1. Resources For 306 africa peoples Cultures RESOURCES IMAGES In The News Culture Geography Climate Land Cover History Economics Not Filed Yet Culture Religion 1/19/99. hausaYoruba violence in Lagos 11/29/99 show early settlements in Liberia, indigenous political subdivisions, and some of http://www.artsci.wustl.edu/~anthro/courses/306/resources.html

Lenses Point-Counterpoint on Nigeria In The News Angola 1/19/99 Hausa-Yoruba violence in Lagos 11/29/99 Kabila killed in Zaire "Sarah" repatriated 9 Aug 2002 Music Fela Kuti Maps Geology The African plate Gondwanaland breakup The Jos Plateau Rivers ... "The real Africa" ethnic map Climate ITCZ movement (834K animation!) Precipitation The harmattan, central Nigeria, January gorgeous African land cover map Colonial holdings before WWI ... Maps of Liberia at the Library of Congress ( I ncludes examples from the American Colonization Society, organized in 1817 to resettle free black Americans in West Africa. These maps show early settlements in Liberia, indigenous political subdivisions, and some of the building lots that were assigned to settlers. Language Greenberg's classification African Cultures/Peoples Kalahari peoples Image Archive (Documentary Educational Resources) with images by the Marshalls Does Africa really have no history? Khoisan ethnic/language chart Herero Kagga-Kamma reserve (or backup Ituri Peoples Biologist with Ituri pygmies, 1927

2. Kanem Bornu And The Hausa Kingdoms Find a profile and images of the Kanuri and hausa peoples who ruled the Sahara under Islam between the 12th and 17th centuries. Near central africa, however, arose another great empire called Kanem but by 1100AD, a peoples called the Kanuri settle others that the hausa were the indigenous inhabitants of the http://www.geocities.com/CollegePark/Classroom/9912/kanemhausa.html

Kanem Bornu and the Hausa Kingdoms Kanem-Bornu In the late 1300's, civil strife within Kanuri territory began to seriously weaken the empire. By the early 1400's, Kanuri power shifted from Kanem to Bornu, a Kanuri kingdom south and west of Lake Chad. When Songhay fell, this new Kanuri empire of Bornu grew rapidly. The Kanuri grew powerful enough to unite the kingdom of Bornu with Kanem during the reign of Idris Alawma (1575-1610). Idris Alawma was a fervent Muslim and set about building a Muslim state all the way west into Hausaland in northern Nigeria. This state would last for another two hundred years, but in 1846, it finally succumbed to the growing power of the Hausa states. Pictured above are Bornu trumpeters sounding the Frum-Frums. The Bornu were well known for their chain-mailed cavalry. These trumpeter may have served to lead the medieval African kingdom's powerful shock troops into battle. (Photo courtesy of WSU) The Hausa Kingdoms Being in close contact with one another, these kingdoms all shared a common language, Hausa. In the late 1300's Islam began to filter into Hausaland through traveling merchants. But the pace was relatively slow. It was not until the 1450's that a group of people from the Senegal River, known as the Fulani, began immigrating in large numbers into Hausaland that a strong Islamic presence took root. The Fulani immigration was driven by the desertification of north and western Africa. A pastoral people, the Fulani were in search of a land that could support their herds. Devoutly Muslim, with a great deal of indigenous beliefs therein, the Fulani not only brought Islam and its books, but also began to set up Islamic schools and learning centers all throughout Hausaland. Pictured above is a 1959 picture of Kano, a city that traces back to one of the early Hausa kingdoms. (Photo courtesy of WSU)

3. Tribes Of The Niger of existing states in the early 19th century, established kingdoms by the conquestof indigenous peoples. hausa traders are found throughout West africa. http://schools.4j.lane.edu/spencerbutte/StudentProjects/Rivers/tribe.html

Tribes of the Niger River BAMBARA : a Mande-speaking people of Mali. Today sedentary farmers, they are divided inti many small chiefdoms, and known for their elaborate cosmology and religion. Earlier they had founded two important states at Seguo, on the Niger. Population 1.2 million. EDO : a Kwa-speaking people of southern Nigeria, the population of the kingdom of Benin; whose political and religious ruler, the , lives in Benin City. The ruling dynasty is historically closely linked with the Yoruba. They are famed for they carving, metal-casting and other arts. Population 1.3 million. FULANI ( FULBE, PEUL) : a people speaking a West Atlantic language, dispersed across the Sahel zone of West Africa from Senegal to Cameroon. They are predominantly Muslim, and coprise both transhumant cattle keepers and also sedentaery agricultural groups. Both are typically minority elements living among other peoples. The pastoralist groups are egalitarian, the sedentary ones having chiefs in some areas, such as northern Nigeria, where they overthrew the Hausa rulers of existing states in the early 19th century, established kingdoms by the conquest of indigenous peoples. population 7 million HAUSA : a Chadic-speaking people of Nigeria and Niger. They are intensive farmers

