{"id":6748,"date":"2025-03-31T15:12:01","date_gmt":"2025-03-31T19:12:01","guid":{"rendered":"https:\/\/web.colby.edu\/global-elites\/?p=6748"},"modified":"2025-03-31T15:12:02","modified_gmt":"2025-03-31T19:12:02","slug":"the-return-home","status":"publish","type":"post","link":"https:\/\/web.colby.edu\/global-elites\/2025\/03\/31\/the-return-home\/","title":{"rendered":"The Return Home"},"content":{"rendered":"\n
\n \t\t\t\n\t
\n\t \t\t\t
\n\t\t
\n
\n \n
\n
\n

While going through the transcripts of the alums from Sankofa International College (SIC), a prominent theme surfaced: their mutual path toward attaining higher education in the United States, with the eventual intention of returning to Ghana after completing their studies. Both alumni conveyed a profound connection to their homeland and a sense of obligation to aid its progress. This feeling seems to be cultivated by their education at SIC. The curriculum at SIC powerfully highlights Pan-Africanism; <\/span>Hakim<\/span> Adi, a British historian and scholar specializing in African affairs, <\/span>describes Pan-Africanism as \u201ca belief in the unity, common history, and common purpose of the peoples of Africa and the African diaspora and the notion that their destinies are interconnected\u201d (p. 2). This principle is not merely presented as a theoretical idea but is woven into the school\u2019s mission, influencing students\u2019 perspectives and goals. By promoting an understanding of African history, culture, and the socio-political challenges African nations encounter, SIC fosters a dedication to the continent’s development.\u00a0<\/span><\/p>

This feeling of dedication is apparent in the career goals of the alums. One alumnus <\/span>linked their long-term goal to Ghana\u2019s economic growth, stating,<\/span> \u201c… in the long term, I want to go back to Ghana and start my own oil and exploration business.\u201d The other alumni admitted to feeling unsure about their future profession but still viewed returning home as the most practical choice, stating, \u201cThere are a lot of paths that I might take, but I am not sure. I think the feasible one would be to go back to Ghana and go to law school.\u201d These remarks demonstrate how SIC\u2019s Pan-African ideology and personal and family factors influence students’ ambitions\u2014ultimately enhancing their commitment to aiding Ghana\u2019s progress after completing their studies overseas.<\/span><\/p>

The interviewees indicated that their career decisions were greatly influenced by their families’ preferences rather than their own individual ambitions. Many experienced pressure to enter fields recognized as more secure, esteemed, or financially beneficial by their parents or relatives. For example, one interviewee once wanted to be an aeronautical engineer but eventually changed their focus to petroleum engineering based on their mother’s recommendation. They mentioned, \u201cI wanted to be an aeronautical engineer, but my mother told me to look at petroleum because it is a profitable industry, and at that time there was a lot of job security.\u201d This advice changed their career path and influenced their broader viewpoint, as they rationalized the choice by stressing the financial advantages of petroleum engineering and its impact on Africa’s development when they returned. Similarly, family ties largely shaped another interviewee’s college choice. They mentioned that they only looked at Mount Holyoke because their cousin attended the institution, implying that family influence reached beyond career choices to decisions regarding education as well. However, they applied to other institutions but did not get into them. This trend underscores how significantly family expectations mold career and academic trajectories, occasionally restricting the pursuit of alternative paths that might better resonate with an individual\u2019s interests and goals.<\/span><\/p>

Overall, the experiences of SIC alumni demonstrate how Pan-Africanism strongly shaped their goals and sense of duty to the advancement of Ghana. Their desire to return home is motivated by their education at SIC and family expectations, which greatly influence their academic and professional decisions. While some graduates welcome these influences, others balance the demands of their families with their own goals. In the end, the difficulties of identity, education, and duty in a globalized world are reflected in their experiences.<\/span><\/p>

Resources:<\/p>

\u201cPan-Africanism.\u201d <\/span>Google Books<\/span><\/i>, Google, books.google.com\/books?hl=en&lr=&id=ow5kDwAAQBAJ&oi=fnd&pg=PP1&dq=what%2Bis%2Bpan%2Bafricanism&ots=FFJTHJhcBi&sig=R8AV2ujYnlaR89pP4VRlL5y6LAA#v=onepage&q=what%20is%20pan%20africanism&f=false. Accessed 5 Mar. 2025.\u00a0<\/span><\/p> <\/div>\n<\/div>\n\n

