Postcoloniality without race? Racial exceptionalism and south-east European cultural studies

The black Dutch feminist Gloria Wekker, assembling past and present everyday expressions of racialized imagination which collectively undermine hegemonic beliefs that white Dutch society has no historic responsibility for racism, writes in her book White Innocence that ‘one can do postcolonial studies very well without ever critically addressing race’ (p. 175). Two and a half decades after the adaptation of postcolonial thought to explain aspects of cultural politics during the break-up of Yugoslavia created important tools for understanding the construction of national, regional and socio-economic identities around hierarchical notions of ‘Europe’ and ‘the Balkans’ in the Yugoslav region and beyond, Wekker’s observation is still largely true for south-east European studies, where no intervention establishing race and whiteness as categories of analysis has reframed the field like work by Maria Todorova on ‘balkanism’ or Milica Bakić-Hayden on ‘symbolic geographies’ and ‘nesting orientalism’ did in the early 1990s. Critical race theorists such as Charles Mills nevertheless argue that ‘race’ as a structure of thought and feeling that legitimised colonialism and slavery (and still informs structural white supremacy) involved precisely the kind of essentialised link between people and territory that south-east European cultural theory also critiques: the construction of spatialised hierarchies specifying which peoples and territories could have more or less access to civilisation and modernity. South-east European studies’ latent racial exceptionalism has some roots in the race-blind anti-colonial solidarities of state socialist internationalism (further intensified for Yugoslavia through the politics of Non-Alignment) but also, this paper suggests, in deeper associations between Europeanness, whiteness and modernity that remain part of the history of ‘Europe’ as an idea even if, by the end of the 20th century, they were silenced more often than voiced

Teaching computing for complex problems in civil engineering and geosciences using big data and machine learning: synergizing four different computing paradigms and four different management domains

Abstract This article describes a teaching strategy that synergizes computing and management, aimed at the running of complex projects in industry and academia, in the areas of civil engineering, physics, geosciences, and a number of other related fields. The course derived from this strategy includes four parts: (a) Computing with a selected set of modern paradigms—the stress is on Control Flow and Data Flow computing paradigms, but paradigms conditionally referred to as Energy Flow and Diffusion Flow are also covered; (b) Project management that is holistic—the stress is on the wide plethora of issues spanning from the preparation of project proposals, all the way to incorporation activities to follow after the completion of a successful project; (c) Examples from past research and development experiences—the stress is on experiences of leading experts from academia and industry; (d) Student projects that stimulate creativity—the stress is on methods that educators could use to induce and accelerate the creativity of students in general. Finally, the article ends with selected pearls of wisdom that could be treated as suggestions for further elaboration