A friend of mine, an accomplished scholar and a popular teacher (not an Africanist), remarked recently on some controversial theme in historical interpretation, “Oh, I'll teach it, but I won't publish it!” And I wondered if that was also an insight into recent developments in African studies, particularly political studies. Take the issue of the black perspective on African affairs. Without admitting it, is that how academic Africanists will resolve this divisive controversy? Many colleges and universities now expect African studies to mean the teaching of African affairs, as part of a black studies program run by black teachers. If this is the dominant mood, then very soon what we read in support of classroom teaching about Africa may be completely different from what we read to each other at conventions.

The black perspective issue only underlines the broader issue of the separation of classroom teaching and scholarly research, which is particularly acute and open in political science. In the case of African politics, the pressure from students is for courses on “revolution.” The voguish perspective is that of “liberation”--black and/or socialist. Perhaps it is time for Africanist political scientists to question the relevance of their training, if teaching is to remain their calling. It is probably true that the insistence on perspective and relevance is an opening for propagandizing. But it may also serve to review the form and extent of connections between teaching and research--yes, again. Ten years ago, most of us probably felt that learning about African politics (research) and teaching political Africana were self-evidently tied together. So little was known--that is, processed through the scholarly apparatus--that anything learned could probably be taught, or at least listened to by students. African populations were embarked on overthrowing colonial rule and students would read even the journal articles.