Häftad, Engelska, 2023
(u)Mzantsi Classics
Dialogues in Decolonisation from Southern Africa
Av Samantha Masters, Imkhitha Nzungu, Grant Parker
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Beskrivning
Produktinformation
- Utgivningsdatum: 2023-01-01
- Mått: 156 x 234 x undefined mm
- Format: Häftad
- Språk: Engelska
- Antal sidor: 282
- Förlag: Liverpool University Press
- ISBN: 9781802077469
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Mer om författaren
Samantha Masters is a Senior Lecturer in the Department of Ancient Studies, Stellenbosch University. She is also an Honorary Research Associate at Iziko Museums of Cape Town where she has been working on a database of the South African Collections of antiquities in South African museums. Imkhitha Nzungu is a Research Assistant at the Centre for Research on Evaluation, Science and Technology (CREST, Faculty of Arts and Social Sciences at Stellenbosch University) and editor at the not-for-profit publisher, African Minds. She has a Masters in Ancient Cultures. Grant Parker is Associate Professor of Classics, Stanford University and former Co-Director, Center for African Studies, and former Chair of Classics, both at Stanford. His publications include (ed.) South Africa, Greece, Rome: Classical Confrontations (Cambridge University Press 2017) and The Making of Roman India (Cambridge University Press 2008). His current research focuses on the heritage of enslavement in the Cape and the Indian Ocean world.
Recensioner i media
'Implicit in almost all contributions and interviews is a hard-won awareness from experience that asymmetries between hemispheres or groups of people rarely reach their resolve through oppositional discourse or entrenchment. By bringing themselves to the conversation, the editors, contributors and interviewees – as classicists in southern Africa, and as Africans in classics – reach out to bastions in the Global North that until recently had comfortably little incentive to consider their relevance and engagement from Other perspectives. It is a helping hand exactly to countries in western Europe, where many syllabuses of Classics in high school and higher education struggle to bring about a conversation between changing student demographics, the ideal of ‘liberal education’, and trusted paradigms in the study of classics from decades ago.' Tycho Maas, * * (2025)
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