4. Africa Peoples & Cultures Resources & Images People and Culture, in Nigeria http://www.nigeriainfonet.com/Srchdata/africa_peoples_.htm

Resources for 306 - Angola 1/19/99 Hausa-Yoruba violence in Lagos 11/29/99 Lecture Notes 2-1 Bantu expansion 2-1 Origins of food production 2-3 Nubia 2-15 Colonial administration and indigenous groups 3-14... About Us Add URL Ad with Nigeriainfonet Affiliate Program ... Yourname@nigerianetmail.com KEK Technology Inc. Network and Partners Siftthru.com Siftthru.net Everyone.net OzForex ... NigeriaNetMail.com Send mail to sfd-w@nigeriainfonet.com

5. Grade Six Social Studies: Location(Content/Concepts) Ashanti; Akan (hausa); Ewe; Fulani. major changes Brought in a population of Blacksfrom africa. indigenous peoples, many of whom had been established on the land http://www.sasked.gov.sk.ca/docs/midlsoc/gr6/g62conss.html

Social Studies Grade Six Learning About History Content/Concepts Teaching Strategies Knowledge Skills/Abilities Values ... Grade Six Unit Two Table of Contents Content/Concepts Learning About History Concepts: history, oral history, artifacts, timeline Information from a pre-historical period is obtained largely from *oral history and archaeological findings. artifacts fossils legends, myths Artifacts have great value and importance. record of past sacred significance Information about the more recent past comes from primary sources history books *oral history (e.g. stories, legends, myths, etc.) * Oral history was and still is of great value to North American Indigenous people. In many cultures the elders were revered as historians. The concept of time may be illustrated in a linear fashion. timeline sequence causality Optional The concept of time may be illustrated in a cyclical fashion. circle repetitious, e.g. day/night, the seasons, the life/death cycle Interpretation of History Content/Concepts Teaching Strategies Knowledge Skills/Abilities Values ... Grade Six Unit Two Table of Contents Content/Concepts Interpretation of History Concepts: history, point of view

6. RE: The Yoruba Are An Indigenous People Of West Africa RE The Yoruba are an indigenous people of West africa Posted by Obalorun Ala Aganju on August 02, 2001 at 010120 Alafia Oshosi1 and list; I am familiar with Mr. Oduyoye's work and own the book you mention and three others. them to the Various peoples now generally called Yoruba, long the story of the hausa merchant and his escaped Oyo http://home.ican.net/~vreznik/wwwboard/archive1/Yoruba%20indigenous%20people%20o

RE: The Yoruba are an indigenous people of West Africa Posted by Obalorun Ala Aganju on August 02, 2001 at 01:01:20: Alafia Oshosi1 and list; That many ancient cultures share aspects of culture, is a point I cannot and will not dispute. It does appear that at one time in human existence all peoples on the planet had spiritual lives that were very close in form and content. I can only speculate on why this is. But, I feel safe in saying that wars over religion did not occur at that time in our archaic past, because of this. To fight a man over what he believes was completely considered insane. Perhaps, those make or promote war in the name of religion should be institutionalized and heavily medicated... OOOOPPS, now I'm ranting. . . But, I do think I made my point before the rant. But, I will still offer what I think speaks to what Oshosi1 wrote about and A little more. As always, I hope I have been clear and to the point. Be well all Obalorun Ala Aganju There are also Islamic editions of this story. The following version was current in the mid 1800's. The main characters in this story are Lamurudu and Oduduwa. The first character, Lamurudu according to the "Bibeli Mimo" , a Yoruba translation of the King James version of the Bible, is Yoruba for Nimrod. The second character, Oduduwa, is a Yoruba deity who plays a major role in several creation legends. Oduduwa, will be discussed in some detail later.