\n
\n\t\t \"Screenshot\t\n\t\t<\/div>\n\t\n \n \t<\/div>\n <\/div>\n <\/div>\n \t <\/div>\n\t<\/div>\n\t<\/div>\n","protected":false},"excerpt":{"rendered":"

While going through the transcripts of the alums from Sankofa International College (SIC), a prominent theme surfaced: their mutual path toward attaining higher education in the United States, with the eventual intention of returning to Ghana after completing their studies. Both alumni conveyed a profound connection to their homeland and a sense of obligation to […]<\/p>\n","protected":false},"author":19874,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1],"tags":[242451],"builder_content":"

While going through the transcripts of the alums from Sankofa International College (SIC), a prominent theme surfaced: their mutual path toward attaining higher education in the United States, with the eventual intention of returning to Ghana after completing their studies. Both alumni conveyed a profound connection to their homeland and a sense of obligation to aid its progress. This feeling seems to be cultivated by their education at SIC. The curriculum at SIC powerfully highlights Pan-Africanism; Hakim Adi, a British historian and scholar specializing in African affairs, describes Pan-Africanism as \u201ca belief in the unity, common history, and common purpose of the peoples of Africa and the African diaspora and the notion that their destinies are interconnected\u201d (p. 2). This principle is not merely presented as a theoretical idea but is woven into the school\u2019s mission, influencing students\u2019 perspectives and goals. By promoting an understanding of African history, culture, and the socio-political challenges African nations encounter, SIC fosters a dedication to the continent's development.\u00a0<\/p>

This feeling of dedication is apparent in the career goals of the alums. One alumnus linked their long-term goal to Ghana\u2019s economic growth, stating, \u201c... in the long term, I want to go back to Ghana and start my own oil and exploration business.\u201d The other alumni admitted to feeling unsure about their future profession but still viewed returning home as the most practical choice, stating, \u201cThere are a lot of paths that I might take, but I am not sure. I think the feasible one would be to go back to Ghana and go to law school.\u201d These remarks demonstrate how SIC\u2019s Pan-African ideology and personal and family factors influence students' ambitions\u2014ultimately enhancing their commitment to aiding Ghana\u2019s progress after completing their studies overseas.<\/p>

The interviewees indicated that their career decisions were greatly influenced by their families' preferences rather than their own individual ambitions. Many experienced pressure to enter fields recognized as more secure, esteemed, or financially beneficial by their parents or relatives. For example, one interviewee once wanted to be an aeronautical engineer but eventually changed their focus to petroleum engineering based on their mother's recommendation. They mentioned, \u201cI wanted to be an aeronautical engineer, but my mother told me to look at petroleum because it is a profitable industry, and at that time there was a lot of job security.\u201d This advice changed their career path and influenced their broader viewpoint, as they rationalized the choice by stressing the financial advantages of petroleum engineering and its impact on Africa's development when they returned. Similarly, family ties largely shaped another interviewee's college choice. They mentioned that they only looked at Mount Holyoke because their cousin attended the institution, implying that family influence reached beyond career choices to decisions regarding education as well. However, they applied to other institutions but did not get into them. This trend underscores how significantly family expectations mold career and academic trajectories, occasionally restricting the pursuit of alternative paths that might better resonate with an individual\u2019s interests and goals.<\/p>

Overall, the experiences of SIC alumni demonstrate how Pan-Africanism strongly shaped their goals and sense of duty to the advancement of Ghana. Their desire to return home is motivated by their education at SIC and family expectations, which greatly influence their academic and professional decisions. While some graduates welcome these influences, others balance the demands of their families with their own goals. In the end, the difficulties of identity, education, and duty in a globalized world are reflected in their experiences.<\/p>

Resources:<\/p>

\u201cPan-Africanism.\u201d Google Books<\/i>, Google, books.google.com\/books?hl=en&lr=&id=ow5kDwAAQBAJ&oi=fnd&pg=PP1&dq=what%2Bis%2Bpan%2Bafricanism&ots=FFJTHJhcBi&sig=R8AV2ujYnlaR89pP4VRlL5y6LAA#v=onepage&q=what%20is%20pan%20africanism&f=false. Accessed 5 Mar. 2025.\u00a0<\/p>\n\"Screenshot","_links":{"self":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/6748"}],"collection":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/users\/19874"}],"replies":[{"embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/comments?post=6748"}],"version-history":[{"count":3,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/6748\/revisions"}],"predecessor-version":[{"id":6752,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/posts\/6748\/revisions\/6752"}],"wp:attachment":[{"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/media?parent=6748"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/categories?post=6748"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/web.colby.edu\/global-elites\/wp-json\/wp\/v2\/tags?post=6748"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}