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Annette Joseph-Gabriel. Reimagining Liberation: How Black Women Transformed Citizenship in the French Empire
2019, University of Illinois Press
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Publisher’s Note: Black women living in the French empire played a key role in the decolonial movements of the mid-twentieth century. Thinkers and activists, these women lived lives of commitment and risk that landed them in war zones and concentration camps and saw them declared enemies of the state. Annette K. Joseph-Gabriel mines published writings and untapped archives to reveal the anticolonialist endeavors of seven women. Though often overlooked today, Suzanne Césaire, Paulette Nardal, Eugénie Éboué-Tell, Jane Vialle, Andrée Blouin, Aoua Kéita, and Eslanda Robeson took part in a forceful transnational movement. Their activism and thought challenged France's imperial system by shaping forms of citizenship that encouraged multiple cultural and racial identities. Expanding the possibilities of belonging beyond national and even Francophone borders, these women imagined new pan-African and pan-Caribbean identities informed by black feminist intellectual frameworks and practices. The visions they articulated also shifted the idea of citizenship itself, replacing a single form of collective identity and political participation with an expansive plurality of forms of belonging.

Comment: Useful for discussing concepts of citizenship and belonging in the decolonial movements of the mid-twentieth century. Prior knowledge of these themes is required for an in-depth discussion of the book. However individual chapters can constitute a good starting point for questions of gender, race, and postcolonialism without prior advanced knowledge.

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Annette Joseph-Gabriel. Suzanne Césaire: Liberation beyond the Great Camouflage
2020, University of Illinois Press
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Abstract: Suzanne Césaire's essays in Tropiques make an important intervention in imagining a new Martinican and ultimately Pan-Caribbean identity during World War II. This study examines Césaire's joint politics and poetics of liberation in the context of dissidence in Martinique. A close reading of her essays alongside previously uncited personal correspondence reveals Haiti to be central to her vision for a Caribbean cultural renaissance after the death and destruction of the war.

Comment: Useful for discussions on belonging, citizenship, and nation-building, and expanding knowledge of Suzanne Césaire. Prior knowledge of key concepts of political history is needed, as well as some knowledge of French decolonization. Can be used to expand knowledge of French education in the former colonies.

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Anyidoho, Nana Akua. Women, Gender and Development in Africa
2020, The Palgrave Handbook of African Women's Studies
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Abstract: Gender denotes the social prescriptions associated with biological sex in regard to roles, behaviour, appearance, cognition, emotions, and so on. Social relations of gender or gender relations encompass all relationships in which gender subjectivities play a role, including those among people, and between people and the institutions, systems, and processes of development. The chapter describes three features of gender relations that are generally consistent across societies – gender ideologies and mythsgendered division of labor; and unequal power relationships – and discusses their implications for development. The chapter further explains the centrality of gender to the development enterprise and discusses various approaches to integrating gender analysis in development processes.

Comment: Overview of three features of gender relations: ideologies and myths, gendered division of labor, unequal power relationships. Explains why subjectivity and social and historical context matter in gender development and interventions with Africa as Global South example.

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Boittin, Jennifer Anne. Reverse Exoticism and Masculinity: The Cultural Politics of Race Relations
2010, University of Nebraska Press
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Abstract: The black colony was sculpted from the elements of racial and political solidarity, but Paris was still dominated in the eyes of black people by white men. In consequence, strategies for sociocultural independence could not follow straightforward political lines, in particular with respect to the phenomenon of negrophilia. How did black men respond to their categorization as exotic others when faced with a vogue nègre that threatened to leave them voiceless? How did they reinforce their control not just over the political milieu they had forged in part through racial bonds, but also within the broader cultural sphere of the capital?

Comment: Can be used to discuss the intersection of race and gender in spaces where black men were in power, accompanied by white women. Useful for conversations on the impact of racism on masculinity.

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Chowdhry, Geeta. The Geographies of Exclusion and the Politics of Inclusion: Race-based Exclusions in the Teaching of International Relations
2009, International Studies Perspectives, Volume 10, Issue 1, Pages 84-91
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, Contributed by: Caterina
Abstract: In this essay, we argue that race has yet to be integrated as an analytical category shaping the study and teaching of international relations. We suggest that although the issues of race and gender are systematically coded into central concepts in the discipline, they are made invisible through a ‘‘series of ontological and epistemological maneuvers.’’ Focusing on two concepts central to the discipline—sovereignty and the nationstate—we suggest that race can be better integrated into the teaching of international relations by focusing on the ways in which these maneuvers structure the geographies and politics of exclusion and inclusion in international relations. We conclude that raising questions about the ways in which race is taught in the academy is in itself critical—what we teach, how we teach, and who teaches are all questions that need repeated airing for achieving interpretative autonomy as well as a transformative politics.

