by Prof. Elizabeth Walcott- Hackshaw

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Introduction

“The Caribbean series, Aime Cesaire”, gives a brief biography of Aime Cesaire based on

the Caribbean civilization and colonialism of western supremacy. This report would echo the

contributions of the Aime together with other African deputies on struggles to overcome the

influence of French civilization (Walcott-Hackshaw). This book is authored by Elizabeth

Walcott-Hackshaw and has analyzed the role of Aime’s work towards the independence of the

Caribbean and overcoming the influence of the French enlightenment in the Caribbean. Besides

civilization as the foundation of the fundamental analysis of Aime’s contribution, other themes

may include black identity, independence, resistance, capitalism and decolonization. The

research and report of this book would take several directions on decolonization, black identity

and resistance.

The Battle of Decolonization

Several issues are associated with the battle of decolonization, which is the basis of

Aime’s contribution towards the independence of the Caribbean. The first matter is the black

identity which was more influential and massively fought in Paris during his study time

(Walcott-Hackshaw). Black identity refers to the struggles to overcome western cultural

dominance and create African cultural recognition and awareness (Omowale). Black identity

involved movements that were to promote and amplify the need for recognition of African

culture. There are several reasons why Africans felt threatened by the French culture and other

disparities propagated by the increased influence of French culture. To neutralize the increased

leverage and dominance of the French culture, various strategies were forged to overcome the

challenges affected by the French culture's power.

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While studying in Paris, blacks faced racial discrimination and disparities due to racial

differences. The increased influence of French culture led to increased disparities at school

towards the black race (Walcott-Hackshaw). Thus, Aime stood up for African cultural

recognition when many blacks lost hope. The black race is the one race that is much affected

when it comes to being in a foreign land of white majority (Ball). It is common in the story of

Aime in Paris only and significant in the levels of blacks in the western world, such as the USA.

Before the abolishment of the slave trade and after the same, the black race faced several racial

disparities. In such cases, only blacks could stand up for themselves to counter the severity of the

white race, also known as white supremacy.

In Paris, Aime was able to form groups and arrangements which were central to

increasing black cultural identity. It started with a cultural awakening aimed at making the black

race recognize the importance of their black identity and revert to their original identity

(Walcott-Hackshaw). Aime and the other black students in Paris had two identities: French and

African. Following the assimilation and introduction of the civilization process, some benefits of

the civilization required blacks to subscribe to the French race to be accredited the privileges of

society (Omowale). Thus, most black students in Paris and other places in the western world had

to accept the culture of the west. By taking the western culture, they were ascribing to the

western values and norms, which was like disowning the African culture. For this reason, several

black students forgot about their race and were identified by their secondary identity, which was

the western identity.

However, when Aime met with Senghor, who was one of the students and deputies in

Paris, he was enlightened about the need to maintain his African roots. For this reason, he started

to advocate for black identity. To borrow from the days of slavery, Africans began to hate
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themselves because of their roots (Walcott-Hackshaw). Being African seemed similar to an

offence or a curse such that every black man who was not strong enough would wish for a

change in identity. It may be the very reason why other countries collaborated with western

supremacy. It is why Aime and his friends withdrew from their primary identity to the western

one at school before meeting with Senghor, who enlightened them (Walcott-Hackshaw). The

whites used other strategies of stripping the Africans their Africans names and giving them new

ones. This killed the African identity slowly as African words reminded them of their heritage.

Thus, restoring the relevance of African culture involved dethroning the dominant culture,

French culture.

Therefore, cultural identity led to cultural awakening movements specifically focused on

restoring African cultures significance. According to the story of Aime’s contributions, he led his

friends with other black students in forming the Negritude movements (Walcott-Hackshaw). The

Negritude movements focused on overcoming the increased disregard and disparities directed

towards the African race (Ball). The impact of the black race identity disregard is that even in the

current society, it is possible to find some black people in the Caribbean or other western

countries. It would be challenging to be called African. This is the impact of degrading African

culture in the colonial period, where most negro began to find their root in Africa.

Aime, with his friends, did not lose hope as he was reinforced by the success of Senghor

in fighting for his nation Senegal. With his African friends, Aime increased the movements of

black identity and African race recognition (Walcott-Hackshaw). Through departmentalization

and decolonization processes, they improved the black race recognition. In the departments, they

were able to secure some positions which improved the work of Aime to increase the awareness

of the importance of maintaining African Heritage and cultural identity. Several black students
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could return to their African heritage, which increased their chances of being recognized on

several political platforms (Walcott-Hackshaw). Massive recognition meant higher chances of

being given the power to care for their issues without interference. Race recognition was pushing

for decolonization and independence.

