A Primer for Teaching African History is a guide for college and high school teachers who are teaching African history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate African history into their world history courses. Trevor R. Getz offers design principles aimed at facilitating a classroom experience that will help students navigate new knowledge, historical skills, ethical development, and worldviews. He foregrounds the importance of acknowledging and addressing student preconceptions about Africa, challenging chronological approaches to history, exploring identity and geography as ways to access historical African perspectives, and investigating the potential to engage in questions of ethics that studying African history provides. In his discussions of setting goals, pedagogy, assessment, and syllabus design, Getz draws readers into the process of thinking consciously and strategically about designing courses on African history that will challenge students to think critically about Africa and the discipline of history.

A series of transformations, reforms, and attempted abolitions of slavery form a core narrative of nineteenth-century coastal West Africa. As the region’s role in Atlantic commercial networks underwent a gradual transition from principally that of slave exporter to producer of “legitimate goods” and dependent markets, institutions of slavery became battlegrounds in which European abolitionism, pragmatic colonialism, and indigenous agency clashed.

In Slavery and Reform in West Africa, Trevor Getz demonstrates that it was largely on the anvil of this issue that French and British policy in West Africa was forged. With distant metropoles unable to intervene in daily affairs, local European administrators, striving to balance abolitionist pressures against the resistance of politically and economically powerful local slave owners, sought ways to satisfy the latter while placating or duping the former.

The result was an alliance between colonial officials, company agents, and slave-owning elites that effectively slowed, sidetracked, or undermined serious attempts to reform slave holding. Although slavery was outlawed in both regions, in only a few isolated instances did large-scale emancipations occur. Under the surface, however, slaves used the threat of self-liberation to reach accommodations that transformed the master-slave relationship.

By comparing the strategies of colonial administrators, slave-owners, and slaves across these two regions and throughout the nineteenth century, Slavery and Reform in West Africa reveals not only the causes of the astounding success of slave owners, but also the factors that could, and in some cases did, lead to slave liberations. These findings have serious implications for the wider study of slavery and emancipation and for the history of Africa generally.