Comment: This paper is useful to read as complementary to IR literature regarding the scarce presence of non-Western, non-male authors.

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Hudson, Heidi. Decolonising gender and peacebuilding: feminist frontiers and border thinking in Africa
2016, Decolonising Gender and Peacebuilding: Feminist Frontiers and Border Thinking in Africa,” Peacebuilding, 4(2), pp. 194–209
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Abstract:

The article seeks to theorise an integrated decolonised feminist frame for peacebuilding in an African context. Arguing that a decolonial-feminist lens has the potential to change the way we look at peacebuilding practices, I propose the notion of ‘feminist frontiers’ – an engaged yet stabilising heuristic tool for analysing racialised and gendered relations post-conflict. The argument is structured around three pillars, namely: metageographies as metaphoric mental-space constructions of a colonial peace; masks that constrain the introduction of complicated and intersected human subjecthoods; and mundane matter that elicits ambivalent engagements between human and post-human subjectivities in the areas of everyday political economies and infrastructural rule of peacebuilding. I conclude that such feminist frontiers represent intermediate and mediated spaces or epistemological borderlands from where the undertheorised and empirically understudied discursive and material dimensions of peacebuilding from a gender perspective can be investigated.

Comment: This article is useful for students of of conflict resolution as it proposes an alternative means through which to approach peace keeping and peace building.

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Jennifer Anne Boittin. Colonial Metropolis: The Urban Grounds of Anti-Imperialism and Feminism in Interwar Paris
2010, University of Nebraska Press
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Publisher’s Note: World War I gave colonial migrants and French women unprecedented access to the workplaces and nightlife of Paris. After the war they were expected to return without protest to their homes—either overseas or metropolitan. Neither group, however, was willing to be discarded. Between the world wars, the mesmerizing capital of France’s colonial empire attracted denizens from Africa, the Caribbean, and the United States. Paris became not merely their home but also a site for political engagement. Colonial Metropolis tells the story of the interactions and connections of these black colonial migrants and white feminists in the social, cultural, and political world of interwar Paris. It explores why and how both were denied certain rights, such as the vote, how they suffered from sensationalist depictions in popular culture, and how they pursued parity in ways that were often interpreted as politically subversive.

Comment: This book uses a wide variety of sources and methods to discuss the social, political, and cultural history of the French Empire. Prior but limited knowledge of interwar Paris is necessary. Can be used as both an introduction to themes of colonial empire and race and an introduction to new methods of archival research.

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Marika Preziuso. A Subtlety by Kara Walker: Teaching Vulnerable Art
2016, Journal of International Women's Studies 17(3)
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Abstract: In late Spring 2014, the nonprofit organization Creative Time commissioned artist Kara Walker to create her first large-scale public installation. Hosted in the industrial relics of the leg- endary Domino Sugar Factory in Brooklyn, Walker’s A Subtlety, or the Marvelous Sugar Baby was as controversial as it was revered. The powerful presence of the installation, coupled with its immersion in historical consciousness, makes A Subtlety rich in educational value. This article engages in a comparative reading of A Subtlety in the light of female writers and thinkers from the Caribbean, but also incorporates some of the generative questions Walker’s installation has pro- voked my students to ask. I especially engage questions on how to unravel the mixed metaphors that make A Subtlety the artistic embodiment of the textured experience of the African diaspora, with its complex history, cultural hybridity and transnational ramifications. While Walker’s instal- lation seems to sustain its many layers of meanings through both form and content, the (mostly white, US-born) students in my class have responded to it in a range of critical ways that pointed especially to their emotional and critical response toward female Blackness, and reflections about the artist’s responsibility toward her intention. The article reflects on the inherent possibilities for teaching A Subtlety and other forms of what I consider “vulnerable art,” which at its best helps to channel our collective and personal discomfort in effective, healing ways.

Comment: Very useful for teachers interested in integrating contemporary exhibitions into debates about race, gender and colonialism. Establishes connections to other literary pieces and discusses implementation in the classroom as well as reception by students. Prior knowledge of the themes mentioned is recommended but not mandatory if the focus is on the methods used.

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