7. Unit 15 Black Peoples Of America From Slavery To Equality? About The indigenous peoples on a map of. africa. that environmental differences Through the use of factcards about different indigenous groups, eg Ibo, hausa http://www.standards.dfee.gov.uk/pdf/secondaryschemes/his15.pdf

8. Africa | Basic Facts > History > Early European Imperialism British conquest of the Fulanihausa states was as well as South West africa, wereconquered little improvement in attitudes towards the indigenous peoples. http://www.geocities.com/aboutafrica/history/earlyeuropeanimperialism-4.html

Northern Africa Western Africa Eastern Africa Central Africa ... Patterns of Economic Development Advertisement History Early European Imperialism Page 4 of 4 African Resistance Increasing Development Page 4 of 4 Source of information [ Home Search Site Index Link to Us Design [DreamWeb Team] Advertisement Biography of Nelson Mandela Western Africa

9. Unit 15 Black Peoples Of America different groups of indigenous peoples on a map of africa that environmental differences factcards about different indigenous groups, eg Ibo, hausa ask pupils to establish http://www.standards.dfee.gov.uk/word/secondaryschemes/his15.doc

<n <n <òòòòââÑÀââââÑÀ⯕’ˆt  ¸8½h » ¾ 9’;¿ ð3      ¸8½´» ¾ 9Ú à#.’;¿(Òðx3   ªÒ(Òðx3   ªÒ(Òð(3   ªÒ(Òð3   ªÒ ( Lÿ3   ® B@í@ AèAKB¸B`CaCÁCÂCCÛC*D D0EyEqFãFUHïßÎïß½ïÎïßΣ –‚ïßßßÎïßß  ¸8½h » ¾ 9’;¿ ð3      ¸8½” » ¾ 9Ú à#.’;¿(Òðx3   ªÒ(Òð(3   ªÒ(Òð3   ªÒ(Òðx3   ªÒUHJuJK¦KL.L‘LÈLqMÎMÏMÑM9N:N;N

10. MOTHERLAND NIGERIA: PEOPLES (by Boomie O.) ARMS; NATIONAL ANTHEM; NATIONAL PLEDGE; MOTTO peoples; POPULATION; RELIGION Ibo (alsospelled Igbo), and hausaFulani, and IFA The indigenous Faith of africa; Yoruba http://www.motherlandnigeria.com/people.html

PEOPLES SITE AWARDS NIGERIAN ORGANIZATIONS SEND FREE WEBCARD IMMIGRATION ... SCAM INFORMATION TABLE OF CONTENTS INTRO THE GEOGRAPHY LOCATION MAP RIVERS PATRIOTIC STUFF FLAG COAT OF ARMS NATIONAL ANTHEM NATIONAL PLEDGE MOTTO PEOPLES POPULATION RELIGION -CHRISTIANITY -ISLAM -TRADITIONAL -INFLUENCE ETHNIC GROUPS -YORUBA -IBO (or IGBO) -OTHERS LANGUAGES -YORUBA ALPHABET -HAUSA ALPHABET -LINKS TO OTHERS LANGUAGE RESOURCES -GENERAL RESOURCES -YORUBA RESOURCES -IBO RESOURCES -HAUSA RESOURCES -OTHERS MORE ON LANGUAGES -NUMBERS -PEOPLE -BODY PARTS -HOUSE PARTS -PLACES -OTHER WORDS ADDITIONAL LANGUAGES YORUBA NAMES -THE NAMING CEREMONY -COMMON PARTS -CIRCUMSTANTIAL NAMES IGBO NAMES HAUSA NAMES LINKS ON NAMES THE WEDDING MARRIAGE TIDBITS FAMILY TIDBITS OTHER SOURCES FOODS AND DRINKS INTRO SOME MEALS SOME DRINKS RECIPES RECIPES LINKS BUYING (ingredients and food) DINING (restaurants) HEALTHCARE TRADITIONAL HEALTH CURRENT HEALTH POLICY INFO FOR TRAVELERS OTHER LINKS HEALTH ORGANIZATIONS EDUCATION SCHOOL LANGUAGES SCHOOL YEAR SCHOOL LEVELS SCHOOL ATTIRE SCHOOL TRANSPORTATION SCHOOL LINKS HOLIDAYS FESTIVALS ATTIRE TRANSPORTATION AIR LAND WATER SPORTS SPORTS PLAYED SPORTS HISTORY RECORDS SPORTS ASSOCIATIONS SITES ON SPORTS THE ARTS ART LITERATURE MEDIA -RADIO -TELEVISION -INTERNET JUJU MUSIC FUJI MUSIC AFRO-BEAT MUSIC OTHER MUSIC TYPES OTHER SITES WITH SAMPLES

