Reviewed by: Global Christianity and the Black Atlantic: Tuskegee, Colonialism, and the Shaping of African Industrial Education by Andrew E. Barnes James E. Genova Global Christianity and the Black Atlantic: Tuskegee, Colonialism, and the Shaping of African Industrial Education. [Studies in World Christianity] By Andrew E. Barnes (Waco, Texas: Baylor University Press, 2017. Pp. xiv, 205. $49.95 hard cover. ISBN 978 1481 3039.) Pioneered by scholars such as Paul Gilroy and building on the work of those focused on the trans-Atlantic slave trade, the examination of the Atlantic as a geographical space of cultural exchange, identity construction, and socio-political contestation has become one of the most significant loci of study across disciplines. Andrew E. Barnes’ monograph, Global Christianity and the Black Atlantic: Tuskegee, Colonialism, and the Shaping of African Industrial Education, participates in that conversation by analyzing the connections between Christian communities in primarily the U.S. with those of Africa and their debates over the appropriate strategies for the improvement of the lives of African Americans and Africans. Ethiopianist Christianity became an arena in which the idea of industrial education was adopted as a programmatic objective by which “racial uplift” would be achieved on both sides of the ocean. Moreover, Barnes argues, “The industrial education movement served as a leading edge of the African challenge to European conquest of Africa” (p. 6). Barnes draws upon newspapers published in the British colonies of Sierra Leone, Nigeria, Ghana (Gold Coast), and the sovereign country of South Africa as his evidentiary base. He argues that Booker T. Washington and his Tuskegee Institute became models (real and imagined) that would produce the kind of people leading to the recovery of African sovereignty and the development of fully modern African societies. As such, Washington’s example proved that Africans (including in the diaspora) not only could, but should lead the regeneration of African people. Barnes aptly demonstrates that for brief moments the Tuskegee model was much debated among European-educated Africans and efforts to transpose that institution onto African soil were made by leading figures among the colonized intelligentsia, nearly all of which failed to even get off the ground. Barnes also hints at a notable shift in the emergent nationalist consciousness [End Page 148] of Western-educated Africans as they became unmoored from Christianity as an intellectual and organizational framework for envisioning the future and contesting European power to one that was secular by the 1920s. However, Barnes ends his study at just that moment so the trajectory is not fully developed and we do not get insight into what happened to the Ethiopianist communities after that point. Did Ethiopianists fade from politics entirely and retreat into purely theological matters? Did they accommodate with the colonial state in opposition to the secular nationalist movements? Some of these questions are explored by other scholars such as James Patrick Daughton and Elizabeth Foster. Throughout the book’s six chapters Barnes seems to make the case for the need to focus on industrial or technical education as opposed to “humanist” or liberal arts instruction. While this was one of the threads of dispute within the Ethiopianist community of the late nineteenth and early twentieth centuries, the author attempts to recover Washington’s legacy and position him as a potential inspiration for anti-colonial resistance. I remain unconvinced based on the evidence presented and knowing what the colonial system actually did in Africa. The kind of technical training pushed by Washington and others was largely embraced by the imperial rulers to exploit the population and preclude the emergence of political challenges to their domination. This outcome was precisely what William Edward Burghardt Du Bois among others warned against and why they pushed for a well-rounded education wherein students developed critical thinking abilities, analytical skills, and intellectual flexibility that would provide them with the capacity to adapt to changing circumstances and understand the nature of the world in which they lived. Perhaps it is not so tragic that the Tuskegee model was not transposed into Africa as a means of resistance. It would only have widened the scope of complicity with imperial rule and undermined the fight for liberation. James E. Genova The Ohio...