African Tokenism in Higher Education

While studying International Development at a prestigious institution, an interesting dynamic unfolded. I often found myself among the few Africans in the room. However, it wasn't merely that; I soon realized that Africanness was consistently invoked not only to glorify the West but also to justify foreign intervention worldwide.

As a foreign student acknowledged for intellectual aptitude, my presence did little to ease the atmosphere. I couldn't help but overhear sweeping generalizations about our entire continent—portrayed as corrupt, backward, and in perpetual need of "help." Gradually, I discerned the underlying truth: this rhetoric was essentially code for justifying past atrocities committed by colonizers as acts for the "greater good."

Nevertheless, I refused to be perturbed by these sentiments. What truly bothered me were the careless brushstrokes with which individuals of presumed high intellect painted my culture, heritage, and continent, seemingly indifferent to the consequences.

Our economy was depicted as ailing, our society as inherently homophobic, our governance as corrupt, our technological progress as nonexistent. It begged the question: Who comprised this "we" they spoke of? Yes, I am African, but I am also Mosotho...

Why couldn't my professors take the time to name my country, its people, and its culture with specificity and accuracy? The simple truth was that it didn't serve their agenda. As an African, my nationality and culture didn't align with their bottom line—establishing hierarchies dictating who should be the purveyor of knowledge and who should passively accept it without question.

I was labeled a "fortunate" African, an exception to the rule. My gratitude was expected for having been taught 'development' by the West. I was there to serve interests, not to challenge or question, but to quietly bow and accept the status quo of the world.