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| 1 |
ID:
188639
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| Summary/Abstract |
During the 1960s, several hundreds of African students attended long-term academic or vocational programs in Israel. For Israel, offering higher education to Africans was considered a way to strengthen its influence in decolonizing Africa, while for African states, it was a means to gain vital technical expertise and reduce reliance on ex-colonial powers or the Cold War superpowers. African international students, however, were not merely pawns in this larger international political game. Responding to everyday racism and influenced by radical and Pan-Africanist ideas of the turbulent sixties, these students became active participants and commentators within Israeli society. They employed diverse strategies to promote anti-racist and anti-colonial causes, engaging in political activism at levels that were uncommon in the Israeli student social scene. By doing so, African students in Israel contested local prejudices about Africa and Africans and taught the hosting society important lessons on political awareness, broad-mindedness, acceptance, and racial tolerance. This history tells of understudied aspects of the global Black-Jewish relations in the 1960s. It also provides a novel perspective on Israeli society – one that surpasses the well-discussed Jewish-Arab or Ashkenazi-Mizrahi divisions – and contributes to the scholarly understanding of the meanings and manifestations of Blackness in Israel.
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| 2 |
ID:
153717
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| Summary/Abstract |
This paper conceptualises the geosocial by examining the transnational connections of African student migrants and their educational experiences in Chinese cities. While there is now an established scholarship on Chinese migration to Africa, new research on the concurrent flow of African migration to China is emerging. Recent publications on African migrants in China tend to focus on the experiences of African traders, drawing out issues of illegality, ‘low-end’ globalisation and their impacts on Chinese trading cities. In comparison, this paper shifts the analytical lens to African educational migration in Chinese cities, foregrounding how global householding patterns reflect and leverage on the geopolitical and geo-economic dimensions of China-Africa relations. The paper shows that individual and family goals are negotiated through educational migration that, on the one hand, is concerned with accumulating human and cultural capital through a learning stint in Chinese cities, and on the other hand, is framed by perceptions of China-Africa relations. The paper argues that through educational migration, transnational social reproduction links Africa with China, but the social differentiation and everyday sociality that the African students experience in Chinese cities reinforce racial coding and development asymmetries. In so doing, the paper draws out how the geosocial reflects and constitutes the geopolitical and geo-economic dimensions of transnationalism.
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