Nelson Mandela and the Power of Ubuntu
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00 List of Conferred Honorarydegrees.Xlsx
Honorary Degrees Conferred by the CSU 1963-2020 Full Name Degree Campus Date Mildred Jean Ablin Doctor of Humane Letters Bakersfield 6/13/1998 Morton I. Abramowitz Doctor of Laws Stanislaus 5/29/1993 Roberta Achtenberg Doctor of Humane Letters San Marcos 5/19/2017 Jack Acosta Doctor of Humane Letters East Bay 6/12/2010 Abel G. Aganbegyan Doctor of Laws Hayward* 6/15/2002 Yoshie Akiba Doctor of Fine Arts East Bay 6/14/2014 William C. "Bill" Allen Doctor of Humane Letters Northridge 5/22/2014 Isabel Allende Doctor of Humane Letters San Francisco 5/24/2008 Barbara Alpert Doctor of Humane Letters Long Beach 5/28/2021 Raymond Alpert Doctor of Humane Letters Long Beach 5/28/2021 Alfred E. Alquist Doctor of Laws San José 5/24/1997 Abel Coronado Amaya Doctor of Humane Letters Dominguez Hills 5/18/2007 Paul Anka Doctor of Fine Arts Pomona 6/16/2013 Robert Antle Doctor of Humane Letters Monterey Bay 5/19/2007 Alan Armer Doctor of Humane Letters Northridge 5/31/2002 Susan Armstrong Doctor of Science San Luis Obispo 12/5/2020 Ruth Asawa Doctor of Fine Arts San Francisco 5/30/1998 Ronald M. Auen Doctor of Humane Letters San Bernardino 6/13/2013 Sherrie C. Auen Doctor of Humane Letters San Bernardino 6/13/2013 Judith F. Baca Doctor of Fine Arts Northridge 5/18/2018 Robin Baggett Doctor of Laws San Luis Obispo 6/15/2014 Danny J. Bakewell, Sr. Doctor of Humane Letters Dominguez Hills 5/19/2017 Homer P. Balabanis Doctor of Fine Arts Humboldt 6/15/1985 John Baldessari Doctor of Fine Arts San Diego 5/17/2003 David Baltimore Doctor of Science San Luis Obispo 9/28/2001 Raudel J. -
Boer War Association Queensland
Boer War Association Queensland Queensland Patron: Major General Professor John Pearn, AO RFD (Retd) Monumentally Speaking - Queensland Edition Committee Newsletter - Volume 12, No. 1 - March 2019 As part of the service, Corinda State High School student, Queensland Chairman’s Report Isabel Dow, was presented with the Onverwacht Essay Medal- lion, by MAJGEN Professor John Pearn AO, RFD. The Welcome to our first Queensland Newsletter of 2019, and the messages between Ermelo High School (Hoërskool Ermelo an fifth of the current committee. Afrikaans Medium School), South Africa and Corinda State High School, were read by Sophie Verprek from Corinda State Although a little late, the com- High School. mittee extend their „Compli- ments of the Season‟ to all. MAJGEN Professor John Pearn AO, RFD, together with Pierre The committee also welcomes van Blommestein (Secretary of BWAQ), laid BWAQ wreaths. all new members and a hearty Mrs Laurie Forsyth, BWAQ‟s first „Honorary Life Member‟, was „thank you‟ to all members who honoured as the first to lay a wreath assisted by LTCOL Miles have stuck by us; your loyalty Farmer OAM (Retd). Patron: MAJGEN John Pearn AO RFD (Retd) is most appreciated. It is this Secretary: Pierre van Blommestein Chairman: Gordon Bold. Last year, 2018, the Sherwood/Indooroopilly RSL Sub-Branch membership that enables „Boer decided it would be beneficial for all concerned for the Com- War Association Queensland‟ (BWAQ) to continue with its memoration Service for the Battle of Onverwacht Hills to be objectives. relocated from its traditional location in St Matthews Cemetery BWAQ are dedicated to evolve from the building of the mem- Sherwood, to the „Croll Memorial Precinct‟, located at 2 Clew- orial, to an association committed to maintaining the memory ley Street, Corinda; adjacent to the Sherwood/Indooroopilly and history of the Boer War; focus being descendants and RSL Sub-Branch. -
Economic Ascendance Is/As Moral Rightness: the New Religious Political Right in Post-Apartheid South Africa Part
Economic Ascendance is/as Moral Rightness: The New Religious Political Right in Post-apartheid South Africa Part One: The Political Introduction If one were to go by the paucity of academic scholarship on the broad New Right in the post-apartheid South African context, one would not be remiss for thinking that the country is immune from this global phenomenon. I say broad because there is some academic scholarship that deals only with the existence of right wing organisations at the end of the apartheid era (du Toit 1991, Grobbelaar et al. 1989, Schönteich 2004, Schönteich and Boshoff 2003, van Rooyen 1994, Visser 2007, Welsh 1988, 1989,1995, Zille 1988). In this older context, this work focuses on a number of white Right organisations, including their ideas of nationalism, the role of Christianity in their ideologies, as well as their opposition to reform in South Africa, especially the significance of the idea of partition in these organisations. Helen Zille’s list, for