African economies are integrated into the very structure of the developed capitalist economies; and they are integrated in a manner that is unfavorab… - Walter Rodney

Some of the contradictions between the content of colonial education and the reality of Africa were really incongruous. On a hot afternoon in some tropical African school, a class of black shining faces would listen to their geography lesson on the seasons of the year—spring, summer, autumn, and winter. They would learn about the and the river Rhine but nothing about the of or the river . If those students were in a British colony, they would dutifully write that "we defeated the in 1588"—at a time when Hawkins was stealing Africans and being knighted by Queen Elizabeth I for so doing. If they were in a French colony, they would learn that "the , our ancestors, had blue eyes," and they would be convinced that "Napoleon was our greatest general"—the same Napoleon who reinstituted slavery in the Caribbean island of , and was only prevented from doing the same in Haiti because his forces were defeated by an even greater strategist and tactician, the African Toussaint L'Ouverture.

Development cannot be seen purely as an economic affair, but rather as an overall social process which is dependent upon the outcome of man’s efforts to deal with his natural environment.

The simplest form of forced labor was that which colonial governments exacted to carry out “public works.” Labor for a given number of days per year had to be given free for these “public works”—building castles for governors, prisons for Africans, barracks for troops, and bungalows for colonial officials. A great deal of this forced labor went into the construction of roads, railways, and ports to provide the infrastructure for private capitalist investment and to facilitate the export of cash crops.