scholarly journals Shanguhyia, M.S. & Falola, T. (Eds.). (2018). The Palgrave Handbook of African Colonial and Postcolonial History. Palgrave Macmillan, 1362 p

2020 ◽  
Vol 20 (1) ◽  
pp. 245-248
Author(s):  
Olga Sergeyevna Kulkova
Keyword(s):  

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Author(s):  
S. E. Sidorova ◽  

The article concentrates on the colonial and postcolonial history, architecture and topography of the southeastern areas of London, where on both banks of the River Thames in the 18th–20th centuries there were located the docks, which became an architectural and engineering response to the rapidly developing trade of England with territories in the Western and Eastern hemispheres of the world. Constructions for various purposes — pools for loading, unloading and repairing ships, piers, shipyards, office and warehouse premises, sites equipped with forges, carpenter’s workshops, shops, canteens, hotels — have radically changed the bank line of the Thames and appearance of the British capital, which has acquired the status of the center of a huge empire. Docks, which by the beginning of the 20th century, occupied an area of 21 hectares, were the seamy side of an imperial-colonial enterprise, a space of hard and routine work that had a specific architectural representation. It was a necessary part of the city intended for the exchange of goods, where the usual ideas about the beauty gave way to considerations of safety, functionality and economy. Not distinguished by architectural grace, chaotically built up, dirty, smoky and fetid, the area was one of the most significant symbols of England during the industrial revolution and colonial rule. The visual image of this greatness was strikingly different from the architectural samples of previous eras, forcing contemporaries to get used to the new industrial aesthetics. Having disappeared in the second half of the 20th century from the city map, they continue to retain a special place in the mental landscape of the city and the historical memory of the townspeople, which is reflected in the chain of museums located in this area that tell the history of English navigation, England’s participation in geographical discoveries, the stages of conquering the world, creating an empire and ways to acquire the wealth of the nation.


Author(s):  
Estella Carpi ◽  
Elena Fiddian-Qasmiyeh

In this chapter, the authors endeavor to build a sociology of knowledge of studies conducted on humanitarianism and war-induced displacement in the Middle East region, considering the cases of Lebanon, Jordan, Egypt, and Turkey in particular. A comparative analysis suggests that similarities and differences across the literature are not always motivated by specific forms of state governmentality. In this framework, postcolonial history seems to provide partial explanations. As a result, the displacement and humanitarianism literature need to transcend the state paradigm and focus on a larger variety of social and political factors. While most scholars have examined the work of the United Nations and of international institutions in the region, the authors highlight the need to learn from multilingual literature, especially that produced in the Global South, and from a deeper investigation of the principles and modalities of crisis management developed by actors from the Global South.


Author(s):  
Chinmayi Arun

This chapter details how AI affects, and will continue to affect, the Global South. The term “South” has a history connected with the “Third World” and has referred to countries that share postcolonial history and certain development goals. However, scholars have expanded and refined on it to include different kinds of marginal, disenfranchised populations such that the South is now a plural concept—there are Souths. The AI-related risks for Southern populations include concerns of discrimination, bias, oppression, exclusion, and bad design. These can be exacerbated in the context of vulnerable populations, especially those without access to human rights law or institutional remedies. The chapter then outlines these risks as well as the international human rights law that is applicable. It argues that a human rights–centric, inclusive, empowering context-driven approach is necessary.


Author(s):  
Jill Elizabeth Smith

New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.


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