11. Anthro 306 Messages collection A DAY IN THE LIFE OF africa is well We will talk about colonial administrationof indigenous peoples on 10/1, using the comparison of hausa and Tiv http://www.artsci.wustl.edu/~anthro/courses/306/messages2002.html

3 Jan: Here at long last is the African Groundnut Stew recipe . Let me know how it turns out! 10 Dec: Here is a list of study questions . It includes the previous questions plus some new ones concerning recent material. 8 Dec: Midterm 2 grades were generally good. mean score was 86% and median was 90%. The approximate letter grade breakdown almost follows the standard cutoffs: 93-100 A 81-92 B 70-79 C 60-69 D below 60 well, uh... 15 Nov: here are some study questions for the 2nd midterm. Stats on midterm #1: median grade was 98 (out of 120 points) and point breakdown was as follows: Approximate letter grading would be as follows (but note that final grades are computed on the basis of point totals, not averaging of letter grades): 107-112 a 103-106 a- 99-102 b+ 93-98 b 90-93 b- 89 c+ 87-88 c 83-86 c- 77-81 d 10/18: The photo collection A DAY IN THE LIFE OF AFRICA is well worth a few minutes of your time. Nice drumming soundtrack too. Thanks to the member of the class for sending this to me.

12. Untitled the hausa in Nigeria refer to their fellow hausa across the Christianity with literacy,that in many parts of africa the indigenous peoples understood the http://www3.sympatico.ca/ian.ritchie/ATSC.Chapter2.htm

CHAPTER 2: SOCIAL CONTEXT OF AFRICAN THEOLOGY 1: Socio-Historical Survey Ancient Egypt developed the first of the great civilizations of world history. Egypt had already a long and illustrious history by the time ancient Greece reached its apex, and it is well established that Greek thinkers acknowledged their debt to ancient Egypt. Much has been written on Egypt and it need not be repeated here, except perhaps to mention that much current African and African-American scholarship is currently in the process of reappropriating Egypt as a specifically African civilization, in which the Cushites and black peoples of southern Egypt played a major role. The "Afrocentric Hypothesis", as advanced by Cheik Anta Diop and his more recent African-American exponent, Molefi Asante, states that Egypt was the source of all the significant cultural ideas of the civilizations which followed it, Persia, Greece, Rome, etc., and that all of these ideas came from an African source in Egypt and the southern Nile region (see Diop 1954, 1974 and Asante 1987). While some of the more extreme ideas of the "Afrocentrists" remain controversial in historical scholarship, they are bringing the role of black Africa in the ancient world out of obscurity into the realm of debate, which in itself advances the achievement of Africans and has shed light on the manner in which Euroamerican scholarship has systematically denied and suppressed information about Africa's past greatness, a greatness which included the empires of Egypt, Nubia, Ethiopia, Mali, Songhay, Timbuctoo, and Zimbabwe.

13. 100gogo Expedition Of Africa, Africa's Super Predators & Mammals Safari conquered indigenous peoples (such as the numerous hausa) or live in a symbioticrelationship with agricultural peoples. (C) Westcentral africa cultural http://www.100gogo.com/africa/

Africa - The Birthplace of Modern Humans You either love it or hate it . . . Africa Map Click here to see large map Introduction Features of Africa Africa is the second-largest continent , after Asia, covering 30,330,000 sq km; about 22% of the total land area of the Earth. It measures about 8,000 km from north to south and about 7,360 km from east to west. The highest point on the continent is Mt. Kilimanjaro - Uhuru Point - (5,963 m/19,340 ft) in Tanzania. The lowest is Lake 'Asal (153 m/502 ft below sea level) in Djibouti. The Forests cover about one-fifth of the total land area of the continent. The Woodlands, bush lands, grasslands and thickets occupy about two-fifth. And the Deserts and their extended margins have the remaining two-fifths of African land. World's longest river : The River Nile drains north-eastern Africa, and, at 6,650 km (4,132 mi), is the longest river in the world. It is formed from the Blue Nile, which originates at Lake Tana in Ethiopia, and the White Nile, which originates at Lake Victoria. World's second largest lake : Lake Victoria is the largest lake in Africa and the is the world's second-largest freshwater lake - covering an area of 69,490 sq km (26,830 sq mi) and lies 1,130 m (3,720 ft) above sea level. Its greatest known depth is 82 m (270 ft).

