Background to His Struggle
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Charisma and Politics in Post-Colonial Africa
CENTRE FOR SOCIAL SCIENCE RESEARCH Charisma and politics in post-colonial Africa Sishuwa Sishuwa CSSR Working Paper No. 446 January 2020 Published by the Centre for Social Science Research University of Cape Town 2020 http://www.cssr.uct.ac.za This Working Paper can be downloaded from: http://cssr.uct.ac.za/pub/wp/446 ISBN: 978-1-77011-433-3 © Centre for Social Science Research, UCT, 2020 About the author: Sishuwa Sishuwa is a post-doctoral research fellow in the Institute for Democracy, Citizenship and Public Policy in Africa, at UCT. His PhD (from Oxford University) was a political biography of Zambian politician and president Michael Sata. Charisma and politics in post-colonial Africa Abstract This paper examines the interaction between charisma and politics in Africa. Two broad groups of charismatic political leaders are discussed: those who came to the fore during the era of independence struggles and saw themselves as an embodiment of their nation states and having a transformative impact over the societies they led, and those who emerged largely in response to the failure of the first group or the discontent of post-colonial delivery, and sought political power to enhance their own personal interests. In both instances, the leaders emerged in a context of a crisis: the collapse of colonialism, the disintegration of the one-party state model and economic collapse. Keywords: charisma; leadership; colonialism; one-party state; democracy. 1. Introduction The concept of charisma entered the lexicon of the social sciences more than a century ago and is credited to German sociologist Max Weber (1864-1920). -
Tanzania-Zambia Railway: Escape Route from Neocolonial Control? Alvin W
University of South Florida Scholar Commons Anthropology Faculty Publications Anthropology 1970 Tanzania-Zambia Railway: Escape Route from Neocolonial Control? Alvin W. Wolfe [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/ant_facpub Part of the Anthropology Commons Scholar Commons Citation Wolfe, Alvin W., "Tanzania-Zambia Railway: Escape Route from Neocolonial Control?" (1970). Anthropology Faculty Publications. 10. https://scholarcommons.usf.edu/ant_facpub/10 This Book Chapter is brought to you for free and open access by the Anthropology at Scholar Commons. It has been accepted for inclusion in Anthropology Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. f.~m NONALIGNED THIRD WORLD ANNUAL 1970 ';;~~: Books International ot DH-T~ %n~ernational St. Louis, Missouri, USA . \ ESCAPE ROUTE ALVINW. WOLFE* THE FIRST REQUISITE for African development is that African countries combine what little wealth and power they have toward the end of getting a greater share of the products of world industry. They may be able to get that greater share by forcing through better terms of trade or better terms in aid, but they will never get any greater share by continuing along present paths, whereby each weak and poor country "negotiates" separately with strong and rich developed countries and supranational emities such as the World Bank and major private companies. If they hope to break thos.e ne,ocolonial bonds, Africans must unite- -
JULIUS KAMBARAGE NYERERE (1922-) Yusuf Kassam1
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIV, no. 1/2, 1994, p. 247-259. ©UNESCO: International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. JULIUS KAMBARAGE NYERERE (1922-) Yusuf Kassam1 Julius Nyerere, the former and founding President of the United Republic of Tanzania, is known not only as one of the world’s most respected statesmen and an articulate spokesman of African liberation and African dignity but also as an educator and an original and creative educational thinker. Before launching his political career, he was a teacher, and as a result of his writings on educational philosophy and the intimate interaction between his political leadership and educational leadership for the country, he is fondly and respectfully referred to by the title of ‘Mwalimu’ (teacher) by Tanzanians and others. This is Gillette’s view of him: Indeed, part of Nyerere’s charisma lies in the fact that, before launching his political career with the founding of the Tanganyika African National Union (TANU) in 1954, he was a teacher and that his concept of his role as national leader includes constant reassessment, learning and explanation, i.e. education in the broadest sense. Since Independence, and particularly since the threshold year of 1967, Tanzania has been something of a giant in-service seminar, with Nyerere in the professor’s chair (Gillette, 1977). Many features of his educational philosophy have a universal relevance and have inspired many educators and educational and development organizations around the world. -
The Black Power Movement