example, includes the Herstigte Nasionale Party, Conservative Party, Afrikaner People’s Guard, South African Bureau of Racial Affairs (SABRA), Society of Orange Workers, Forum for the Future, Stallard Foundation, Afrikaner Resistance Movement (AWB), and the White Liberation Movement (BBB). There is also literature that deals with New Right ideology and its impact on South African education in the transition era by drawing on the broader literature on how the New Right was using education as a primary battleground globally (Fataar 1997, Kallaway 1989). Moreover, another narrow and newer literature exists that continues the focus on primarily extreme right organisations in South Africa that have found resonance in the global context of the rise of the so-called Alternative Right that rejects mainstream conservatism. -
Anc Today Voice of the African National Congress
ANC TODAY VOICE OF THE AFRICAN NATIONAL CONGRESS 14 – 20 May 2021 Conversations with the President South Africa waging a struggle that puts global solidarity to the test n By President Cyril Ramaphosa WENTY years ago, South In response, representatives of massive opposition by govern- Africa was the site of vic- the pharmaceutical industry sued ment and civil society. tory in a lawsuit that pitted our government, arguing that such public good against private a move violated the Trade-Relat- As a country, we stood on princi- Tprofit. ed Aspects of Intellectual Property ple, arguing that access to life-sav- Rights (TRIPS). This is a compre- ing medication was fundamental- At the time, we were in the grip hensive multilateral agreement on ly a matter of human rights. The of the HIV/Aids pandemic, and intellectual property. case affirmed the power of trans- sought to enforce a law allowing national social solidarity. Sev- us to import and manufacture The case, dubbed ‘Big Pharma eral developing countries soon affordable generic antiretroviral vs Mandela’, drew widespread followed our lead. This included medication to treat people with international attention. The law- implementing an interpretation of HIV and save lives. suit was dropped in 2001 after the World Trade Organization’s Closing remarks by We are embracing Dear Mr President ANC President to the the future! Beware of the 12 NEC meeting wedge-driver: 4 10 Unite for Duma Nokwe 2 ANC Today CONVERSATIONS WITH THE PRESIDENT (WTO) Agreement on Trade-Re- ernment announced its support should be viewed as a global pub- lated Aspects of Intellectual Prop- for the proposal, which will give lic good. -
Mandela at Wits University, South Africa, 1943–19491
UCLA Ufahamu: A Journal of African Studies Title “The Black Man in the White Man’s Court”: Mandela at Wits University, South Africa, 1943-1949 Permalink https://escholarship.org/uc/item/3284d08q Journal Ufahamu: A Journal of African Studies, 39(2) ISSN 0041-5715 Author Ramoupi, Neo Lekgotla Laga Publication Date 2016 DOI 10.5070/F7392031110 Peer reviewed eScholarship.org Powered by the California Digital Library University of California “The Black Man in the White Man’s Court”: Mandela at Wits University, South Africa, 1943–19491 Neo Lekgotla laga Ramoupi* Figure 1: Nelson Mandela on the roof of Kholvad House in 1953. © Herb Shore, courtesy of Ahmed Kathrada Foundation. * Acknowledgements: I sincerely express gratitude to my former colleague at Robben Island Museum, Dr. Anthea Josias, who at the time was working for Nelson Mandela Foundation for introducing me to the Mandela Foundation and its Director of Archives and Dialogues, Mr. Verne Harris. Both gave me the op- portunity to meet Madiba in person. I am grateful to Ms. Carol Crosley [Carol. [email protected]], Registrar, University of the Witwatersrand, Johannesburg, South Africa, for granting me permission to use archival material from the Wits Archives on the premise that copyright is acknowledged in this publication. I appreciate the kindness from Ms. Elizabeth Nakai Mariam [Elizabeth.Marima@ wits.ac.za ], the Archivist at Wits for liaising with the Wits Registrar for granting usage permission. I am also thankful to The Nelson Mandela Foundation, espe- cially Ms. Sahm Venter [[email protected]] and Ms. Lucia Raadschel- ders, Senior Researcher and Photograph Archivist, respectively, at the Mandela Centre of Memory for bringing to my attention the Wits Archive documents and for giving me access to their sources, including the interview, “Madiba in conver- sation with Richard Stengel, 16 March 1993.” While visiting their offices on 6 Ja- nuary 2016 (The Nelson Mandela Foundation, www.nelsonmandela.org/.). -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
Documentary Photographs (In Order of Appearance)