Notably, increased awareness and recognition led to condensed ignorance of African

heritage by those who had completely ascribed to the western identity (Walcott-Hackshaw).

Besides black identity, decolonization also involves challenging western civilization. It was

based on western cultural dominance, which made the culture of the west powerful and essential

for the successful leadership of the Africans (Ball). Controlling the black race was only possible

and easy in the French colonies, where their language and culture were popular. Note that

language and culture are tools for unity and political success. It means that by overcoming and

overpowering the African language system and culture, the French were accessing high chances

of ruling their colonies easily. Powerless race and language create a vulnerable group that may

need help to unite to overcome harsh leadership.

Increased cultural identity would increase the number of Africans reflecting their race

within the black identity movements (Walcott-Hackshaw). Notably, heightened recognition

brings them closer to usefully overpowering the French culture dominating the African race.

Some acts of the French civilization included increased French representatives in the school

leadership and departments. The lack of association with the Negro groups in leadership

specified discrimination dispersed by the western culture in the education centers abroad where

Aime was learning. Thus, restoring the African cultural identity was the best move Aime had to

make to increase the possibilities of initiating the decolonization process.

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Meanwhile back home in the Caribbean, civilization was taking over the Caribbean

society. Several Africans were forced to accept French Language and culture to secure posts in

economic forums and political podiums. Aime states that some political and occupational seats

were only accessible through the knowledge of the French language and culture (Walcott-

Hackshaw). This aimed to edify the African race about the significant influence of the French

race.

Additionally, through education, the French began to input and incorporate some of its

norms and values into the general education system, which was one way for civilization.

Teaching African kids about French culture and norms is like brainwashing them to forget their

African heritage and take on French culture (Walcott-Hackshaw). It seemed more enticing than

the common African culture. Demeaning the black race through silencing their culture was

focused on amplifying the greatness and importance of French culture. Thus, French civilization

was also overpowering the African heritage within the colonies, such as the Caribbean.

Another example of capitalism is taking control over the economic sources with the fake

promise of trying to help Africans manage their resources and initiating development and

industrialization. They took over the fertile lands and important sections of African livelihood,

which was to control the Africans through the provision of labour to western supremacy

(Walcott-Hackshaw). For example, in the Caribbean, the French took fertile and beneficial

islands such that the black community was displaced and pushed towards other relatively low-

productive areas. This is the same case for other African nations where the westerners took over

the fertile lands and controlled the economic resources with fake promises of spearheading

economic development. Thus, the decolonization process was essential to ensure that Africans

took back the power over their resources and sources of livelihood. Hence, the need for
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decolonization includes various movements and forces focused on improving African race

recognition and identity.

Resistance

Decolonization also engaged resistance. Forming the strategies for resistance involved

assessing the needs of the African race. Since French cultural dominance had decreased the

influence of the African Race, there was a need for improving black race recognition. The

recognition needed cultural awareness, where black culture was appraised in various podiums to

increase influence and recognition (Eichman). For example, Senghor, through Negro movement,

was able to address the plight of his people, which led to the successful operation of securing

independence for the Senegalese communities. His success massively impacted Aime’s

movements toward the revolution in school. They were already resisting French dominance in

school by increasing African identity and recognition.

There are numerous ways through which resistance operated in the Caribbean society

during slavery and after the abolition of slavery when civilization took effect. During the slavery

era, enslaved people used to run away while others, like women, used to poison whites and

mistreat their kids. These were forms of resistance that were forcing decolonization (Eichman).

In some cases, they could rebel against the taxation and wage rates imposed on Africans.

Nonetheless, Women were also responsible for revolting against the French cultural dominance

where they used to teach black kids about their African heritage. It was to overcome the overall

influence of French culture. In some cases, the black teachers could refuse to teach the Africans

about the French culture in schools but swapped it with learning about black race culture. It was

one way of resisting the civilization and the cultural dominance of western civilization.
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Furthermore, Overcoming the capitalism of the French in the Caribbean needed activities

of resistance. The overall taking of control over the natural resources and sources of livelihood of

the black race in the Caribbean caused several economic challenges (Rhodes). Thus, blacks

started small revolutions to counter the major economic effects of the civilization process. The

revolts within the colonies were spearheaded by those men who were fed up with the cruelty of

western civilization. The taking of lands and taking control over the vital parts of the community

sustenance were the major reasons behind the origin of the resistance in the colonies.