A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr. and Sharon Harley The Black Power Movement Part 1: Amiri Baraka from Black Arts to Black Radicalism Editorial Adviser Komozi Woodard Project Coordinator Randolph H. Boehm Guide compiled by Daniel Lewis A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data The Black power movement. Part 1, Amiri Baraka from Black arts to Black radicalism [microform] / editorial adviser, Komozi Woodard; project coordinator, Randolph H. Boehm. p. cm.—(Black studies research sources) Accompanied by a printed guide, compiled by Daniel Lewis, entitled: A guide to the microfilm edition of the Black power movement. ISBN 1-55655-834-1 1. Afro-Americans—Civil rights—History—20th century—Sources. 2. Black power—United States—History—Sources. 3. Black nationalism—United States— History—20th century—Sources. 4. Baraka, Imamu Amiri, 1934– —Archives. I. Woodard, Komozi. II. Boehm, Randolph. III. Lewis, Daniel, 1972– . Guide to the microfilm edition of the Black power movement. IV. Title: Amiri Baraka from black arts to Black radicalism. V. Series. E185.615 323.1'196073'09045—dc21 00-068556 CIP Copyright © 2001 by University Publications of America. All rights reserved. ISBN 1-55655-834-1. ii TABLE OF CONTENTS Introduction ............................................................................................................................ -
Julius Nyerere's Philosophy of Education: Implication for Nigeria's
Julius Nyerere’s Philosophy of Education: Implication for Nigeria’s Educational System Reforms by Francis Diana-Abasi Ibanga [email protected] Department of Philosophy, Federal University of Calabar Cross River State, Nigeria. Abstract Julius K. Nyerere’s philosophy of education is one of the most influential and widely studied theories of education. Policy-makers have continued to draw from it for policy re- engineering. In this paper, the Nigerian educational system is examined in the light of the philosophy. This approach is predicated on the informed belief that there are social and historical commonalities between Nigeria and the society of Nyerere’s philosophy. To this end, it is argued that the philosophy holds some important lessons for Nigeria’s education. For this reason, there is need to inject some doses of its principles in the body polity of education in Nigeria. Therefore, the paper identifies three areas where the principles of the philosophy can be practically invaluable for Nigeria, i.e., school financing, curricula development and entrepreneurial education, in and an the final analysis, the paper identifies the linkage between national philosophy of education and national developmental ideology; and argues that a national philosophy of education of any country must be embedded in the national development ideology which the country’s philosophy of education must drive. Key Words: Nyerere, Nigeria, Philosophy of Education, Tanzania, Ujamaa, Self-reliance, Development 109 Africology: The Journal of Pan African Studies, vol.9, no.3, June 2016 Introduction Education has been defined in two broad ways. On the one hand, education has been defined as the process by which a society, through certain formal and informal institutions, deliberately transmits its cultural heritage from one generation to another. -
NKRUMAH, Kwame
Howard University Digital Howard @ Howard University Manuscript Division Finding Aids Finding Aids 10-1-2015 NKRUMAH, Kwame MSRC Staff Follow this and additional works at: https://dh.howard.edu/finaid_manu Recommended Citation Staff, MSRC, "NKRUMAH, Kwame" (2015). Manuscript Division Finding Aids. 149. https://dh.howard.edu/finaid_manu/149 This Article is brought to you for free and open access by the Finding Aids at Digital Howard @ Howard University. It has been accepted for inclusion in Manuscript Division Finding Aids by an authorized administrator of Digital Howard @ Howard University. For more information, please contact [email protected]. 1 BIOGRAPHICAL DATA Kwame Nkrumah 1909 September 21 Born to Kobina Nkrumah and Kweku Nyaniba in Nkroful, Gold Coast 1930 Completed four year teachers' course at Achimota College, Accra 1930-1935 Taught at Catholic schools in the Gold Coast 1939 Received B.A. degree in economics and sociology from Lincoln University, Oxford, Pennsylvania. Served as President of the African Students' Association of America and Canada while enrolled 1939-1943 Taught history and African languages at Lincoln University 1942 Received S.T.B. [Bachelor of Theology degree] from Lincoln Theological Seminary 1942 Received M.S. degree in Education from the University of Pennsylvania 1943 Received A.M. degree in Philosophy from the University of Pennsylvania 1945-1947 Lived in London. Attended London School of Economics for one semester. Became active in pan-Africanist politics 1947 Returned to Gold Coast and became General Secretary of the United Gold Coast Convention 1949 Founded the Convention Peoples' Party (C.P.P.) 2 1949 Publication of What I Mean by Positive Action 1950-1951 Imprisoned on charge of sedition and of fomenting an illegal general strike 1951 February Elected Leader of Government Business of the Gold Coast 1951 Awarded Honorary LL.D. -
1291St GENERAL PLENARY MEETING ASSEMBLY Friday, 4 December 1964
