Aspects of Mongane Wally Serote's Poetry
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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. -
Afrocentric Education: What Does It Mean to Toronto’S Black Parents?
Afrocentric Education: What does it mean to Toronto’s Black parents? by Patrick Radebe M.Ed., University of Toronto, 2005 B.A. (Hons.), University of Toronto, 2000 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2017 Patrick Radebe, 2017 Abstract The miseducation of Black students attending Toronto metropolitan secondary schools, as evinced by poor grades and high dropout rates among the highest in Canada, begs the question of whether responsibility for this phenomenon lies with a public school system informed by a Eurocentric ethos. Drawing on Afrocentric Theory, this critical qualitative study examines Black parents’ perceptions of the Toronto Africentric Alternative School and Afrocentric education. Snowball sampling and ethnographic interviews, i.e., semi-structured interviews, were used to generate data. A total of 12 Black parents, three men and nine women, were interviewed over a 5-month period and data analyzed. It was found that while a majority of the respondents supported the Toronto Africentric Alternative School and Afrocentric education, some were ambivalent and others viewed the school and the education it provides as divisive and unnecessary. The research findings show that the majority of the participants were enamored with Afrocentricity, believing it to be a positive influence on Black lives. While they supported TAAS and AE, the minority, on the other hand, opposed the school and its educational model. The findings also revealed a Black community, divided between a majority seeking to preserve whatever remained of (their) African identity and a determined minority that viewed assimilation to be in the best interests of Black students. -
Africa Regional Workshop, Cape Town South Africa, 27 to 30 June 2016
Africa Regional Workshop, Cape Town South Africa, 27 to 30 June 2016 Report Outline 1. Introduction, and objectives of the workshop 2. Background and Approach to the workshop 3. Selection criteria and Preparation prior to the workshop 4. Attending the National Health Assembly 5. Programme/Agenda development 6. Workshop proceedings • 27 June‐Overview of research, historical context of ill health‐ campaigning and advocacy 28 June‐Capacity building and field visit • June‐ Knowledge generation and dissemination and policy dialogue • June‐ Movement building and plan of action 7. Outcomes of the workshop and follow up plans 8. Acknowledgements Introduction and Objectives of the workshop People’s Health Movement (PHM) held an Africa Regional workshop/International People’s Health University which took place from the 27th to 30 June 2016 at the University of Western Cape (UWC), Cape Town, South Africa. It was attended by approximately 35 PHM members from South Africa, Democratic Republic of Congo (DRC), Kenya, Uganda, Tanzania, Zimbabwe, Zambia, Benin and Eritrea. The workshop was organised within the framework of the PHM / International Development Research Centre (IDRC) Research project on Civil Society Engagement for Health for All. Objectives for the workshop A four day regional workshop/IPHU took place in Cape Town South Africa at the University of Western Cape, School of Public Health. The objectives of the workshop included: • sharing the results of the action research on civil society engagement in the struggle for Health For All which took place in South Africa and DRC; • to learn more about the current forms/experiences of mobilisation for health in Africa; • to reflect together on challenges in movement building (e.g. -
18. EPC Occasional Paper 5
EPC OCCASIONAL PAPER 5 OCCASIONAL PAPER EDUCATION AND THE FREEDOM CHARTER A Critical Appraisal What the Freedom Charter says The Doors of Learning and Culture Shall be Opened! The government shall discover, develop and encourage national talent for the enhancement of our cultural life; All the cultural treasures of mankind shall be open to all, by free exchange of books, ideas and contact with other lands; The aim of education shall be to teach the youth to love their people and their culture, to honour human brotherhood, liberty and peace; Education shall be free, compulsory, universal and equal for all children; Higher education and technical training shall be opened to all by means of state allowances and scholarships awarded on the basis of merit; Adult illiteracy shall be ended by a mass state education plan; Teachers shall have all the rights of other citizens; The colour bar in cultural life, in sport and in education shall be abolished. 