14. Directory :: Look.com hausa A ethnography on the hausa people of africa. links to native information andresources worldwide provided by the indigenous peoples Specialty Group http://www.look.com/searchroute/directorysearch.asp?p=282106

15. USAID In Africa: Foreign Language Subject Guide line audio programs, world and africa specific news in 29 languages including hausa,Kiswahili, and and justice, women's rights, indigenous peoples' rights, and http://www.usaid.gov/regions/afr/abic/guides/langsites.html

Skip redundant navigation Home This Is USAID Privacy ... Contact The United States Agency for International Development Foreign Language Subject Guide USAID in Africa ABIC ABIC Guides Foreign Language Site Map Contact Us AFR/ FAQs Search USAID/ AFR: Choose a guide: use this link for text-only nav BY COUNTRY Africa in General Angola Benin Burundi DR Congo Eritrea Ethiopia Ghana Guinea Kenya Liberia Madagascar Malawi Mali Mozambique Namibia Nigeria Rwanda Senegal Somalia South Africa Tanzania Uganda Zambia Zimbabwe BY SUBJECT Africa - General Agriculture Conflict Democracy Economic Growth Education Environment Languages HIV/AIDS Health International Trade Technology Gender Africa Specific: French Spanish Portuguese Other World-Wide: French Spanish Portuguese Other ... UN Integrated Regional Information Networks Part of the UN Office for the Coordination of Humanitarian Affairs, offers special reports, news bulletins, daily updates, and weekly digests in French and English. Human Rights Watch Reports on human rights violations across the globe, links to African reports. Available in Arabic, Chinese, French, English, Spanish, Portuguese, and Russian. Radio Deutsche Welle (DW This German organization offers on line audio programs, world and Africa specific news, mailing lists, and program schedules. Available in 29 languages.

16. Esm_rowntree_dag_2|Sub-Saharan Africa|Multiple Choice (B) hausa. and economic stability in modern SubSaharan africa is threatened by all bordershad little regard for social systems created by indigenous peoples. http://wps.prenhall.com/esm_rowntree_dag_2/0,6420,453177-,00.html

Home Sub-Saharan Africa Multiple Choice Sub-Saharan Africa Multiple Choice Select the best answer from the choices provided. Hint Environmental issues in Sub-Saharan Africa include all of the following EXCEPT: Hint air pollution. water pollution. deforestation. desertification. wildlife destruction. Peanuts are a main export crop among states in the Sahel, but peanut farming is difficult for the environment because: Hint (A) peanuts deplete key nutrients out of the soil, forcing farmers to continually seek new land. (B) peanuts grow underground, requiring soil to be overturned at harvest time when dry winds are more likely to carry away fine topsoil. (C) peanut roots hold in topsoil, creating mud during the rainy season that clogs irrigation systems and increases risks of mudslides. A and B only All of the answers provided. Since most household energy needs (cooking, heating, etc.) are met by burning wood, all of the following statements are true EXCEPT: Hint Women and children in some areas spend hours each day gathering wood for fuel. In some communities, village women have organized into groups to plant trees to meet future energy needs.

17. Women And Work In Africa Names of countries (Nigeria, South africa, Senegal, Lesotho, Kenya, Zimbabwe);Names of indigenous peoples (Zulu, hausa, Ibibio, Kikuyu, Ashanti); http://www.stolaf.edu/library/instruction/biguides/fall2002/Hist128.html

Life Histories of African Women A Guide to Resources Kris MacPherson (St. Olaf) and Colleen McFarland (Carleton) site last updated 9 January 2003 Finding narratives: Using catalogs of library materials in new ways Finding contextual materials: Reference Resources Journal Articles and Newspapers Web sites Other helps: Evaluation of Web Sites Citation Guides Finding Narratives in Library Catalogs St. Olaf's Sage Muse 1. Know where to go DT’s - African history GN’s - Anthropology PL8000’s – African Literature PQ3900’s – African Literature in French PR9000’s – African Literature in English 2. Searching Tips Perform word searches in the catalog Choose terms that you think will be in the subject headings of relevant works Names of countries (Nigeria, South Africa, Senegal, Lesotho, Kenya, Zimbabwe) Names of indigenous peoples (Zulu, Hausa, Ibibio, Kikuyu, Ashanti) Use boolean logic [and, or, not] to create search statements such as (Africa* not American) and women 3. Look for primary materials using LC terms in combination with your keyword search: sources biography (includes autobiography) interviews personal narratives diaries correspondence 4. When you find a likely record:

