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Record W2059298441 · doi:10.1353/ams.2011.0115

Captives and Voyagers: Black Migrants across the Eighteenth-Century British Atlantic World (review)

2009· article· en· W2059298441 on OpenAlexaboutno aff
Roderick A. McDonald

Bibliographic record

VenueAmerican studies · 2009
Typearticle
Languageen
FieldSocial Sciences
TopicColonialism, slavery, and trade
Canadian institutionsnot available
Fundersnot available
KeywordsAtlantic WorldSierra leoneAtlantic slave tradeState (computer science)HistoryFrontierMiddle PassageDiasporaAncient historyNova scotiaEthnologyLawArchaeologyPolitical science

Abstract

fetched live from OpenAlex

Reviewed by: Captives and Voyagers: Black Migrants across the Eighteenth-Century British Atlantic World Roderick A. McDonald Captives and Voyagers: Black Migrants across the Eighteenth-Century British Atlantic World. By Alexander X. Byrd. Baton Rouge: Louisiana State University Press. 2008. In this latest addition to LSU Press's Antislavery, Abolition, and the Atlantic World series, edited by R. J. M. Blackett and James Brewer Stewart, Alexander X. Byrd undertakes an ambitious project that plots the journeys traveled by black people, enslaved and free, back and forth across the Atlantic. Africans in chains moved from east to west ensnared by a horrific transoceanic traffic in human beings. More than eleven million souls arrived thus on the Atlantic's western shores, at the cost of the lives of millions more, where most worked, lived and died, and their progeny too, as chattels within the pervasive systems of black slavery established throughout the Americas by European nations and peoples. The slave trade, of course, accounted for by far the largest movement of black [End Page 145] people and bondage in perpetuity was the lot of the vast majority, but some slaves did secure their freedom, and a few even crossed the ocean back to Africa. Byrd selects one of the most significant of routes of the British slave trade, from the Bight of Biafra to Jamaica, to illustrate the experiences of enslaved African captives, while his depiction of free black voyagers follows them from London and Nova Scotia to Sierra Leone, and although acknowledging profound disparities in the scale, organization and motivation of these two migration streams he nevertheless sees connections. The latter was, of course, a consequence of and reaction to the former, but Byrd posits deeper social and cultural implications of movement and relocation as black people found their place and each other en route and in situ across the Atlantic world. In a strong opening chapter, Byrd addresses indigenous cultural retention by enslaved Africans, positing that enslavement and transportation within Africa rather than homeland affinities shaped ethnic identification, a process that in the next chapter he sees further cemented during the "middle passage," while chapters 3 and 4 consider the formation and articulation of African-Jamaican life and community under the duress of the island's plantation economy. Byrd then turns his attention to the free black voyagers from London (chapters 5 and 6) and Nova Scotia (7, 8 and 9) and their arrival in Sierra Leone (10) where his stark depictions of the sea passage and the circumstances the participants faced after landing offer suggestive parallels to the slaves' experiences, not just in terms of the onerous conditions, but also the corresponding effect of journey and settlement on the organization and aspirations of black life and community along the Atlantic seaboard. The very different source materials Byrd employs in his analyses of the various sites on land and at sea do make for a somewhat uneven presentation, while his discussion of Jamaica would have benefited from the incorporation of island-based archival records, but his findings are insightful and suggestive. They offer fruitful directions for further study and real potential for advancing our understanding of the particular characteristics of a black Atlantic world experienced by peoples of Africa and its diaspora during the late eighteenth century. Roderick A. McDonald Rider University Copyright © 2010 Mid-America American Studies Association

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.408
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0010.003
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.025
GPT teacher head0.358
Teacher spread0.333 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2009
Admission routes1
Has abstractyes

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