New Books in African Studies

American Amazigh: Remaking North African Indigeneity and Belonging in the Diaspora (NYU Press, 2026) by Dr. Heide Castañeda examines the complex identity negotiations of Amazigh people—also known as Berbers—as they build community and claim visibility in the American landscape. These distinct ethnic groups, whose histories predate the arrival of Arabs in North Africa, unsettle categories of race and ethnicity in the U.S., challenging dominant assumptions about what it means to be African, Indigenous, and Muslim. Their experiences also disrupt familiar immigration narratives, revealing the complexities and challenges of legal migration processes such as family reunification and the Diversity Immigrant Visa program. In seeking to make their struggles for recognition legible within the American context, Amazigh communities grapple with conditional belonging while also bearing the legacy of marginalization in their home countries, which is rooted in colonial divisions, postcolonial nationalism, and Arabization policies, fostering systemic discrimination. In the diaspora, Amazigh identity is being actively reshaped as individuals and organizations engage with new ideological frameworks, global Indigenous rights movements, and recent political gains in North Africa, where they have long fought for linguistic, cultural, and legal equality. The Indigenous perspective has been largely missing from the literature on migration. Drawing on four years of ethnographic research, and framed around the concept of diasporic indigeneity, the book explores how the Amazigh people forge new anchors of belonging and create spaces of social cohesion. By uncovering both the opportunities and challenges presented in the American context, the book moves beyond conventional migration narratives to illuminate how identity and belonging are continually translated and reconfigured within new places. This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda’s interviews on New Books with Miranda Melcher, wherever you get your podcasts.

Moving beyond official diplomatic records and printed texts, Britain and the Ottoman Maghreb, 1662–1712: Merchants, Consuls, and Cultural Exchange (Oxford University Press, 2026) by Dr. Nat Cutter delves into thousands of personal letters and financial records, where we find friendship, conflict, adoration, derision, manipulation, and scandal across cultures and countries. In so doing, it offers new ways of thinking about British-Maghrebi relations in a transitional age for global trade and military-naval power, moving beyond plaintive consular complaints, gunboat diplomacy, and brutal captivity to accommodate positive cooperation and mutual benefit.

In this episode, hosts Claudia Radiven and Amina Easat-Daas were joined by Farid Hafez to discuss his most recently published book Governing Islam in Austria and Germany: From Colonial Times to the Present (Oxford UP, 2026). Hafez’s recent work centres on the comparative analysis of the Austro-Hungarian rule in Bosnia-Herzegovina and the German rule in Tanzania, Togo and Cameroon, and in particular their respective treatment of Muslims in each case to then in turn shed light on the current governing of Muslimness in both. Farid Hafez is an assistant professor in International Relations at William and Mary, and also a senior researcher at Georgetown University.

The French Médersa: Islamic Education and Empire in Northwest Africa (Cornell UP, 2026) explores how the French state pursued a century-long project of bicultural Franco-Muslim education in its northwest African colonies, resulting in a new type of school, the médersa, that combined French and Islamic curricula. French officials frequently described these schools and their students as "hyphens," drawing connections between larger French and Islamic forces. Samuel D. Anderson highlights this hyphenating idea, situating Franco-Muslim education between beliefs about not only France and Islam but also about tradition and modernity and about North and West Africa. The médersa project had two goals: to create an elite class of Muslims friendly to the French imperial project and, subsequently, to mold Islam into a form that could be more easily controlled. A total of ten médersas opened across Algeria, Senegal, French Soudan, and Mauritania and closed only in the 1950s. The graduates of these schools, the medérsiens, went on to shape their societies profoundly but not always in the ways the French anticipated. Drawing on archival and oral sources from Algeria, Mauritania, Senegal, and France, The French Médersa proposes new ways to approach trans-Saharan history. Anderson argues that across northwest Africa, and for more than a century, Franco-Muslim education was central to the history of the French empire and Islamic education alike. Samuel D. Anderson is history teacher at Polytechnic School in Pasadena, California. Madina Thiam is Fannie Gaston-Johansson Assistant Professor of History and Africana Studies at Johns Hopkins University.

In An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa (Cambridge UP, 2026), Elisa Prosperetti argues that while racialized, colonial notions of development saw African bodies as the primary sites of economic value, anticolonial development imagined the minds of Africans as the key to economic productivity. Thus, the broadening of access to Europhone education (that is, using European languages) was a central component of anticolonial and antiracist visions of an emancipated African future. But this educationally-driven vision of the future had deep roots, calling back to other experiences of freedom, however partial, in the Black Atlantic world. Thus, the book further argues that the forms that decolonization took in coastal West Africa are best explained by framing decolonization as a Black Atlantic emancipation, akin to 19th-century slavery abolitions. Although decolonization in West Africa shared parallels with what happened across other parts of Africa, Asia, and the Middle East after World War II, a Black Atlantic frame accounts for certain regional specificities that the general process/category of decolonization does not. Combining more than sixty interviews with former students, teachers, and school administrators with research in state and institutional archives in West Africa, Europe, and the United States, An Anticolonial Development analyzes the rise and fall of public education as the principal project of anticolonial development in West Africa. Elisa Prosperetti is a historian at the National Institute of Education (part of the Nanyang Technological University) in Singapore. Her research focuses on modern African and global history, particularly histories of diaspora, education, race, development, economic and intellectual history, and decolonization. Her first book, An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa, was published in 2026 by Cambridge University Press. She received her MA (2015) and PhD (2019) degrees in History from Princeton University and her BSc in International History and International Relations from the London School of Economics (2008). Prior to graduate school, she worked for several years as a classroom teacher. You can learn more about Dr. Prosperetti’s work here Afua Baafi Quarshie is a Ph.D. candidate in history at the Johns Hopkins University. Her research focuses on mothering and childhood in post-independence Ghana.