Forum CFP: Democratization and Democratic Erosion in Africa
The African Studies Review invites scholars, researchers, and practitioners to submit papers for
a special forum that critically examines the ongoing trajectories of Africa’s political regimes. Recent decades have seen a growing debate worldwide about democratic erosion, i.e., political processes undermining the basic principles of accountability and citizen control over state elites. These processes can clearly be observed in several African countries with detrimental consequences for human rights and political participation. At the same time, however, many African countries have seen a push toward the consolidation of democratic norms and procedures. Given these diverse developments, this forum seeks a timely and nuanced understanding of the complex and manifold relationships between the state, political actors, external forces, social movements, national and local legislators, and the struggle for equal political participation. The forum welcomes and encourages a variety of methodological and interdisciplinary perspectives. We welcome submissions that engage with, but are not limited to, the following themes and topics:
Democratic Erosion by Civilian Political Actors
A significant strand of the global literature on democratic erosion focuses on elected incumbents that refuse to allow for an even political playing field. We welcome contributions that focus on how incumbent-led forces undermine actors or movements working for meaningful political change. We equally welcome contributions that highlight the role of social movements resisting these developments. We also encourage submissions that consider whether these actors are a symptom or cause of societal mistrust, or both.
Gender, Youth, Sexual Minorities and Political Participation
Despite the growing visibility of women in African legislatures, social movements, and parties, women remain underrepresented. The African continent is home to many of the youngest populations. Sexual minorities have become visible societal actors in several states. This has yet to be reflected in the political decision-making process. We welcome contributions examining the role and the influence of women, sexual minorities, and/or young citizens in African politics, or the complex interplay between these the three.
The Coup Surge and Regime Disruptions by Militaries
A related strand examines the drivers and the consequences of the recent military interventions in Sudan, Guinea, Burkina Faso, Chad, Mali, Gabon, and Niger. In a few of these countries, militaries can rely on solid support from civil society organizations, while in others militaries face sustained resistance. What are the implications of these more recent coups on the future of democracy and the future of civil-military relations?
The Political Implications of the Covid-19 Pandemic
The precise societal and political consequences of the Covid-19 pandemic in Africa remains underexplored. How has the pandemic interrupted social and political life? Recent survey data from across the continent demonstrate a general decline in the trust in political elites. To what extent has the pandemic contributed to this? What are the economic implications of the pandemic for ordinary people and how have these implications shaped their view about democracy?
We welcome a diverse range of theoretical and methodological approaches from scholars in
the fields of political science, anthropology, history, feminist and queer theories, as well as those utilizing ethnographic and qualitative research methods. Submissions should be in the form of full papers (between 8,000and 10,000 words), and must adhere to the ASR style guidelines.
https://www.cambridge.org/core/journals/african-studies-review/information/style-guide.
ALL papers will undergo a peer review process for publication in the ASR. Please submit an abstract by September 1, and complete papers by December 15, 2025. For questions and submissions, please contact Sebastian Elischer, selischer@ufl.edu, or Robert Nyenhuis, renyenhuis@cpp.edu.
