Imperialist Conditions of Genocide: On Positioning Postcolonial African Genocide within the Broader Field of Genocide Studies
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
This paper addresses the following question: How should we position specific examples of genocide within the broader field of genocide studies? In responding to this question, the paper reflects on the significance—particularly pedagogical significance—of “postcolonial” African genocides. I provide some provisional considerations about this significance based on my teaching of African genocides in a genocide and literature course at the University of Winnipeg, Canada. As I elaborate subsequently, the literary/cultural texts of postcolonial African genocide that I find valuable for my classes contextualize African and other genocides in historical and ongoing conditions of imperialism. By embedding occurrences of genocide in Africa within a broader violent history of imperialism, they mobilize a relational understanding of genocide by insisting on the traumatic linkages of genocides in Africa to genocides and mass atrocities elsewhere. These works consolidate thinking about genocides (especially since the dawn of Atlantic Slavery) less as disparate, separate events but instead as entangled in an expansive history of imperialism.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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