Documentary Photographs (in order of appearance) Teacher and students in one room during Apartheid education. Digital image. Strife. Accessed October 10, 2015. http://strifeblog.org/2014/03/04/diary-of-a-teacher- reflections-of-a-south-african-mp-on-education-during-apartheid/ Westfield Primary School girls’ volleyball team. Digital image. Westfield Primary School. Accessed October 10, 2015. http://www.westfieldsprimary.co.za/ourschool.html Mine in South Africa. Digital image. History Revived. Accessed October 10, 2015. http://historyrevived.blogspot.com/2014/01/voting-rights-and-imperialism-in- boer.html South African workers. Digital image. Learning for Peace. Accessed October 10, 2015. http://learningforpeace.unicef.org/resources/joint-message-from-unesco-undp- unicef-ilo-and-education-international-on-the-occasion-of-world-teachers-day-5- october-2011/ Traditional Xhosa people. Digital image. Gallery Ezakwantu. Accessed October 10, 2015. http://www.ezakwantu.com/Tribes%20Xhosa%20Van%20Vasco%20da%20Gam a%20van%20Blommenstein%201904%201905%20at%20Mbiza%20Transkei.jpg San cave painting. Digital image. Bradshaw Foundation. Accessed October 10, 2015. http://www.bradshawfoundation.com/rari/page6.php Teacher and students during Bantu Education. Digital image. Afristock. Accessed October 10, 2015. http://www.afristock.com/galleries/1985Oneclassroomschool.jpg Kollwitz, Kathe. “Never Again War.” Digital image. Minooka Tap. 1924. Accessed October 10, 2015. https://minookatap.files.wordpress.com/2015/05/bantu-ed- act.jpg Students protest unequal education. Digital image. Ground Up. Accessed October 10, 2015. http://groundup.org.za/sites/default/files/styles/article_image/public/field/image/E EMarch31Oct-0.jpg?itok=8B6YNt3i South African Department of Education logo. Digital image. Department of Education in South Africa. -
31 May 1995 CONSTITUTIONAL ASSEMBLY NATIONAL
31 May 1995 CONSTITUTIONAL ASSEMBLY NATIONAL WORKSHOP AND PUBLIC HEARING FOR WOMEN - 2-4 JUNE 1995 The Council's representative at the abovementioned hearing will be Mrs Eva Mahlangu, a teacher at the Filadelfia Secondary School for children with disabilities, Eva has a disability herself. We thank you for the opportunity to comment. It is Council's opinion that many women are disabled because of neglect, abuse and violence and should be protected. Further more Women with Disabilities are one of the most marginalised groups and need to be empowered to take their rightful place in society. According to the United Nations World Programme of Action Concerning Disable Persons: "The consequences of deficiencies and disablement are particularly serious for women. There are a great many countries where women are subjected to social, cultural and economic disadvantages which impede their access to, for example, health care, education, vocational training and employment. If, in addition, they are physically or mentally disabled their chances of overcoming their disablement are diminished, which makes it all the more difficult for them to take part in community life. In families, the responsibility for caring for a disabled parent often lies with women, which considerably limits their freedom and their possibilities of taking part in other activities". The Nairobi Plan of Action for the 1990's also states: Disabled women all over the world are subject to dual discrimination: first, their gender assigns them second-class citizenship; then they are further devalued because of the negative and limited ways the world perceives people with disabilities. Legislation shall guarantee the rights of disabled women to be educated and make decisions about pregnancy, motherhood, adoption, and any medical procedure which affects their ability to reproduce. -
Nelson Mandela and His Colleagues in the Rivonia Trial
South Africa: The Prisoners, The Banned and the Banished: Nelson Mandela and his colleagues in the Rivonia trial http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.nuun1969_08 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org South Africa: The Prisoners, The Banned and the Banished: Nelson Mandela and his colleagues in the Rivonia trial Alternative title Notes and Documents - United Nations Centre Against ApartheidNo. 13/69 Author/Creator United Nations Centre against Apartheid Publisher Department of Political and Security Council Affairs Date 1969-10-00 Resource type Reports Language English Subject Coverage (spatial) South Africa Coverage (temporal) 1969 Source Northwestern University Libraries Description Note. -
Thematic Essay) 5
