'Kuishi Ughaibuni': Emplaced Absence, The Zanzibar Diaspora Policy, and Young Men's Experiences of Belonging in Zanzibar and Oman
Bibliographic record
Abstract
Ughaibu, in Swahili, describes a state of being absent, or missing, a state of unobtainability and remoteness. Paired with the locative ‘-ni’, ughaibuni translates as ‘diaspora’. The concept of diaspora was recently put at the centre of a policy issued by the government of Zanzibar in 2017. In The Diaspora Policy of Zanzibar the ‘Zanzibar Diaspora’ refers to ‘people originating from Zanzibar who are residing in foreign countries but maintain patriotism to their homeland, recognize the 1964 Zanzibar Revolution as the basis for the liberation of Zanzibar people and respect the laws and constitution of Zanzibar.’ It is considered ‘of vital importance that such people remain patriotic and demonstrate a sense of belonging, desire and commitment to support socio-economic development of Zanzibar’ (p. 8). Drawing on conversations with young Zanzibaris who live with absence, or in diasporic situations, conducted between 2018-2019, in this article I argue that exploring specifically the movement of young people can enrich our understanding of what the ‘Zanzibar Diaspora’ may be. By thinking with diaspora as ‘absence’ I take into consideration the accounts of young Zanzibaris, who negotiate absences both within Zanzibar itself and between Zanzibar and Oman, and show that their own concepts of diasporic belonging go beyond the political limitations expressed in the policy. In both cases ‘going absent’ becomes a present-making and future- building strategy that helps young Zanzibaris navigate stagnation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".