CHERYL DE LA REY leads a discussion with AMINA MAMA about the writer’s groundbreaking work on black subjectivity. ZINE MAGUBANE presents some of the highlights of the conversation on the book BEYOND THE MASKS, held at the African Gender Institute in Cape Town.
Environmental Philosophies in African Traditions of Thought
Besides normative areas, African environmental philosophy should pay attention to the epistemological and metaphysical dimensions of the worldviews of the African people in order to understand the environmental attitudes and values in African traditions of thought. Unlike mainstream Western ethics, African environmental philosophy has renounced anthropomorphism, anthropocentrism, and ethnocentrism and recognizes the interconnectedness of human beings with the natural environment and its component parts. In African worldviews, the physical and the metaphysical, the sacred and the secular, the natural and the supernatural are interrelated. Human beings are part of the natural environment. African philosophers should continue to explore the potential for a strong African environmental philosophy in African traditions of thought that can contribute to the solution of current environmental crises.
Communities and Climate Change: Why Practices and Practitioners Matter
Communities most vulnerable to the effects of climate change, such as reduced access to material resources and increased exposure to adverse weather conditions, are intimately tied to a considerable amount of cultural and biological diversity on our planet. Much of that diversity is bound up in the social practices of Indigenous groups, which is why these practices have great long-term value. Yet, little attention has been given to them by philosophers. Also neglected have been the historical conditions and contemporary realities that constrain these practices and devalue the knowledge of their practitioners. In this essay, we make the case for preserving a diverse range of social practices worldwide, and we argue that this is possible only by strengthening the communities of practitioners who enact them in the contexts in which they are adaptive. By concentrating on Indigenous communities, we show how focusing on practices can transform how Indigenous and other local communities are represented in global climate-change conversations and policy as a matter of justice. More specifically, we argue that practice-centered thinking and local practices provide critical insights for determining the extent to which climate policies protect and enable transformative change.
Towards an “Indigenous Paradigm” From A Sami Perspective
The author discusses the need, significance and objectives of an “Indigenous paradigm” which is a way of both decolonizing Indigenous minds by “re-centring” Indigenous values and cultural practices and placing Indigenous peoples and their issues into dominant, mainstream discourses which until now have relegated Indigenous peoples to marginal positions. The author argues that the main objectives of such a paradigm include the criticism of Westem dualistic metaphysics and Eurocentrism as well as the return to the Indigenous peoples’ holistic philosophies in research.
Bearing Witness and Creative Activism
In this article, I explore the relationship between witness-bearing arts as a form of creative activism designed to respond to social injustices. In the first section, I present some common features of bearing witness, as conceptualized within media studies and journalism. Then I explain how artworks placed in the streets can bear witness in a similar way. I argue that witness-bearing art transmits knowledge about certain unjust and harmful events, which then places a moral burden or responsibility on the viewer. To defend this view, I offer some examples of activist art that bears witness to certain events. I suggest that witness-bearing art is placed in the streets in order to make certain truths publicly available, by offering evidence of them embedded in the artwork. The final section considers why the bearing witness is especially effective for activist art. Witness-bearing art plays a crucial knowledge-transmitting function, one which enables art to engage in creative activism. I conclude by considering how witness-bearing art offers a powerful and persuasive voice for the oppressed.
Public Artifacts and the Epistemology of Collective Material Testimony
Many artifacts that are part of the public landscape—including monuments, memorials, murals, and many viewing towers, arches, gardens, public sculptures, and buildings—are designed to communicate knowledge. It is common to describe such public artifacts as speech, and also to describe them as transmitting knowledge of one sort or another. But the claim that these artifacts can be knowledge-transmitting speech is not typically developed as the complex claim in philosophy of language and social epistemology that it is. I will argue that such public artifacts can be testimony. This raises several philosophically important questions: How can public artifacts be speech, and more specifically, how can they testify? Whose testimony are they? To whom and about what are they testifying? And what is the epistemological status of this testimony—when should it be trusted? Surely if public artifacts can testify, then they can also mislead; it would be strange for them to be a form of testimony that is always trustworthy. Taking seriously their status as testimony means taking seriously as well the ways in which they can communicate false or unentitled claims. I hope that the idea that public artifacts not only communicate but testify is prima facie plausible; it certainly seems like monuments, memorials, and public artworks, for instance, tell us things, and that they can tell the truth or lie to us.
