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Imperial Borderlands
This book presents a connected history of South-East Asian borderlands, drawing on late nineteenth-century British and French geographical policies and practice. It focuses on the ‘scramble’ in Asia, when, in 1885, the British Raj incorporated Upper Burma and the French created a Protectorate in Annam-Tonkin, the Northern part of present-day Vietnam. Fought over by the imperial states and neighbouring nations, the frontier zones were fashioned and represented not only by the two European powers, but also by the Chinese Empire, the Kingdom of Siam, and the local populations. The counterpoint between the discourses produced and the cartographical practices on the ground, in the longue durée, reveals the interacting processes of territory-building in all their unpredictability. This book is the updated version of the author’s Aux confins des empires. Cartes et constructions territoriales dans le nord de la péninsule indochinoise (1885–1914) (Paris: Éditions de la Sorbonne, 2018). It is translated by Saskia Brown, an experienced academic translator from French in the humanities and social sciences.
Races on Display
While European commerce in race was substantial, the colonial trade in ideas of race was highly profitable as well. Looking at official propaganda and commercial representations in France during the Third Republic, this book explores the way the French increased the value of their racial identity at home at the expense of their colonized brothers and sisters. The French did not create the identity-effacing stereotypes of Africans, Arabs, and Indochinese. Instead they refined or remolded these images, and as they did so they redefined and remolded their images of themselves. Focusing on world's fairs, colonial expositions, and mundane manufacturers' trademarks, Races on Display shows not only the prevalence of racial stereotypes, but also how complex these representations prove to be.
History through Narratives of Education in Africa
Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field. The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles. Contributors include Antónia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Éric Fageol, Frédéric Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Raoul Kahuma, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.
Sociolinguistics and the Narrative Turn
Sociolinguistics and the Narrative Turn presents a fresh approach to sociolinguistics. Located within a qualitative paradigm, it proposes an alternative method for generating knowledge in the field. To start with, there is an argued critique of some of the guiding principles of traditional sociolinguistics which is driven by a trend of scholarship that draws on the meta-narrative of the researcher. In this traditional approach to sociolinguistics, the interpretation of the language phenomenon is not only decontextualised but also stripped of human experience. To illustrate his argument that a qualitative narrative approach to knowledge generation can offer different perspectives and can renew the theorisation of the relationship between language and society, the author has conducted a small-scale study consisting of seven participants.
Folds of Past, Present and Future
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
A History of Borno
A history of an ancient Sahelian kingdom whose hinterland is now being laid waste by the Boko Haram insurgency.
Education and Development in Colonial and Postcolonial Africa
This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.
Ignored Histories
How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignora...
Dahomey’s Royal Architecture
Dahomey’s Royal Architecture examines the West African kingdom of Dahomey, located in present-day Republic of Benin. The book explores the Royal Palace of Dahomey’s relationship to the religious, cultural, and national identity of the pre-colonial Kingdom of Dahomey (c. 1625–1892), colonial Dahomey (1892–1960) and post-colonial Benin (1960–present). The Royal Palace of Dahomey covers more than 108 acres and was surrounded by a wall over two miles long. When the French colonial army arrived in Abomey in 1892, the ruling king set fire to the palace to keep it from falling into enemy hands. Though much of the palace structure was subsequently left to ruin, a portion of it was restored...
In the Museum of Man
In the Museum of Man offers new insight into the thorny relationship between science, society, and empire at the high-water mark of French imperialism and European racism. Alice L. Conklin takes us into the formative years of French anthropology and social theory between 1850 and 1900; then deep into the practice of anthropology, under the name of ethnology, both in Paris and in the empire before and especially after World War I; and finally, into the fate of the discipline and its practitioners under the German Occupation and its immediate aftermath. Conklin addresses the influence exerted by academic networks, museum collections, and imperial connections in defining human diversity sociocu...
