African independence was greeted with pomp, ceremony, and a resurgence of traditional African music and dance. “A new day has dawned,” “we are on the… - Walter Rodney

Like most colonial administrations, that of the Italians in Libya disregarded the culture of the Africans. However, after the fascist Mussolini came to power, the disregard gave way to active hostility, especially in relation to the Arabic language and the Moslem religion. The Portuguese and Spanish had always shown contempt for African language and religion. Schools of kindergarten and primary level for Africans in Portuguese colonies were nothing but agencies for the spread of the Portuguese language. Most schools were controlled by the Catholic church, as a reflection of the unity of church and state in fascist Portugal. In the little-known Spanish colony of Guinea (Rio Muni), the small amount of education given to Africans was based on eliminating the use of local languages by the pupils and on instilling in their hearts "the holy fear of God." Schools in colonial Africa were usually blessed with the names of saints or bestowed with the names of rulers, explorers, and governors from the colonizing power. In Spanish Guinea, that practice was followed, resulting in the fact that Rio Muni children had to pass by the José Antonio school—the equivalent of saying the Adolf Hitler school if the region were German, for the school was named in honor of José Antonio, the founder of the Spanish fascist party.

Africa trades mainly with the countries of Western Europe, North America, and Japan. Africa is also diversifying its trade by dealing with socialist countries, and if that trade proves disadvantageous to the African economy, then the developed socialist countries will also have joined the ranks of the exploiters of Africa.

The mining that went on in Africa left holes in the ground, and the pattern of agricultural production left African soils impoverished; but, in Europe, agricultural and mineral imports built a massive .