Monuments and Monsters: Education, Cultural Heritage and Sites of Conscience
Cultural heritage, manifest in public monuments, plays an important role in education, providing tangible artefacts that chart the history of a society, its achievements, tragedies and horrors, contributing to human understanding and well-being. The educational impact is lifelong—everyone from schoolchildren to senior citizens visit and take in heritage sites. How heritage is to be approached, however, is a complex question, with conflicting narratives vying for prominence. Kingston, Ontario, where my university is situated, is the hometown of Canada’s first prime minister, John A. Macdonald, whose ambition to unite the country sea-to-sea brought Canada into being. Today debate rages about how to understand Macdonald’s legacy of colonialism, his actions against the Indigenous peoples, whose lands and children were taken from them, and against the families of Chinese workers, who built Canada’s railway and were then impeded from making their homes in this country. In a climate of increasing awareness of racial oppression, exemplified particularly by the protests of Black Lives Matter, Kingston is in the grip of debate and demonstration, centering on calls for the removal of a prominent statue of Macdonald from a downtown park. This paper explores the problem of historic monuments to suggest that a focus on education can enable an understanding of heritage that seeks to provide the necessary conditions in which historic wrongs can be understood.
‘Please Don’t Destroy Until it’s Completely Destroyed’: Acts of Education Towards Democracy
The Black Lives Matter campaign has led many people around the world to reassess monuments that are installed in public spaces to commemorate historical figures. These reassessments raise questions about what it means to attack the statues of the past, what the rights and wrongs of such actions are, what this teaches us and how all this is passed on to the next generation. In line with this, I focus on a statue of the former dictator of Korea, Chun Doo-hwan, installed in 2019. The purpose of the statue was, however, somewhat different from that of many other statues currently at issue. It was erected for the purpose of humiliation rather than respect. By examining the case of the statue of Chun Doo-hwan in Korea, this paper discusses the nature of democracy in relation to these attacks on statues. In particular, it attempts to interpret the installation of the statue as a form of art for an emancipated community, where democracy is understood as involving a haunting of the collective memory. It concludes that democracy is something never to be grasped fully, something that slips away from its intentions and that is always to be tested and reconsidered. Finally, the paper addresses the educational significance of the statue in question in terms of how history is to be taught and how, in our interactions with the statues around us, the past is to be remembered.
How Statues Speak
We apply a familiar distinction from philosophy of language to a class of material artifacts that are sometimes said to “speak”: statues. By distinguishing how statues speak at the locutionary level versus at the illocutionary level, or what they say versus what they do, we obtain the resource for addressing two topics. First, we can explain what makes statues distinct from street art. Second, we can explain why it is mistaken to criticize—or to defend—the continuing presence of statues based only on what they represent. Both explanations are driven by the same core idea: the significance of statues arises primarily from what they do, and not what they say.
The Rhodes Statue: Honour, Shame and Responsibility
Oriel College persists in displaying a statue of Cecil Rhodes, despite his role in British colonialism and despite opposition from the Rhodes Must Fall movement. This article considers arguments in support of Oriel’s position—including three versions of the charge that removing the statue might distort history—and show that they all fail. I argue that the conclusion that the statue should be removed, despite possible costs and complexity, follows once we realise that the statue makes demands on our attention and once we correctly understand that the descendants of those previously oppressed by Rhodes and who are currently subject to racism have a special insight, standing and claim to shape the environment in which they study, work and live.