Ethno-Religious Conflict, Human Security and Peacebuilding in Contemporary Lagos

Lagos, the most populous city in Nigeria and economic hub of the country, is a mirror of complex ethnic and religious configuration of the Nigerian federation. This diverse ethnic and religious character, among other factors, makes Lagos a hotbed of violent ethnic conflicts. This condition is exacerbated by mutual fear and anxiety among various ethnic groups, particularly Yoruba, Hausa and Igbo, about domination, coupled with the pervasive feeling by some groups that other groups are the cause of their socio-economic and political misfortunes. In this setting, hopes and aspirations that antagonism and possible triumph may guarantee socio-economic benefits have often turned minor disagreements into violent conflicts, in which ordinary people are foot soldiers and greatest victims. The core problematic of this research is to investigate the fundamental causative factors and implications of ethno-religious conflict in modern Lagos, Southwest Nigeria. Thus, this paper is a historical inquiry into the basis and impact of Yoruba-Hausa inter-ethnic violence on human security in contemporary Lagos society. The study also explores the opportunities for the attainment of sustainable peace and security within Nigeria. This study posits that the ethno-religious emotion and conviction that continuous antagonism and ultimate triumph against a particular ethnic group(s) assures socio-economic progress is false. The paper concludes that the best recipe for sustainable human well-being, peace and security for Nigerians is to collectively launch a sustained legitimate advocacy against corruption and abuse of public office rather than wasting precious human and material resources on divisive and counter-productive violent ethno-religious conflicts. The study adopts the historical method of data collection and analysis.

Modern European sexological and orientalist assimilations of medieval Islamicate ‘ilm al-bah to erotology

This article discusses the term erotology, which was applied to medieval Islamicate ‘ilm al-bah (the science of coitus), as well as other world traditions of sexual knowledge, by European sexologists of the late 19th and early 20th centuries, who contrasted it with their own forms of inquiry into sexual matters in the modern field of sexual science. It argues that the homogenisation and minimisation of all ancient and non-European forms of medical knowledge about sex, even one as substantial as the ‘ilm al-bah tradition, supported a particular story about the origins of sexology's own emergence as a new and unprecedented biomedical and scientific way of knowing, characterised by an opposition assumed between sexuality and religion, by a view of sexual variations as perversions or pathologies, and by a view of Arabs and Muslims as sexually excessive. The article focusses on French, English, German, Austrian, and Italian sources of the 19th century that discussed the history of sexual medicine, relating these accounts to recent attempts to historicise sexology. It considers how forms of colonial hierarchy and exoticist views of non-European cultures impacted the dismissal of ‘ilm al-bah among European sexual scientists and how they may continue to exert an influence on forms of modern historical inquiry that are not attentive to scholarship on medieval Islamicate sexual medicine.

Desarrollo de la conciencia histórica. Una propuesta de intervención y evaluación para la Educación de Adultos

En esta investigación abordamos una cuestión fundamental de la enseñanza de la historia como es el desarrollo de la conciencia histórica ligada al pensamiento histórico. Para ello, se ha elaborado una conceptualización exhaustiva de las competencias de la conciencia y el pensamiento histórico, con el objetivo de evaluar su progreso en un grupo de diecisiete estudiantes que cursan la asignatura de historia en la Educación de Adultos. La evaluación se ha realizado a partir de una propuesta didáctica diseñada a tal efecto e implementada a lo largo del curso académico 2019-2020. Los resultados muestran que, a través de la metodología aplicada, basada en actividades de indagación e interpretación histórica, los estudiantes pueden mejorar sus niveles de conciencia y pensamiento histórico. Además, se comprueba que, a pesar de tratarse de dos ámbitos diferenciados del conocimiento, ambos grupos competenciales progresan de manera paralela y complementaria. The development of historical consciousness linked to historical thought, a fundamental issue in the teaching of history, is addressed in this research. To carry it out, an exhaustive conceptualization of the competences of consciousness and historical thought has been developed, with the aim of evaluating their progress in a group of seventeen history students in Adult Education. The evaluation has been made from a didactic proposal designed for this purpose and implemented throughout the 2019-2020 academic year. The results show that, through the applied methodology, based on historical inquiry and interpretation activities, students can improve their levels of consciousness and historical thinking. In addition, it is found that, despite being two different aspects of historical knowledge, both competence groups progress in a parallel and complementary way.

