Electricity, Agency and Class in Lagos Colony, <scp> <i>c</i> </scp>.1860<scp>s</scp>–1914
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract European states gradually established colonial rule in Africa between the mid nineteenth century and the beginning of the First World War. Historians have assessed the infrastructure introduced during this period through the lens of colonial state-building and resource extraction. This article offers another perspective by reconstructing the early history of electrification in Lagos Colony, one of the first British colonies in West Africa, within the contexts of African agency (that is, knowledge and socio-political influence) and class. It argues that electricity was not a novelty to Africans when the government opened the first power station in 1898. The principles of electricity were already being taught in the classroom and through public lectures in the 1860s, and temporary exhibitions of electric light had been a feature of Lagos society since the 1880s. Furthermore, because of some demographic advantages, the Africans of nineteenth-century Lagos were able to shape colonial policies, including on financing electricity. Lastly, contrary to colonial African case studies in which scholars have argued that racial politics affected access to electricity, extensive primary sources affirm that a rising number of Africans in Lagos enjoyed electric lighting on the streets, at religious centres and at home from 1898.
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.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| 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 it