Sometimes CSSH articles fit together remarkably well. One would almost think they were written to each other, like intellectual greeting cards, or the correspondence of old friends. Such is the case with two recent essays by Stacey Hynd (62/4: 684-713) and Myles Osborne (62/4: 714-744). Here’s how our editors characterized them:
INSURGENT YOUTH The ranks of insurgencies are mostly filled by the young. The youth take to the streets and barricades more readily than do the aged, the propertied, and the established. Insurgencies depend on youth not only for their energy and hope, but also for the ways “youth” indexes the future, and presents a visage of innocence that seems relatively untainted by the stains and debris of historical wrongs. Yet insurgency can also be forced upon the young, even onto the fragile shoulders of children. The sources, networks, and reasons for recruitment are too often less than clear.
In “Small Warriors? Children and Youth in Colonial Insurgencies and Counterinsurgency, ca. 1946–1960,” Stacey Hynd explores how young insurgents are recruited and mobilized. Comparing Kenya and Cyprus in the 1940s and 1950s, Hynd shows that while some youth were coerced into armed rebellions, others joined of their own will. Teenaged warriors brought needed numbers but were especially valued for the ways they symbolized innocence and hope, helping to catalyze broader support for the movement.
Myles Osborne’s contribution also leads us to Kenya. In “‘Mau Mau Are Angels … Sent by Haile Selassie’: A Kenyan War in Jamaica,” Osborne examines the impact of Kenya’s Mau Mau uprising as the news of it circulated in Jamaica during the 1950s. The Mau Mau insurgency inspired Rastafari and other young and mostly poor Jamaicans, who saw it as a form of pan-Africanism much like Marcus Garvey’s. This version of Black Power in the Caribbean reveals intellectual frameworks developed by subaltern youth, and transnational circuits of pan-Africanism that formed even without direct contact or diffusion.
CSSH: We enjoyed reading your papers together. The overlaps in approach give incredible richness to the local insurgencies and global cultures of resistance you describe. Even more pleasant was learning that the close fit was as uncanny for you as it was for us. It wasn’t exactly a coincidence, but it’s fair to say you didn’t see it coming! Continue reading “Youth against Empire”→
Reflections on Researching and Teaching a History of the French Empire: A Staff-Student Collaborative Project at the University of Exeter
This multi-authored blog post details a collaborative project run by Dr Alex Fairfax-Cholmeley since January 2020. Seven History students at the University of Exeter (single and combined honours) were selected to work as Project Advisors alongside Alex as he researched and wrote a journal article on connections between the revolutions in France and the French colony of Saint-Domingue (now Haiti) during the 1790s. Alex and the Project Advisors have also developed a series of teaching resources linked to the journal article. These will be made publicly available once the article has been published. The Project Advisors are Isaac Avery, Nick Collins, Ella Kennedy, Lizzie Laurence, Eleanor Lionel, Jessica Lloyd and Arlen Veysey.
Ella Kennedy writes: I applied to be a Project Advisor because this area of history really interested me. The project is centred around the idea of a ‘Dual Revolution’: the symbiotic influences of the infamous French Revolution and the Saint-Domingue slave revolution across the Atlantic (which is not so engrained in the public historical consciousness). The application process also declared an interest in making academic research more accessible for students. For me personally, the social foundations of this historical research were engaging. Alex’s work uses the proliferating French pamphlet culture during the mid-1790s as evidence for competing domestic French discourses about revolutionary events in Saint-Domingue, as well as underlying issues such as slavery. The project’s transatlantic approach helps explore a number of themes, including changing values within French Revolutionary society, public engagement with and education about revolutionary events (both in France and in Saint-Domingue), and the impact of empire on the issue of equality within France.
Inevitably, the project’s focus did evolve. For example, the original and expansive timeframe that we had intended to focus on (covering much of the 1790s) has narrowed, and a month from the middle of the period (Fructidor Year II in the French Revolutionary calendar, or August/September 1794) became more prominent. However, the educational purpose of the project has prevailed, with the group producing a set of learning resources to accompany the article for student readers. Hopefully, these resources will help to guide undergraduate students through the complexities of understanding the primary source material on which it is based (via worksheets with translated pamphlet extracts) and the dual historical contexts (via a timeline and biographies of key historical actors). These resources are intended to equip student readers with the tools necessary to tackle this and similar articles. Continue reading “Researching Revolutions: A Staff-Student Collaborative Project”→
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