"Dubbing" precolonial Africa and the Atlantic diaspora: Historical knowledge and the Global South O Comércio de Marfim no Mundo Atlântico: Circulação e Produção (Séculos XV a XIX), edited by Silva Santos, Vanicléia, Eduardo França Pavia and René Lommez Gomes, Belo Horizonte: Clio Gestão e Editora/Centro de Estudos Africanos da UFMG, 2017, 306 pp., R$89, ISBN: 978-8568158173.
"Dubbing" precolonial Africa and the Atlantic diaspora: Historical knowledge and the Global South O Comércio de Marfim no Mundo Atlântico: Circulação e Produção (Séculos XV a XIX), edited by Silva Santos, Vanicléia, Eduardo França Pavia and René Lommez Gomes, Belo Horizonte: Clio Gestão e Editora/Centro de Estudos Africanos da UFMG, 2017, 306 pp., R$89, ISBN: 978-8568158173.
复制标题
《配音》前殖民时期的非洲和大西洋侨民：历史知识和全球南方商业世界大西洋：Circulação e Produção (Séculos XV a XIX)，席尔瓦编辑
DOI：
10.1080/14788810.2018.1550891
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Green T
中科院分区：
文献类型：
--
作者：
Green T
几个世纪以来，关于殖民前非洲和散居地的历史“知识”一直通过外国观察家的透镜“配音”。主要的研究结果是由外部金融支持者的关注形成的，无论是十六世纪和十七世纪的葡萄牙王室和传教士，还是二十世纪世纪的殖民地政府。这种模式一直延续到了二十一世纪。结构调整方案使得非洲机构几乎不可能专注于前殖民地的知识范式，全球北方掌握了这一领域的知识生产过程。正如在这篇评论中考虑的作品所显示的那样，这种模式开始随着巴西非洲研究的增长而改变。这篇评论文章认为，这些作品的影响，不同的透镜，他们提供了前殖民地非洲，这可能会对目前的辩论的后果，非殖民化的课程。
What has passed for historical “knowledge” about precolonial Africa and the diaspora has for centuries been “dubbed” through the lens of foreign observers. The main research findings have been shaped by the concerns of external financial backers, be they the Portuguese crown and Missionary orders in the sixteenth and seventeenth centuries or the colonial governments of the twentieth century. This pattern has continued into the twenty-first century. Structural Adjustment Programmes made it almost impossible for African institutions to focus on precolonial knowledge paradigms, and the process of knowledge production in this field was captured by the Global North. As the works considered in this review show, this pattern began to change with the growth of African Studies in Brazil. This review article considers the impact of these works, the different lens which they offer for precolonial Africa, and the consequences this may have for current debates on decolonizing the curriculum.