African scholar, Kenneth Dike. In 1964, the General History of Africa was developed by various African scholars (e.g., Jacob Ajayi, Adu Boahen, Ali Mazrui, Djibril Tamsir Niane, Bethwell Allan Ogot, Ki-Zerbo). After the period of colonialism had ceased, African intellectuals constructed and organized the African higher education system in Africa, and in response to this development, during the 1950s and 1960s, Europeans in the United Kingdom created African studies institutions. The shortcomings of Western disciplinary approaches to the study of Africa resulted in the development of an interdisciplinary configuration of African studies. With some degree of interaction (e.g., collaboration, debate) with their African counterparts, by 1963, the African Studies Association of the United Kingdom (ASAUK) was founded, and by 1964, its first yearly conference was organized and attended. With the spread of nationalism, once the African higher education system began to undergo Africanization and its effects began to set in, question and criticism of the fundamental ideas of African studies began to occur as well as improvement of scientific theories and research methods, which developed an African studies that studied African affairs and phenomena, and was undertaken and driven by Africans; the African intellectuals that drove this nationalist historiography drew from local epistemic communities while partaking in the international academic community. With an increasing realization of the lasting impacts of enslavement and colonialism that were still present during the middle of the 1970s, Walter Rodney theorized about and authored, How Europe Underdeveloped Africa. African scholars added to this theorization in highlighting the patterns of domination and inequality between Europeans and Africans. Deconstructionist methods contributed to the increasing realization that European imperialistic ideas and conceptualizations of evidence, data, and truth interfered with the ability of researchers to engage with the ideas and conceptualizations that were held by and lived out by Africans in their daily lives. While research focus on Africa decreased in the United Kingdom during the 1980s, this was counterbalanced by an increasing research focus on Africa in the United States. After the Civil Rights movement, there was increasing collaboration between African and African American scholars. African scholars played a valuable role, via their research and direct cultural connections to/in Africa, in the development of Africana studies. In addition to the Royal African Society collaborating with ASAUK to keep it viable, various African scholars (e.g., Reginald Cline-Cole, Raufu Mustapha, Ola Uduku, Tunde Zack-Williams) in the United Kingdom steered development