18. Human Rights | BBC World Service ENGLISH (africa) To mark World Human Rights Day, on hausa Jamila Tangaza looked athuman rights issues the death penalty and the rights of indigenous peoples. http://www.bbc.co.uk/worldservice/people/features/ihavearightto/four_b/programme

Contact Us Help Text Only Project Languages: English (Global) English (World Learning) English (Africa) Albanian ... Urdu Programmes Archive 2000-2001 "I have a right to..." is BBC World Service's largest ever global education project. Awareness-raising debates and events in participating countries and radio programmes were broadcast to a potential audience of 125 million people. ENGLISH (GLOBAL) BBC World Affairs Correspondent Rageh Omaar presented four programmes highlighting current international debates over human rights: Whose human rights are worth going to war over?; Food versus Freedom; Holding rebel groups to account and International Justice. The series producer was Charu Shahane. Broadcast October - November 2000. ENGLISH (WORLD LEARNING) A Simple Guide To Human Rights. Two twelve-part series for BBC World Learning presented by Charu Shahane and Orin Gordon covering key articles of the UDHR. Broadcast January - July 2001.

19. I Have A Right To | BBC World Service Josephine Onike Hazeley English for africa To mark Charu Shahane Jamila Tangaza- hausa Jamila Tangaza death penalty and the rights of indigenous peoples. http://www.bbc.co.uk/worldservice/people/features/ihavearightto/four_b/producers

@import "../newbrowsers.css"; Front Page Case Studies Programmes Reporters Stories ... Project BBC Producers: English (Africa) English (Global) Albanian Arabic ... Urdu Reporters Archive - 2000/2001 The global education project "I have a right to..." features radio programmes produced in 2000-2001 by BBC World Service producers who have traveled the world over, from Sierra Leone to the Federal Republic of Yugoslavia. The programmes, which have been produced in eleven languages, highlight not only human rights violations but also bring to the fore examples where change and progress are being made. Majlinda Zeqiri - Albanian In a series of nine programmes, Majlinda Zeqiri examined the child victims of vendetta crimes, juvenile crime, and women's rights. She also looked at the co-existence with Roma and Serbs in Kosovo, Greeks in Albania and Albanians in Macedonia. Broadcast from January 2001. Click here to read an interview with Majlinda Zeqiri Mounira Chaib - Arabic Mounira Chaib visited the Headquarters of the United Nations Commission for Human Rights in Geneva and attended a conference organised by Article 19, the human rights and press freedom organisation based in London. Her radio series marked the 50th anniversary of the Universal Declaration on Human Rights (UDHR).

20. Foundation For Endangered Languages. Home into this category (but not including hausa) as opposed At least for africa, the Atlasis sadly of Responsibility,a nd Authority of indigenous peoples to Speak http://www.ogmios.org/1110.htm

Foundation for Endangered Languages Home Manifesto Membership details Proceedings ... Bibliography 10. Publications of Interest Wurm, S.A. (ed.) 1996. Atlas of the world’s languages in danger of disappearing. Canberra/Paris: Pacific Linguistics/UNESCO. A Partial Review by Roger Blench The notion that we need an atlas of the world’s endangered languages is an attractive one; all too frequently we read about some threatened speech-form and have only the vaguest notion of where it is spoken. As Stephen Wurm has been responsible for two major Language Atlases, of the Pacific and of China, I had high expectations of this volume. But unfortunately, for a variety of reasons, it is of limited use. This review will concentrate on Africa, since that is the region with which I am most familiar. The African continent probably is home to some 2000 languages, one-third of the world total, and comparable only to Oceania in terms of diversity. Africa is the continent where the least work on the description of all but major languages has been carried out, and to say (p. 21) ‘A large amount of work on endangered African languages has been carried out by linguists from outside Africa and also by linguists from institutions in African countries.’ is simply false. Compared with Oceania, the amount of work is vanishingly low and the rate of work produced is slowing down. Most endangered African languages are represented in the literature by little more than short wordlists. For crucial languages spoken by small foraging groups, such as Hadza, Dahalo, Ongota, Laal and the Khoisan languages little more than sketches are available. As my reports from Nigeria should show, much of the published information is anyway wrong.

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