By Prof. Abdurahman Baadiyow
Attending the 10th conference of Somali Studies, which took place at the Horn Afrika Hotel in Mogadishu from December 5th to 7th, 2023 (ACSOS2023), marked a momentous achievement. The Institute of Somali Studies (ISOS), an autonomous institution affiliated with Mogadishu University, consistently organizes this annual conference. Established as a pivotal academic event, the gathering serves as a platform for scholars, researchers, and experts to converge and engage in exploring diverse aspects of Somali Studies.
The coordination and execution of this year’s conference were a collaborative effort hosted by Mogadishu University, Banadir University, and Hormud University. This joint initiative underscored the commitment of these institutions to enhancing the intellectual discourse surrounding the conference theme “Ten Years of Fostering Knowledge.” The partnership between these universities further exemplified a shared dedication to advancing knowledge and promoting collaborative research initiatives within the academic community.
Established in 2001, the Institute of Somali Studies (ISOS) was founded to bring Somali studies back to its homeland. Before the establishment of ISOS, Somali studies had been conducted in the Diaspora and hosted by universities in Europe and the USA since the inception of the Somali Studies International Association (SSIA) in 1978. The SSIA, inaugurated on November 4, 1978, in the USA, was pioneered by 15 Somali and non-Somali scholars. The first elected chairman of SSIA was Prof Hussein Tanzani. Before SSIA’s formation, Somali studies were a peripheral component within Ethiopian studies, instituted in 1963 at Addis Ababa University. The SSIA was founded after the Somali-Ethiopian War of 1977-78, symbolizing a rupture from Ethiopian studies and emphasizing Somalia’s pursuit of an independent trajectory.
The SSIA was part of a broader academic initiative focusing on African studies, which started during the liberation movement in the 1950s. This trend began with the founding of the first African Studies Association (ASA) in 1957 in the USA and the African Studies Association of the UK in 1963. The SSIA has played a pivotal role in the international development of Somali studies, organizing 14 congresses held once every three years. This ongoing commitment has contributed significantly to the enrichment and expansion of knowledge within the field of Somali studies on a global scale.
Somali studies, spanning social sciences, humanities, and applied science, encompass a broad spectrum of subjects such as history, politics, society, culture, language, environment, Islam, Etc. Before the collapse of Somalia in 1991, knowledge production and scholarly publications were limited due to factors such as the scarcity of trained scholars and the suppression of academic freedom during military rule from 1969 to 1991. Interest in Somali studies surged significantly after critical developments, including adopting orthography for the Somali language in 1972 and establishing the Somali Academy of Arts and Sciences in the same year.
The founding of SSIA in 1978 further catalyzed this growth. The field continued to evolve in response to significant events, such as the state’s collapse in 1991, ensuing civil wars, humanitarian crises, and international interventions. Somali studies expanded its focus to include topics like reconciliation conferences, the rise of civil society organizations, and literature on Islam, Islamism, extremism, piracy, state-building, and peacebuilding programs. Moreover, the popularity of Somali studies soared with social media, television, and radio stations, increased publications in the Somali language, translations to and from Somali, annual book fairs, and the emergence of publishers.
Somali studies utilized four perspectives: anthropology, Marxism, Revisionism, and Comprehensive. The first three perspectives are rooted in secular views of historical philosophy. The Orientalists Richard Burton and Spencer Trimingham and Anthropologists I. M. Lewis, Enrico Cerulli, Bernhard Helander, Virginia Lulling, and Anna Simons pioneered the school of anthropology. Many Somali scholars who graduated from western universities like Prof. Said Sh. Samatar adopted this perspective and integrated its assumptions into nationalistic programs. However, this approach faltered with the collapse of the Somali state in 1991. Marxist perspective, founded on class analysis and historical materialism, gained prominence in Somalia during its socialist orientation phase in the 1970s. Scholars like Ahmed Samatar, Abdi Samatar, Lidwien Kapteijns, and Luigi Pastaloza advocated this perspective.
The revisionist perspective emerged post-1991, advocating for inclusive Somali Studies that consider sociological minorities and marginalized communities. Scholars like Mohamed H. Mukhtar, Ali Jimale Ahmed, and Catherine Besteman expressed concerns about regional disparities and biases in historical interpretations. Finally, the comprehensive perspective, which I have been studying since 1989, critiques the preceding three for their secular views and exclusion of the role of Islam, emphasizing a clannish explanation of Somali studies, the exceptionalization of Somali studies of African and Middle Eastern studies, and patriarchization that sidelines the role of Somali women in history and politics.
Somali studies are thriving, evidenced by the proliferation of conferences and academic journals like the ISOS yearly journal of peer-reviewed Somali studies, Somali Studies Journal, Bildhan, and various translated and published books. The 10th annual Somali Studies Conference reflects the escalating scholarly interest in the field. Launched in 2014, the Annual Conference on Somali Studies (ACSOS) is a platform for academics, researchers, practitioners, and policymakers to present, share, and discuss current issues in Somali studies. In the 10th conference, 23 scholarly research papers were presented through keynote speeches, panel discussions, and case presentations. Moreover, 23 student groups of 3-5 from various universities showcased their research projects through a poster presentation.
Lastly, Somali studies should transcend the limitations of historical analysis and evolve into a dynamic discourse, offering fresh perspectives and solutions to the nation’s challenges. In essence, the responsibility of Somali intellectuals extends beyond academia; it encompasses a commitment to actively shaping a progressive and inclusive vision for Somalia. Additionally, it is imperative for Somali universities and academic institutions to actively foster the advancement of Somali studies within a cohesive curriculum. This concerted effort should give the upcoming generation a comprehensive and unified comprehension of their rich history, culture, language, and Islam. By integrating these elements into the educational framework, the institutions can contribute significantly to the holistic development of individuals who are not only well-versed in academic subjects but also deeply rooted in the essence of their heritage.
Dr. Cabduraxmaan Baadiyow
Email: [email protected]
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