NBN Book of the Day

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.

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Green Thinking: Unlearning Outdated Ideas in Science, Economics and Politics (Routledge, 2026) is about unlearning, discarding damaging, outdated ideas deeply rooted in our societies. It seeks to “compost” the views of dead white men (René Descartes, Thomas Hobbes, Adam Smith, Norman Borlaugh) and of some not white or dead (Francis Fukuyama, Richard Dawkins, Richard Thaler), and explores the flowering of probiotic Green thinking, and the rediscovery in the 21st century of powerful indigenous and other previously repressed thinking.
Natalie Bennett understands that the foundation of life is cooperation, not competition; that diversity is essential to resilience and health of systems; that humans are just one more species of animal, or, rather, holobiont; that reductionism has to be replaced by relational thinking; that financialising society has destroyed – as it was meant to do – relationships essential to wellbeing; and, perhaps most crucially of all, that we have to draw on the knowledge and wisdom of indigenous societies that have maintained themselves and their environments in healthy balance for tens of thousands of years. This means acknowledging that the time, energy and talents of all life must contribute to a new way for humans to live in balance with the more-than-human world.
This book will appeal to fans of David Graeber, Kate Raworth, Tyson Yunkaporta, Jason Hickel, Anna Tsing, Robin Wall Kimmerer, Ursula Le Guin, Bruno Latour, Wangarii Maathai, Merlin Sheldrake, Vandana Shiva, Lynn Margulis, Kim Stanley Robinson, as well as listeners to the New Books Network, Past Present Future, and HPS podcasts.
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.

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Most international organisations today-from the Intergovernmental Panel on Climate Change to the World Health Organisation-present themselves as technical institutions separate from political concerns. And yet they are frequently accused, whether by the public or by governments, of hiding behind this technocratic veil only to privilege a few rich and powerful nations. Experts appear as guardians of stability and protectors of an unequal status quo. Scholars of International Relations (IR) and international law have illuminated the production and contestation of expertise. But its historical emergence and distinctiveness remain under-explored. The Technocratic International: Experts and the Making of a World from Nowhere (Oxford UP, 2026) by Dr. Jan Eijking is the first book to historically examine and comprehensively theorise the role of experts in the institutionalisation of modern international order.

How exactly did technical expertise come to be a central tenet to the work of international organisations? Based on archival material from Paris, London, and Geneva, The Technocratic International reconstructs the neglected history of expert mobilisation at early moments of institutionalised international cooperation in the nineteenth century. To understand how expertise works at the international level, examining how expert status and knowledge are produced is not enough. Instead, we must bring into view how expertise relates to claims about the very domain in which it operates. Historically, experts were not merely-as institutionalist and functionalist accounts assume - mobilised to epistemically optimise international policymaking. Instead, technocratic elites constructed “the international” through Eurocentric performances of expert approval.

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.

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When American fascists suddenly goose-stepped down Main Street in the 1930s, fascism was seen by the rest of the country as a terrifying and radical new European import. It was not. It didn’t come from abroad. Nor was it new or radical. The seed of American fascism was planted by elite southern planters who insisted that slavery need not be addressed in the Constitution because it would soon die out on its own.
In The Biggest Lie: The Prehistory of American Fascism, 1818-1915 (Bloomsbury, 2026), Joseph Kelly chronicles fascism’s deep roots in the antebellum South; its codification under Jim Crow; and, then, after the Spanish American War, its ascendency in the form of Anglo-Saxon nationalism, proposing that the nation belongs to a master-race-the original lie of American fascism. Dr. Kelly’s gripping book reminds us that the monied elite have always exceled at deploying disinformation to bias and inflame the masses, and that there have always been courageous patriots helping us to fight our way out of darkness toward the light.
Guest: Dr. Kelly is a professor of literature and history at the college of Charleston. He is the author of Marooned, The Biggest Lie, and America’s Longest Siege.
Host: Dr. Christina Gessler is the creator and producer of the Academic Life podcast and newsletter. She works as a writing coach and developmental editor for academics.
Listeners may also be interested in:
Paper Heroines
No Common Ground
Thy Will Be Done
Preparing for War
Understanding Disinformation
Campus Monuments
What Might Be
The Social Constructions of Race
Teaching About Race and Racism in the College Classroom
Belonging
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What does it mean to learn when algorithms increasingly shape how knowledge is produced, organized, and interpreted? Editors Elizabeth de Freitas, Matthew X. Curinga, and Ezekiel J. Dixon-Román join Shreya Urvashi to talk about their book Learning Under Algorithmic Conditions (U Minnesota Press, 2026), a collection that examines how artificial intelligence and computational systems are changing education, cognition, and ideas of human intelligence. The editors discuss the complexities of algorithm, training data as curriculum, AI bias, and the concept of more-than-human learning. They also explore the relationship between contemporary technologies and colonial forms of reason, the limits of treating bias as a purely technical problem, and what happens to human agency as learning becomes increasingly entangled with algorithmic systems.

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