1 EDUCATION AND THE FREEDOM CHARTER EPC OCCASIONAL PAPER 5 1 This paper first appeared as chapter 7 in the publication ‘60 YEARS OF THE FREEDOM CHARTER No cause to celebrate for the working class’ Published by Workers’ World Media Productions Tel: +27 (21) 4472727 Email: Lynn@wwmp. org.za Acknowledgements Research and Writing: Dale Mc Kinley (and previous publication, 50 Years of the Freedom Charter – A Cause to Celebrate? – Michael Blake). Project co-ordination, Editing and Proofreading: Martin Jansen Design and Layout: Nicolas Dieltiens Pictures and Graphics: Mayibuye Centre, Ilrig, Eric Miller, Oryx Media Cartoons contributed by Jonathan Shapiro (“Zapiro”) EPC OCCASIONAL PAPER 5 July 2015 Adapted by: Salim Vally (CERT) Design and layout: Mudney Halim (CERT) Cover design and EPC logo: Nomalizo Ngwenya Telephone: +27 11 482 3060 Email: [email protected] EDUCATION AND THE FREEDOM CHARTER Website: www.educatiopolicyconsortium.org.za EPC OCCASIONAL PAPER 5 2 Apartheid and education The overall impact was severe. -
History Workshop
UNIVERSITY OF THE WITWATERSR AND, JOHANNESBURG HISTORY WORKSHOP STRUCTURE AND EXPERIENCE IN THE MAKING OF APARTHEID 6-10 February 1990 AUTHOR: Kelwyn Sole TITLE: "This Time Set Again" : the Temporal and Political Conceptions of Serote's To Every Birth Its Blood J til I US 'jO 10:1-4 LK i UPpL.fr '.HilPUi Fa- lid "This Time Set Again": the Temporal and Political Concept iona':.ipf{' .' Serote's To Every Birth Ita Blood .''!'.,,; Mongane Wally Serote is recognised primarily as a poet,and his six volumes of poetry to date have received acclaim both in South Africa and internationally. His single.novel,has,however.provoked a more equivocal response from critics. Some have praised the work. Doriane Barboure believe3 it 'the most powerful and penetrating exploration of the Power period' in South Africa (Barboure:17 2>i and Jane Glegg claims that Serote manages to write about a whole community involved in political struggle in a manner which shows up the failure of English working class novel- ists to do the same (Glegg; 3-1). Other critics have,however,been less convinced. Lewis Nkosi feels the work 'too chaotic,too; dispersed,to offer anything more solid •than mere moments' I .Nkosi :A 5 ).; Barbara Harlow states that the novel remains content with the portrayal of racial conflict in the coun- try,with little attempt to show internal contradictions within the black community itself IHarlow:,IO8); and Njabulo Ndebele remarks t hat ,r)p«r>i t»» thf siithfir's.nttM'ots to rl<»a 1. with the everydav con- cerns of people within a broader political canvas,in the end 'the spectacle takes over and the novel throws away the vitality of the tension generated by the dialectic between the personal and the public' (Ndebele:156). -
South Africa 2
The Atlantic Philanthropies South Africa 2 Honjiswa Raba enjoysThe the new auditorium of the Isivivana Centre.Atlantic Raba is head of human resources Philanthropies for Equal Education, a Centre tenant, and is a trustee of the Khayelitsha Youth & Community Centre Trust, the governing body of Isivivana. Foreword 5 Preface 9 Summary 13 South Africa 22 Grantee Profiles 89 Black Sash and Community Advice Offices 91 Legal Resources Centre 96 University of the Western Cape 101 Lawyers for Human Rights 108 Umthombo Youth Development Foundation 113 Archives and the Importance of Memory 117 Nursing Schools and Programmes 125 Health Care Systems 131 LGBTI Rights 135 Social Justice Coalition 138 Equal Education 143 Isivivana Centre 147 Lessons 154 Acknowledgements 175 Throughout this book, the term “black” is used as it is defined in the South African Constitution. This means that it includes Africans, coloureds and Indians, the apartheid-era definitions of South Africa’s major race groups. The Atlantic Philanthropies South Africa BY RYLAND FISHER President Cyril Ramaphosa met with Chuck Feeney in Johannesburg in 2005 when they discussed their involvement in the Northern Ireland peace process. Ramphosa was elected president of South Africa by Parliament in February 2018. DEDICATION Charles Francis Feeney, whose generosity and vision have improved the lives of millions in South Africa and across the globe IN MEMORIAM Gerald V Kraak (1956–2014), a champion of human rights and Atlantic’s longest serving staff member in South Africa Students “No matter how some of the visit the Constitutional Court at ideals have been difficult Constitution Hill. to achieve and get a bit frayed around the edges, South Africans still achieved its transition to democracy in, I think, one of the most extraordinary ways in human history.” Christine Downton, former Atlantic Board member 5 South Africa Foreword he Atlantic Philanthropies are known for making big bets, and it’s fair to say that the foundation was making a very large wager when T it began investing in South Africa in the early 1990s. -
Poetry (Theory)
