Thinking about security in Africa

This article attempts to clarify some of the central questions and distinctions that provide the necessary backdrop for thinking in a sophisticated way about security in Africa. Drawing on the developing Critical Security Studies literature it suggests that an understanding of security based on people, justice and change offers the surest route to a stable future. It then sketches preliminary answers to some fundamental questions, namely: whose security should be prioritized? How have security dynamics in Africa been influenced by the wider processes driving world politics? What clusters of threats are the most salient? Where do such threats have the most pernicious effects? Which actors are best placed to alleviate those threats? And what sort of institutions should be built to assist in that process? The role of outsiders concerned with promoting security on the continent should be to try to ensure that as many Africans as possible are able to voice their opinions on these crucial issues.     

WHAT IS A SCHOLARLY PERSONA? TEN THESES ON VIRTUES,SKILLS, AND DESIRES

What is the problem that “epistemic virtues” seek to solve? This article argues that virtues, epistemic and otherwise, are the key characteristics of “scholarly personae,” that is, of ideal‐typical models of what it takes to be a scholar. Different scholarly personae are characterized by different constellations of virtues and skills or, more precisely, by different constellations of commitments to goods (epistemic, moral, political, and so forth), the pursuit of which requires the exercise of certain virtues and skills. Expanding Hayden White's notion of “historiographical styles” so as to encompass not only historians' writings, but also their nontextual “doings,” the article argues that different styles of “being a historian”—a meticulous archival researcher, an inspired feminist scholar, or an outstanding undergraduate teacher—can be analyzed productively in terms of virtues and skills. Finally, the article claims that virtues and skills, in turn, are rooted in desires, which are shaped by the examples of others as well as by promises of reward. This makes the scholarly persona not merely a useful concept for distinguishing among different types of historians, but also a critical tool for analyzing why certain models of “being a historian” gain in popularity, whereas others become “old‐fashioned.”