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What Colonialism Ignored : African Potentials for Resolving Conflicts in Southern Africa /

As Julius Nyerere once noted, Africa has largely been the continent of peace, though this fact has not been widely publicised. In reality, Africa possesses dynamic potentials for resolving contradictions and violent ruptures that colonial authorities, post-colonial states and global actors have fail...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Mine, Yōichi, 1961- (Editor ), Moyo, Sam (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Baltimore, Maryland : Project Muse, 2016
Colección:African potentials.
Book collections on Project MUSE.
Temas:
Acceso en línea:Texto completo
Descripción
Sumario:As Julius Nyerere once noted, Africa has largely been the continent of peace, though this fact has not been widely publicised. In reality, Africa possesses dynamic potentials for resolving contradictions and violent ruptures that colonial authorities, post-colonial states and global actors have failed to capture and capitalise upon. Drawing on the everyday experience of rural and urban people in Zimbabwe, South Africa, Namibia and Zambia, this book brings into conversation leading Japanese scholars of Southern Africa with their African colleagues. The result is an exploration in comparative perspective of the fascinating richness of bottom-up 'African potentials' for conflict resolution in Southern Africa, a region burdened with the legacy of settler capitalism and contemporary neoliberalism. The book is a pacesetter on how to think and research Africa in fruitful collaboration and with an ear to the nuances and complexities of the dynamic and lived realities of Africans.
Notas:"In collaboration with The Center for African Area Studies, Kyoto University, Japan"--Title page verso,
Issued as part of book collections on Project MUSE.
Descripción Física:1 online resource (388 pages).
Bibliografía:Includes bibliographical references and index.
ISBN:9789956763757
Acceso:Access restricted to authorized users and institutions.