VOLUME FOR TEACHERS ONLY 1 OF 2 The University of the State of New York MC & THEMATIC REGENTS HIGH SCHOOL EXAMINATION Global History and Geography June 15, 2010 GLOBAL HISTORY Part I AND GEOGRAPHY Cut Here 1. 4 . 26. 2 . Tuesday, June 15, 2010 — 1:15 to 4:15 p.m., only 2. 1 . 27. 1 . SCORING KEY FOR PART I 3. 4 . 28. 4 . AND RATING GUIDE FOR PART II 4. 2 . 29. 2 . (THEMATIC ESSAY) 5. 4 . 30. 1 . 6. 3 . 31. 4 . 7. 4 . 32. 4 . Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during 8. 2 . 33. 3 . the rating period. Visit the site http://www.emsc.nysed.gov/osa/ and select the link “Scoring of Examinations” for any recently posted 9. 3 . 34. 3 . information regarding this examination. This site should be checked 10. 4 . 35. 1 . before the rating process for this examination begins and at least one more time before the final scores for the examination are recorded. 11. 1 . 36. 4 . 12. 4 . 37. 4. Contents of the Rating Guide 13. 3 . 38. 2 . For Part I (Multiple-Choice Questions): 14. 2 . 39. 3 . • Scoring Key 15. 2 . 40. 1 . For Part II (thematic) essay: • A content-specific rubric 16. 1 . 41. 3. • Prescored answer papers. Score levels 5 and 1 have two papers each, 17. 3 . 42. 2 . and score levels 4, 3, and 2 have three papers each. They are ordered by score level from high to low. -
National Identity and Post-Colonial Development: Dictatorial Zimbabwe and Democratic Republic of South Africa Master's Thesis
National Identity and Post-Colonial Development: Dictatorial Zimbabwe and Democratic Republic of South Africa Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Global Studies Chandler Rosenberger, Advisor Jasmine Waddell, Advisor Richard Parmentier, Chairman In Partial Fulfillment of the Requirements for Master’s Degree By Andrea Cohen August, 2011 Copyright by Andrea Cohen © 2011 Dedication I would like to dedicate this piece of work to my parents, Fran and Les Cohen. Their hard work and endless support has allowed me to take up any opportunity that comes my way, including my desire to earn a Master’s degree. My Dad has shown me through example the importance of a strong work ethic. His quotes comparing hard work to sports always hang above my desk. Both my parent’s high regard for the needs of others has in part inspired me with a passion to better the lives of those who live in poverty, fear and oppression. I am eternally grateful for their enduring love, guidance, support. Acknowledgements I would like to thank my graduate advisers for their role in my education and for their guidance and support throughout the process. Professors Jasmine Waddell and Chandler Rosenberger’s intellect always inspired me to keep learning, think harder, and dig deeper. I cannot possibly thank Professor Waddell enough for her enduring support throughout the writing process. Each conversation with her left me feeling renewed, validated, and ready to tackle the challenge ahead. Professor Rosenberger always pushed me to achieve the perfection he knew I was capable of, and for that I am thankful to him. -
Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment
2018, Vol. 6, No. 3 10.15678/EBER.2018.060312 Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment Thembisile Molose, Geoff Goldman, Peta Thomas A B S T R A C T Objective : This research offers an extension of current research on commitment across cultures. It incorporates the concept of Ubuntu as an integrating model that can be paired up with other perspectives for directing employee workplace commitment. Research Design & Methods : A literature review entailing concepts related to cross - cultures and their relationship to Ubuntu and commitment was considered. The review spanning 50 years covered online-databases of global and African research. Findings: We argue here that the conceptualisation of Ubuntu is important in adapting currently accepted cultural frameworks as operationalised by individualism, collectiv- ism and power distance dimensions for regional management application. Ubuntu col- lective values (compassion, survival, group solidarity, respect and dignity), which relate affirmatively with a sense of workplace collectivism, was identified as a unique element of cultural management philosophy for directing personal interactions, workplace com- mitment and performance management improvements. Implications & Recommendations: Ubuntu should be facilitated by managers as a motivational force that facilitates workplace commitment ensuring organisa- tional team performance. The implications of Ubuntu in the context of extending existing theories of individualism-collectivism and power distance cannot be over- stated. Contribution & Value Added: A model based on relationships between Ubuntu collec- tive values and EWC, applicable with contextual managerial frameworks. Article type: conceptual research article Keywords: performance management; South Africa; workplace commitment JEL codes: J08; M14 Received: 26 April 2018 Revised: 20 August 2018 Accepted: 21 August 2018 Suggested citation: Molose, T., Goldman, G.A., & Thomas P.