Islam, Modernity, and the Question of Religious Heterodoxy

This chapter undertakes a comparative and historical inquiry to address the role of sharia in shaping concrete state responses toward managing “heterodox” religious communities across time and space. The aim of this inquiry is, first, to undertake a critique of civilizational analyses that seek to capture supposedly essential features of Muslim societies, and second, to underscore the marginal role of sharia in adjudicating issues related to religious heterodoxy in both early modern empires and modern Muslim states. It analyzes, first, how Muslim rulers in two early modern Muslim empires, Safavid Iran and Mughal India, dealt with the same heterodox group, the Nuqtavi Sufi order. Next, it focuses on how two contemporary Muslim-majority states that emerged from these empires, Iran and Pakistan, have sought to regulate and discipline “heretical” groups in their midst—Baha’is in Iran and the Ahmadiyya in Pakistan. The analysis opens space for formulating alternative accounts of transitions to modernity that are not beholden to teleological Eurocentric notions that normalize notions of unredeemable and non-usable pasts and always-already open and progressive futures.

Social and Spatial Governance: The History of Enclosed Neighborhoods in Urban China

COVID-19 calls for a new understanding of urban landscape and associated living. As an emerging topic, lockdown urbanism involves an unpredictable future where lockdown or quarantine may be a come and go new normal for everyday practice, but the topic itself seems to have escaped historical inquiry. This paper attempts to answer why the strict lockdown is suitable for China by revealing a long and complex history of urbanization and its social and administrative organization. The urban fabric is characterized by a system of urban patterns: enclosed communities, the spatial layout and service distribution of the neighborhood, and the formation of the center. It was also animated by daily ritualistic practices, such as the control of time, quotidian lockdown practice (yejin), and individual ties within the enclosed neighborhood. This paper contributes to a better understanding of the deep history of urban form and the order and logic behind lockdown urbanism.

Transforming social studies curriculum to integrate a social justice framework

PurposeThe purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.Design/methodology/approachThe authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).FindingsThe guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.Originality/valueThe authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.

X-ray computed tomography for non-invasive dendrochronology reveals a concealed double panelling on a painting from Rubens’ studio

Dating the wood from historical art objects is a crucial step to ascertain their production time, and support or refute attribution to an artist or a workshop. Dendrochronology is commonly used for this purpose but requires access to the tree-ring pattern in the wood, which can be hindered by preparatory layers, polychromy, wax, or integrated frames. Here we implemented non-invasive dendrochronology based on X-ray computed tomography (CT) to examine a painting on panel attributed to Rubens’ studio and its presumed dating around 1636 CE. The CT images achieved a resolution of 37.3 micron and revealed a double panelling, which was concealed by oak strips covering all four edges. The back (visible) board is made of deciduous oak (Quercus subg. Quercus), the most common type of wood used in 17th-century Netherlandish workshops, and was dated terminus post quem after 1557 CE. However, the front (original) board used for the painting has been identified through examination of the wood anatomy as a tropical wood, probably Swietenia sp., a species seldom used in Netherlandish paintings, and remains undated. Its very presence attests the global character of 17th-century trade, and demonstrates the use of exotic species in Flemish studios. The date of the oak board refutes previous results and suggests that this board was trimmed to meet the size of the tropical one, having been glued to it for conservation purposes or with deceiving intentions to pretend that the painting was made on an oak panel. These revelations have opened new lines of art historical inquiry and highlight the potential of X-ray CT as a powerful tool for non-invasive study of historical art objects to retrieve their full history.

Genealogical Solutions to the Problem of Critical Distance: Political Theory, Contextualism and the case of Punishment in Transitional Scenarios

In this paper, I argue that one approach to normative political theory, namely contextualism, can benefit from a specific kind of historical inquiry, namely genealogy, because the latter provides a solution to a deep-seated problem for the former. This problem consists in a lack of critical distance and originates from the justificatory role that contextualist approaches attribute to contextual facts. I compare two approaches to genealogical reconstruction, namely the historiographical method pioneered by Foucault and the hybrid method of pragmatic genealogy as practiced by Bernard Williams, arguing that they both ensure an increase in critical distance while preserving contextualism’s distinctiveness. I also show, however, that only the latter provides normative action-guidance and can thus assist the contextualist theorist in the crucial task of discerning how far certain contextual facts deserve their justificatory role. I prove this point by showing how a pragmatic genealogy of the practice of punishment can inform the contextualist’s reflection about the role this practice should play in a transitional scenario, i.e. in the set of circumstances societies go through in the aftermath of large-scale violence and human rights violations.

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.