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The decolonization of knowledge entails various forms of transdisciplinarity, but not all forms of transdisciplinarity are decolonial. This article offers an analysis of decolonial transdisciplinarity in relation to the European sciences, its disciplines, and its methods. It identifies a "secular line," which combines with a "color line" to define the context and horizon of the European sciences. I propose that Ethnic Studies establishes a different attitude from that underlying the European sciences and represents an example of decolonial transdisciplinary thinking.

Up to World War II, Germany was a major centre for the development of African studies, arising out of her colonial interests and general academic traditions. African studies were among the casualties of the Nazi catastrophe; and even the more recent revival of German interest in Africa is handicapped by the continued division of the country. Thus, while the West German Federal Republic has been the more active in building economic and cultural ties with the new African states, it is in East Germany that academics have given greater prominence to Africa.

The modern Black Studies movement, in its present form, appeared in the 1960s as an emergent academic field and a self-conscious component part of the larger social and political movement for Black liberation. In contrast to the 1950s, which had been labeled "the silent generation" by some scholars, the 1960s were times of widespread political unrest and social movements. These currents were enlivened and precipitated by the Black liberation movement in its current stage of struggle for democratic rights, commonly referred to during that period as the "civil rights movement." The Black college campuses were the source of leadership for this movement by young (though not exclusively) activist-intellectuals. The general social climate of self-assertion and political protest released an intellectual ferment that stimulated some Black students and Black scholars in their demand for "Black Studies" as a vanguard opposition to an entrenched intellectualism in American society.

African studies in the Soviet Union have deep roots in the past. The nature of Africa, the African peoples' way of life, their culture, arts, and crafts have long been of special interest to scholars in the Soviet Union. We have never had any mercenary motives, for our country never had colonies in Africa and never aimed at seizing African lands. No Russian soldier has ever been to Africa. Moreover, many Russian progressive intellectuals strongly protested against any form of exploitation and slavery. More than once they spoke in support of Africans and attacked the slave trade and the policy of turning the vast regions of Africa into what Karl Marx called 'field reserves' for the hunting of Africans.

This paper reviews the emergence and development of Taiwan's ethnic relations studies by emphasising its connections to democratisation. It divides Taiwan's ethnic relations studies into four periods according to the nature of ethnic relations or ethnic conflicts at different times: (1) before the early 1980s, (2) mid-1980s to 1994, (3) 1994 to 2000, and (4) after 2000. While focusing on the studies of relations among Han ethnic groups, especially the Taiwanese/Mainlanders dichotomy, this paper also shows the emergence of 'four great ethnic groups' (Holo, Hakka, Aborigines, Mainlanders) discourses during the 1990s, and to the new addition of a fifth ethnic group (the new migrants) after 2000. It concludes by urging reconceptualisations of Taiwan's ethnic phenomenon in a democratised Taiwan after the old ethnic relations characterised by institutional asymmetric relations were largely resolved in the democratisation process.

Achieving Blackness offers an important examination of the complexities of race and ethnicity in the context of black nationalist movements in the United States. By examining the rise of the Nation of Islam, the Black Power Movement of the 1960s and 1970s, and the "Afrocentric era" of the 1980s through 1990s Austin shows how theories of race have shaped ideas about the meaning of "Blackness" within different time periods of the twentieth-century. Achieving Blackness provides both a fascinating history of Blackness and a theoretically challenging understanding of race and ethnicity. Austin traces how Blackness was defined by cultural ideas, social practices and shared identities as well as shaped in response to the social and historical conditions at different moments in American history. Analyzing black public opinion on black nationalism and its relationship with class, Austin challenges the commonly held assumption that black nationalism is a lower class phenomenon. In a refreshing and final move, he makes a compelling argument for rethinking contemporary theories of race away from the current fascination with physical difference, which he contends sweeps race back to its misconceived biological underpinnings. Achieving Blackness is a wonderful contribution to the sociology of race and African American Studies

Chapter introduction /Jacqueline Bobo --chapter 1 the intellectual and institutional development of africana studies /Robert L. Harris Jr --chapter 2 black studies in liberal arts education /Johnnetta B. Cole --chapter 3 theorizing black studies --The Continuing Role of Community Service in the Study of Race and Class /James Jennings --chapter 4 how the west was one --On the Uses and Limitations of Diaspora /Robin D.G. Kelley --chapter 5 womanist consciousness Maggie Lena Walker and the Independent Order of Saint Luke --Maggie Lena Walker and the Independent Order /Elsa Barkley Brown --chapter 6 discontented black feminists Prelude and Postscript to the Passage of the Nineteenth Amendment --Prelude and Postscript to the Passage /Rosalyn Terborg-Penn --chapter 7 ella baker and the origins of "participatory democracy" /Carol Mueller --chapter 8 black women and the academy /Angela Y. Davis --chapter 9 how deep, how wide? Perspectives on the Making of The Massachusetts 54th Colored Infantry --Perspectives on the Making of /The Massachusetts 54th Colored Infantry Jacqueline Shearer --chapter 10 military rites and wrongs --African Americans in the U.S. Armed Forces /Phyllis R. Klotman --chapter 11 justifiable homicide, police brutality, or governmental repression? --The 1962 Los Angeles Police Shooting of Seven Members of the Nation of Islam /Frederick Knight --chapter 12 some glances at the black fag --Race, Same-Sex Desire, and Cultural Belonging /Marlon B. Ross --chapter 13 the color purple --Black Women as Cultural Readers /Jacqueline Bobo --chapter 14 black talk radio --Defining Community Needs and Identity /Catherine R. Squires --chapter 15 chasing fae The Watermelon Woman --and Black Lesbian Possibility /The Watermelon Woman Laura L. Sullivan --chapter 16 dreadpath/lockspirit /Akasha Gloria Hull --chapter 17 in the year 1915 D.W. Griffith and the Whitening of America /Cedric J. Robinson --chapter 18 what is this "black" in black popular culture? /Stuart Hall --chapter 19 dyes and dolls Multicultural Barbie and the Merchandising of Difference --Multicultural Barbie and the Merchandising /Ann duCille --chapter 20 african signs and spirit writing /Harryette Mullen --chapter 21 black (w)holes and the geometry of black female sexuality /Evelynn Hammonds --chapter 22 black bodies/gay bodies --The Politics of Race in the Gay/Military Battle /Alycee J. Lane --chapter 23 hormones and melanin --The Dimensions of "Race," Sex, and Gender in Africology; Reflexive Journeys /Patrick Bellegarde-Smith --chapter 24 can the queen speak? Racial Essentialism, Sexuality, and the Problem of Authority --Racial Essentialism, Sexuality, and the Problem /Dwight A. McBride --chapter 25 home-school partnership through the eyes of parents /Cynthia Hudley --chapter 26 desegregation experiences of minority students --Adolescent Coping Strategies in Five Connecticut High Schools /Randi L. Miller --chapter 27 racial socialization strategies of parents in three black private schools /Deborah J. Johnson --chapter 28 talking about race, learning about racism --The Application of Racial Identity Development Theory in the Classroom /Beverly Daniel Tatum --chapter 29 slave ideology and biblical interpretation /Katie Geneva Cannon --chapter 30 black theology and the black woman /Jacquelyn Grant --chapter 31 teaching haitian vodou /Claudine Michel --chapter 32 islam in the african-american experience /Richard Brent Turner.