POETRY (THEORY) Radio Broadcast 23 Sept 18:00 -19:00 STUDY NOTES Poetry analysis is often the basis for teaching literature in the classroom. If you've been to school, you've probably had to study some form of literature, and your teacher has almost certainly demonstrated the analysis of poetry or even asked you to do it. It can seem like a frightening task, but if you've looked at the way poets use language and you make an effort to understand some the things that might have been happening in history at the time the poet was writing, you've already got an edge. How to analyse poems Read the poem more than once. Use a dictionary when you find a word about whose meaning you are unsure. Read the poem slowly. Pay attention to what the poem is saying; do not be distracted by the rhyme and rhythm of the poem. Try reading the poem out loud to get a sense of the way the sounds of the poem affect its meaning. Six Easy Ways To Understand Poetry: Read the poem all the way through. It might be tempting to stop and puzzle over any tricky bits, but by reading the poem all the way through, you should be able to pick up the overall idea the poet is trying to convey. Consider the subject matter - what the poem is literally about - as well as any themes that emerge - these are the ideas that the poet wants you to think about after reading the poem. What is the mood of the poem? Think about how the writer wants you to feel at the end of the poem. -
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Yale university press Fall/Winter 2020 Marcus Carey Batchelor Bate Under the Red White A Little History of The Art of Solitude Radical Wordsworth and Blue Poetry Hardcover Hardcover Hardcover Hardcover 978-0-300-25093-0 978-0-300-16964-5 978-0-300-22890-8 978-0-300-23222-6 $23.00 $35.00 $26.00 $25.00 Unwin/Tipling Delbanco Leibovitz Campbell Flights of Passage Why Writing Matters Stan Lee Year of Peril Hardcover Hardcover Hardcover Hardcover 978-0-300-24744-2 978-0-300-24597-4 978-0-300-23034-5 978-0-300-23378-0 $40.00 $26.00 $26.00 $30.00 Van Engen Reynolds Taylor Musonius Rufus City on a Hill Allah Sons of the Waves That One Should Hardcover Hardcover Hardcover Disdain Hardships 978-0-300-22975-2 978-0-300-24658-2 978-0-300-24571-4 Hardcover $30.00 $30.00 $30.00 978-0-300-22603-4 $22.00 RECENT GENERAL INTEREST HIGHLIGHTS Yale university press FALL/WINTER 2020 GENERAL INTEREST 01 JEWISH LIVES® 24 MARGELLOS WORLD REPUBLIC OF LETTERS 26 SCHOLARLY AND ACADEMIC 56 PAPERBACK REPRINTS 73 ART + ARCHITECTURE A 1 front cover illustration: Via Roma, Genoa, Italy, ca. 1895. From Stories for the Years, page 28 “This book is superb, utterly FROM TAKE ARMS AGAINST A SEA OF TROUBLES: convincing, and absolutely invigorating. Bloom’s final argument with mortality What you read and how deeply you read matters almost as much as how you ultimately has a rejuvenating love, work, exercise, vote, practice charity, strive for social justice, cultivate effect upon the reader, kindness and courtesy, worship if you are capable of worship. -
Vatra Veche 8, 2019
8 Români din toate ţă rile, uni ţi-vă! Lunar de cultur ă * Serie veche nou ă* Anul XI, nr. 8 (128) august 2019 *ISSN 2066-0952 VATRA, Foaie ilustrat ă pentru familie (1894) *Fondatori I. Slavici, I. L. Caragiale, G. Co şbuc VATRA, 1971 *Redactor-şef fondator Romulus Guga* VATRA VECHE, 2009, Redactor-şef Nicolae B ăciu ţ _____________________________________________________________________________________________ _______________________________________________________________________________ INSCRIP ȚIE Tot ce se poate-nțelege E f ără speran ță și lege Și cre ște dospind din eres Tot ce e f ără-nțeles. ANA BLANDIANA Marcel Lup șe, Buzduganul florilor de in _____________________________________________________________________________________________________________________ Inscrip ție, de Ana Blandiana/1 Vatra veche dialog cu Ana Blandiana, de Nicolae B ăciu ț/3 Cununa de Aur a Serilor de Poezie de la Struga, de Nicolae Băciu ț/4 Cuvântul de acceptare al laureatului, de Ana Blandiana,/5 Cununa de Aur, 2019, de Nicolae Băciu ț/5 Eseu. Staulul Miori ței, de A.I. Brumaru/6 Mai altfel, despre Veronica Micle, de Dumitru Hurubă/ 9 Eminescum, de Răzvan Ducan/10 Remember -30. N. Steinhardt, de Veronica Pavel Lerner/11 Poeme de Dumitru Ichim/12 Ognean Stamboliev, Premiul pentru traducerea lui Eminescu/12 Elisabeta Bo țan, Premiul European Clemente Rebora 2018- 2019/12 Să ne reamintim de… Valentin Silvestru, de Dumitru Hurub ă/13 Coresponden ţa lui Dimitrie Stelaru, de Gheorghe Sar ău/14 Inedit. Blestemul chinezesc, de Francisc P ăcurariu/15 Vremea întreb ărilor (Octavian Paler), de Nicolae Postolache/17 Text și context în diarismul românesc (Eugen Simion), de Florian Copcea/20 Poeme de Tania Nicolescu/23 Scrisori deschise, de Constantin Stancu/24 Ochean întors. -
The Right to Education for Refugees and Asylum-Seekers in South Africa
