BOOK REVIEW: edited by Gretchen Holbrook Gerzina.<b>BLACK VICTORIANS, BLACK VICTORIANA</b>. New Brunswick and London: Rutgers University Press, 2003.
Notice bibliographique
Résumé
Reviewed by: Black Victorians, Black Victoriana Douglas M. Haynes (bio) Black Victorians, Black Victoriana, edited by Gretchen Holbrook Gerzina; pp. vii + 222. New Brunswick and London: Rutgers University Press, 2003, $62.00, $24.00 paper, £47.50, £18.50 paper. This collection, lucidly introduced by Gretchen Holbrook Gerzina, brings together essays that explore the black presence in Victorian society. In three thematic sections, the contributors render black peoples through a range of analytical frameworks that document their social experiences and illuminate their political interventions in a context in which their capacities were defined by whites, whether in Britain, Africa, the Caribbean, or the United States. The geographical range of these essays reminds us that the African diasporas cannot adequately be contained or represented through conceptually narrow definitions of race or the nation-state. Britain was part of a much larger landscape, and black people—whether as objects or subjects—were at the center of the Atlantic world, not the margins. In the first section, Joan Anim-Addo, John Turner, and Jeffrey Green describe the social history of black people through the lives of Sally Forbes, William Darby, and Samuel Coleridge-Taylor, respectively. Forbes was gifted to Queen Victoria as a tribute from King Gezo of Dahomey. Circus performer Darby was born in Norwich, and classical music composer Coleridge-Taylor in London. Class, family, and community define the arc of these lives; what is striking is the authors' indifference to exploring the meaning of racialized identities. The blackness of black Victorians is taken for granted as is the whiteness of the people that surrounded them. When assessing the attitudes of white people, Jim Crow society serves as the baseline for describing the nature of race relations in Britain. The conclusion that Britain was a more benign place for blacks than the United States does little to advance the historical understanding of the specificity of racialized people in Britain. While the first section focuses on the absorption of black people within society, the second situates them—and Britain itself—in a transatlantic framework, with more [End Page 696] productive results. The ocean that linked people, cultures, and goods within and without the empire created sites of intersection whereby racialized people insisted on their right to exist as human subjects and full citizens. This is illustrated by Lizabeth Paravisini- Gebert in Mary Seacole's memoir The Wonderful Adventures of Mrs. Seacole in Many Lands (1857). Seacole placed herself at the center of the nation during the Crimean War. Using skills learned in Jamaica, the self-taught nurse and innkeeper ministered to soldiers in the field in spite of the refusal of Florence Nightengale to permit her to serve in the English nursing delegation. Through the process of narrating the gratitude of government and the monarchy alike, Seacole fashioned herself as a Crimean heroine or a "black Nightengale." Through this persona Seacole consolidated her personal and geographical transits across time and space while grounding herself within the national imaginary. Where the circulation of black people between the Caribbean and Britain constituted one leg of the Atlantic world, the United States and Africa formed the second and third. Due to the centrality of black slavery and its consequences in the making of the Atlantic world, race remained a foundational fault line through which the meaning of freedom and equality was contested and reconstituted. Nicole King discusses the lecture tours of Ida B. Wells in Britain in 1893 and 1895. Wells, who led the campaign against lynching black people, harnessed Britain's moral authority as the first nation to abolish slavery to spur change in the United States. She refuted racist representations of black lynching victims as "culturally abject monstrosities" by exposing the willful failure of the United States to live up to civilized norms (95). While Wells astutely deployed the disapproval of the British people and press to "police white Americans" (98), it is noteworthy that Britain justified expanding its rule in sub-Saharan Africa as a moral imperative as well—a trade-off overlooked by King. As the center of the Empire, London was the destination of visits by envoys on behalf of indigenous rulers under formal or informal British control. Between 1882 and...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».