Labour wages and increased taxation on the locals were also attached to the formation of

the resistance groups. The large taxes and low wage rates were motivating factors for building

strong resistance groups (Rhodes). The need to reclaim economic freedom over the local natural

resources snatched from the black community strengthened the building of serious revolts

against the colonial powers. The low wage rates and taxation were the strategies used by western

supremacy to control the economic perspective of the black race. Thus, overcoming their

influence needed the Africans to reclaim their lands and the strongholds of the local economy to

overcome the overpowering Western civilization movements and strategies.

After the end of slavery, other problems arose for colonial officials. Since slavery was

abolished, the officials had to look for different ways to keep the blacks under control. They

created political and trade policies which threatened African growth as they feared that with the

increasing cases of resistance, they would lose their place if they did not generate strict measures

(Rhodes). For the same reason, they came up with laws and policies which positively impacted

their capitalist agenda. Resistance groups were the major way of neutralizing western

discrimination and racism. Some people revolted by killing the whites, while others did so by

refusing to cooperate, which made the work of colonizers difficult. Lack of cooperation did not
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make things as they wanted, forcing them to find ways to coexist peacefully with the locals.

These ways included accepting some of the bargains brought forward by the locals for

cooperation.

Moreover, the locals also revolted by refusing to comply with the labour rules, where

lack of labour would lead to interference with the agricultural projects in the plantations. In their

quest for capitalism and building their capitalist economy, as illustrated through Marxist theory,

they took a keen interest in agriculture through which they generated raw materials for the

industrialization of their home countries (Rhodes). The European settlers who managed the

plantations did so for the benefit of raw materials transported to their home countries. It was

solely for development and industrialization in their home countries. By failing to comply with

the labour policies, Africans were making it difficult for western supremacy to meet their goals

and objectives.

Revolting against the taxation strategy also made it difficult for western officials to

deliver in the government and leadership system. Their demonstration of weakness in the

leadership showed their inability to control the revolutions, which motivated more revolts in

several parts of the Caribbean (Rhodes). The increased course strengthened the decolonization

process, which focused on independence. The possibility of freedom needed a demonstration of

power and authority for the blacks to manage themselves. Thus, string resistance groups within

the colonies weakened the control of the western superpowers in their late moments of

civilization. Lack of cooperation in major territories weakened the French revolution, which led

to the acceptance of defeat (Rhodes). Lastly, resistance was also strengthened by deputies in

Paris who represented their people in international political forums such as the Pan-Africanism
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movements. They also argued against the western officials’ hostility within the colonies and

addressed various inequalities and disparities within the international conferences.

Conclusion

Finally, Aime played a major role in the decolonization process, addressing all the

challenges facing blacks from his country and globally. With other deputies and his friends, he

was central in addressing black identity in Paris through cultural awakening movements. These

movements include the Negro and Negritude movements which were at the focal point of

addressing the plight of Africans. His meeting with Senghor strengthened his relevance in the

fight for black race cultural recognition and heritage. The decolonization process was also

affected by resistance conducted in colonies. Some forms of resistance include revolting against

labour and killing foreigners. Thus, the contribution of Aime Cesaire is massively impactful

towards gaining independence in the Caribbean through the significant efforts he and his friends

made at the international podiums to address the plight of Africans.

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Works Cited

Ball, Elena, et al. “Racism in Europe: Characteristics and Intersections with Other Social

Categories.” Frontiers in Psychology, vol. 13, 2022,

https://doi.org/10.3389/fpsyg.2022.789661

Eichman, Flavio. “War and Revolution in the Caribbean – the Lesser Antilles, 1789–1815.”

TRAFO, 8 Dec. 2021, https://trafo.hypotheses.org/18614.

Omowale, Dwayne Wong. “Why Our African Identity Matters.” HuffPost, 7 Dec. 2017,

https://www.huffpost.com/entry/why-our-african-identity-matters_b_8947996.

Rhodes, Marisa. “Rebel Slaves and Resistance in the Revolutionary Caribbean.” DIG, 23 Oct.

2021, https://digpodcast.org/2018/09/16/slave-rebels-and-resistance-in-the-revolutionary-

caribbean/.

Walcott-Hackshaw, Elizabeth. Aimé Césaire. University of West Indies Press, 2021.