The Republic of the Sudan, the largest country in Africa with a population of approximately 22 million people, became an independent state on 1 January 1956. The “May regime” of former President Ga'afar Mohamed Nimeiri ruled the Sudan during sixteen years of Sudan's independent existence, from 25 May 1969 to 6 April, 1985. Since April 1985, the country has been in a “transitional” period leading up to elections in April 1986, after which a newly elected government will determine the future of the state. Although Nimeiri is gone, the issue of the retention of the policies and legal structures of his regime continues to dominate the political and economic scene of this country.The economic development of the Sudan, along with the question of the correct balance of central-regional power within the country, constitute two of the major subjects of governmental attention and current political debate. The legal structures put in place by the Nimeiri government with respect to these matters remain largely intact. In order to undertake effective changes in the financial and structural policies of the government, an essential first step is to understand the framework which has existed in the recent past from which such changes will be made.
Alejandro Reyes performed transcription and translation for this article. For more information on the LUTA Initiative, the symposium, and a full video of this panel discussion with English and Portuguese subtitles, visit https://lutainitiative.wordpress.com/ (Re)imagining Education in the Face of Anti-Black State Violence This panel started from the premise that our very notions of school and schooling have been built upon foundations of anti-Blackness used as tools for state surveillance, dispossession, and enclosure, which regularly situates schools as sites of Black suffering (Dumas, 2014; Sojoyner, 2016; Vargas, 2018). As such, schools repeatedly fail Black children and their communities despite their promises of a just, fair, and equitable system. Rather than engaging with the school as a neutral site of uncontested material and ideological politics, this panel contended with the (re)production of anti-Black violence enabled by the states' neglect of the educational needs of Black communities as well as the violence that occurs in and through schooling as a state project. The panelists explored the ways that harm is enacted upon Black children and their communities through practices such as school discipline, anti-Black curricula, school tracking, and enforcing normative concepts of learning. Beyond naming schooling as an oftenoverlooked form of state violence, this panel (re)imagines Black educational futurities and the possibilities of their manifestation by sharing proposals for educational spaces and practices that seek restoration and healing in the midst of anti-Black state violence. The panel's discourse relied on an understanding of anti-Blackness as a fundamentally transnational structure. Encouraging us to think beyond the limits of borders, the panelists highlighted the similarities in their educational experiences and desires in order to reveal the global nature of anti-Blackness as it manifests in education. The panel suggested new avenues for how we might understand both the problems and the strategies of resistance to educational structures that are governed by state and nonstate actors that undermine Black life. Namely, if we are to truly escape, refuse, or redress the violence of these structures, we will have to rely on transnational solidarity in both thought and action. Through sharing their own personal experiences in schools and their desires for a better education for Black youth and their communities, the panelists highlighted the urgency of a reconceptualization of Black education. They called attention to the need for schools to be a safe place where Black students-especially Black girls and women-are heard, seen, and empowered. Considering the ways in which societies make illegible or misrecognize Black suffering, joy, and existence, it is essential that we establish educational spaces that affirm Blackness in all its forms. The panelists re-envisioned possibilities for the relationships between teachers and students that center on care (Valenzuela, 1999). They touched on the power...
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