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  1. What Africa Can Bring to the World.Thaddeus Metz - forthcoming - In Tayeb Chenntouf (ed.), General History of Africa, Volume 9: Global Africa. UNESCO. pp. ch. 22.
    This chapter expounds relational values characteristic of indigenous Africa and considers how they might usefully be adopted when contemporary societies interact with each other. Specifically, it notes respects in which genuinely human or communal relationship has been missing in the two contexts of globalization and international relations, and suggests what a greater appreciation of this good by the rest of the world would mean for them.
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  2. On Conceptualising African Diasporas in Europe.Michael McEachrane - 2021 - African Diaspora 13 (1-2):1-23.
    The article argues that there are three senses of the term African diaspora – a continental, a cultural and a racial sense – which need to be distinguished from each other when conceptualising Black African diasporas in Europe. Although African Diaspora Studies is occupied with African diasporas in a racial sense, usually it has conceptualised these in terms of racial and cultural identities. This is also true of the past decades of African Diaspora Studies on Europe. This article makes an (...)
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  3. Pan-Africanism and the African Diaspora in Europe.Michael McEachrane - 2020 - In Reiland Rabaka (ed.), Routledge Handbook of Pan-Africanism. Routledge. pp. 231-248.
    This chapter outlines the philosophy of the Pan-African conferences 1900–1945 and situates Pan-Africanism in a European context. It presents Pan-Africanism as part of European history and realities and as a conceptual framework for the African diaspora in Europe. It calls for reframing European histories and realities in ways that are neither racially exclusive nor nationalistic.
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  4. Amílcar Cabral’s Modernist Philosophy of Culture and Cultural Liberation.Zeyad El Nabolsy - 2020 - Journal of African Cultural Studies 32 (2):231-250.
    This article argues that Amílcar Cabral adhered to some of the essential elements of the philosophical discourse of modernity. This commitment led Cabral to endorse an anti-essentialist, historicized conception of culture, and this in turn led him to conceive of cultural liberation in terms of cultural autonomy as opposed to the preservation of indigenous culture(s). Cabral’s attitude towards languages is employed as a case study in order to demonstrate how emphasis on Cabral’s commitment to the philosophical discourse of modernity can (...)
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  5. William Abraham: The Mind of Africa. [REVIEW]Richmond Kwesi - 2019 - Contemporary Journal of African Studies 6:158-162.
    A journey through The Mind of Africa offers one a breath-taking scenery of the cultural traditions, practices, and conceptions of African societies. Interlacing his exposition with proverbs and sayings, Abraham offers unique perspectives and interpretations of the Akan culture and conceptual scheme – Akan cultural values, social and political institutions, metaphysical conceptions of man and society – as paradigmatic of the culture and conceptual schemes of African societies. But crucially, Abraham reveals, examines, and rejects, a plethora of unfounded notions about (...)
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  6. The Relevance of Cultural Heritage in Remaking a New Africa.Olaoluwa Andrew Oyedola & David Oyedola - 2015 - Journal of Pan African Studies 8 (6):85-106.
    Post-colonial African society is undeniably experiencing serious development problems. Analyses of the causes and the way out have been suggested by many African scholars. For instance, Kwame Nkrumah (1974) popularly attributes the causes to colonialism and suggests a cultural revivalist solution that will revive the African cultural values of the past. But, given that these problems seem endemic, a cultural anti-revivalist like Moses Oke (2006) rejected the revivalist analysis as an over-elaboration of the effects of colonialism and the appeal to (...)
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  7. Constructing an Authentic Self: The challenges and promise of African-centered pedagogy.Michael Merry - 2008 - American Journal of Education 115 (1):35-64.
    Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black identity, (...)
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