Available at: https://digitalcommons.calpoly.edu/theses/2880
Date of Award
9-2023
Degree Name
MA in History
Department/Program
History
College
College of Liberal Arts
Advisor
Matthew Hopper
Advisor Department
History
Advisor College
College of Liberal Arts
Abstract
Granville Kachipumo was the Universities Mission to Central Africa’s African-born teacher at Mkului in East Africa near today’s Muheza district of Tanga, Tanzania. He was taken from his home along River Lintipe at 10 to 12 years old. Granville Kachipumo’s life began with his family west of Lake Nyasa. Ripped from the arms of his parents, Granville Kachipumo faced two inland journeys, each with its complex forms of slave trade. From the inland environment, Granville Kachipumo navigated to the mission halls of Masasi and beyond. Kachipumo’s story is, as Arthur Cornwallis Madan stated, “a story of an intelligent boy who has been seven years in the Mission Schools and risen to be a teacher and to promise well for future usefulness.”1 Granville Kachipumo’s story of slave trade to redemotion highlights the continuing slave trade after 1873. My argument is centered on the fact that after 1873, circumstances for enslaved Africans and the nature of the inland slave trade were complex. These complex circumstances are seen through Granville Kachipumo’s enslavement, emancipation, and post-enslavement life process. This paper does not aim to encapsulate the story of the slave trade as a whole but to follow the lead of Robert Harms to “shine a small beam onto the dark underside” of the East African slave trade from the inland to the coast, capture, and missions. By shining a beam on the slave ship Salama and Granville Kachipumo’s unique enslavement narrative. I demonstrate how allowing Africans to "speak for themselves" enables us to observe how the slave trade in East Africa continued and transformed in the years after 1873.
Included in
Africana Studies Commons, African History Commons, African Languages and Societies Commons