Browne, 1 The right to education for refugees and asylum-seekers in South Africa by Ruth Browne – BRWRUT003 Supervised by Fatima Khan A minor dissertation submitted in partial fulfilment of the requirements for the reward of the degree of Master of Philosophy in HumanTown Rights Law Faculty of Law University of CapeCape Town 2013of University COMPULSORY DECLARATION This work has not previously been submitted in whole, or in part, for the award of any degree. It is my own work. Each significant contribution to, and quotation in, this dissertation from the work, or works, of other people has been attributed, and has been cited and referenced using the MLA style of citation. Signature ________________ Date____________________ The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University Browne, 2 Table of Contents The right to education for refugees and asylum-seekers in South Africa.............................................1 Introduction..........................................................................................................................................3 Chapter 1: Education as a socio-economic right..................................................................................6 Chapter 2: The -
Mongane Wally Serote Foundation
Biography of Mongane Wally Serote n the 18 years of exile, Mongane Wally Serote participated on various levels of the ANC structures in the mobilisation, planning, negotiations and leading in the struggle for the Liberation of South Africa in the Political, armed struggle and cultural sectors. He was the head of the regional Arts and Culture life time achievement underground structure in Botswana, award, the International Golden Head of the Department of Arts and Wreath for poetry in Strugga, the Culture; member of the Regional Alexandra icon award and the Pan Political Military committee in South African Language Board for Botswana and in Britain. He was contributing to the development and the cultural attache of the ANC , in promotion of African languages in Britain and Europe. From 1990, he South Africa. was head of Arts and Culture of the ANC in South Africa. He spearheaded He became a member of Parliament the organization and mobilisation of and chairperson of Arts and Culture, the cultural workers through major languages, science and Technology festivals, symposiums , conferences portfolio committee of Parliament. in Botswana (1982), Amsterdam He initiated, spearheaded and facilitated (1987) London (1990), Johannesburg the research, discussions and debate (1993) which resulted in the at National level and organized and formation of National organizations put on the national agenda, through of writers, musicians, Theatre, Dance, negotiations with the Universities , Photographers, filmmakers. He science Councils, various indigenous participated in the negotiations for the organizations e.g. Dikgosi, Dingaka, transformation of the international different government departments, cultural and other forms of boycotts of various communities nationally for the Apartheid system into structures of Indigenous Knowledge Systems (IKS) democracy in the new dispensation in to be accepted as a tool for the social South Africa. -
Noordegraaf DEF.Indd 1 08-01-13 14:33 FRAMING FILM
FRAMING ET AL. (EDS.) NOORDEGRAAF JULIA NOORDEGRAAF, COSETTA G. SABA, FILM BARBARA LE MAÎTRE, VINZENZ HEDIGER (EDS.) PRESERVING AND EXHIBITING MEDIA ART PRESERVING AND EXHIBITING MEDIA ART Challenges and Perspectives This important and fi rst-of-its-kind collection addresses the Julia Noordegraaf is AND EXHIBITING MEDIA ART PRESERVING emerging challenges in the fi eld of media art preservation and Professor of Heritage and exhibition, providing an outline for the training of professionals in Digital Culture at the Univer- this fi eld. Since the emergence of time-based media such as fi lm, sity of Amsterdam. video and digital technology, artists have used them to experiment Cosetta G. Saba is Associate with their potential. The resulting artworks, with their basis in Professor of Film Analysis rapidly developing technologies that cross over into other domains and Audiovisual Practices in such as broadcasting and social media, have challenged the tradi- Media Art at the University tional infrastructures for the collection, preservation and exhibition of Udine. of art. Addressing these challenges, the authors provide a historical Barbara Le Maître is and theoretical survey of the fi eld, and introduce students to the Associate Professor of challenges and di culties of preserving and exhibiting media art Theory and Aesthetics of through a series of fi rst-hand case studies. Situated at the threshold Static and Time-based Images at the Université Sorbonne between archival practices and fi lm and media theory, it also makes nouvelle – Paris 3. a strong contribution to the growing literature on archive theory Vinzenz Hediger is and archival practices. Professor of Film Studies at the Goethe-Universität Frankfurt am Main.