United Nations 1291st GENERAL PLENARY MEETING ASSEMBLY Friday, 4 December 1964,. at 3 p.m. NINETEENTH SESSION Official Records NEW YORK CONTENTS we weep for you. We do not forget you in the day of Page our triumph. We say for you in the words of the 126th psalm: 'Turn again our captivity, 0 Lord ..• Address by Mr. Kenneth]{aunda, Presidentolthe they that sow in tears shall reap in joy I• " Republic 01 Zambia. ................. 1 7. My people and I believe that we have a special President: Mr. Alex QU AlSO N-SACKE Y association with this great· Assembly. In our joy we (Ghana). are close, for you will know that we chose for the day of our independence 24 October 1964, United Nations Day. Each year, on our Independence Day, Address by Mr. Kenneth Kaunda, President of the we shall be rejoicing with all people in the birth of Republic of Zambia the United Nations. 1. The PRESIDENT: The General Assembly will now 8. In sadness too we are close; for you all know that hear an address by Mr. Kenneth Kaunda, President it was in OUT country that Dag HammarskjOld, then of the Republic of Zambia. Secretary-General. died on his way to a mission of peace and reconciliation. We honour his memory The Pfesidentol the Republic ofZambia was escorted and mourn his loss, but his spirit endures in this into the General Assembly Hall. place, and I and my people salute it. 2. The PRESIDENT: I now invite Mr. Kenneth Kaunda, 9. Our young diplomats received some oftheir train President of the Republic of Zambia, to address the ing this year under the auspices of the Dag Ham General Assembly. -
The Anchor of Servant-Leadership: Julius Nyerere and the Virtue Of
THE ANCHOR OF SERVANT-LEADERSHIP Julius Nyerere and the Virtue of Humility PETER MULINGE he emergence of the concept of servant-leadership initiated a new era of moral emphasis in the field of T leadership, which was and still is dominated by self-serving models of leadership. When Robert Greenleaf (1970) conceived servant-leadership as a philosophy and practical model of leadership, he highlighted the need for a better approach to leadership, one that embraces the notion of serving others as the number one priority. He visualized leaders who would take a more a holistic approach to work, promote a sense of community, and to share power in decision making (SanFacon & Spears 2011, p. 115). Fundamentally, servant- leadership is long-term, transformational approach to life and work-in essence, is a way of being that has potential for creating a positive change throughout our society (Spears, 2003, p. 16). In this process, a servant-leader acts with humility to engage himself or herself with others and create a connection that raises the level of motivation and morality in both leader and follower (Northouse, 2016, p. 162). Leaders enable others to act not by holding on to the power they have 195 but by giving it away (Fairholm, 1998; Kouzes & Posner, 1987; Melrose, 1995). Thus, the fervent power of servant- leadership is communicated by sharing power and involving followers in planning and decision-making (Bass, 1990). According Maxwell (1998), only secure leaders give power to others (p. 121). The essence of servant-leadership is to bring out the best in others by meeting their needs. -
Reading Nkrumah and Nyerere's Pan-African Epistemology
Benjamin: Decolonizing Nationalism: Reading Nkrumah and Nyerere’s Pan-Afric INDIA, CHINA AND AMERICA INSTITUTE 1549 CLAIRMONT ROAD, SUITE 202 ● DECATUR, GA 30033 USA WWW.ICAINSTITUTE.ORG Decolonizing Nationalism: Reading Nkrumah and Nyerere’s Pan-African Epistemology Jesse Benjamin Journal of Emerging Knowledge on Emerging Markets Volume 3 November 2011 Published by DigitalCommons@Kennesaw State University, 2011 1 Journal of Emerging Knowledge on Emerging Markets, Vol. 3 [2011], Art. 14 Decolonizing Nationalism: Reading Nkrumah and Nyerere’s Pan-African Epistemology Jesse Benjamin Kennesaw State University Journal of Emerging Knowledge on Emerging Markets Volume 3 November 2011 his essay explores intellectual history and epistemological transformation, focusing on the middle part of the Twentieth Century – the 1920s to the 1970s -- and Tparticularly on two of the period’s principal African thinkers, Kwame Nkrumah and Julius K. Nyerere. It examines important themes in some of the major writings of these two famous leaders of African resistance to colonialism. After prolonged anti-colonial struggle and maneuver, both became leaders of independent countries, Nkrumah of Ghana in 1957, and Nyerere of Tanganyika in 1961.1 Both were also important scholars, with numerous influential publications. In my research of their thoughts and ideas, several seemingly contradictory themes emerged. While they remain two of the most important African nationalist leaders in history, I argue that both also sought critical and practical perspectives beyond nationalism, and beyond subordination within the capitalist world system. Both were quick to realize the limitations of ‘independence’ for their former colonies cum states, even before this was fully [formally] achieved. They were therefore critical of the specter of neo-colonialism, and espoused versions of Pan-Africanism. -
Modern African Leaders
DOCUMENT RESUME ED 446 012 SO 032 175 AUTHOR Harris, Laurie Lanzen, Ed.; Abbey, CherieD., Ed. TITLE Biography Today: Profiles of People ofInterest to Young Readers. World Leaders Series: Modern AfricanLeaders. Volume 2. ISBN ISBN-0-7808-0015-X PUB DATE 1997-00-00 NOTE 223p. AVAILABLE FROM Omnigraphics, Inc., 615 Griswold, Detroit,MI 48226; Tel: 800-234-1340; Web site: http: / /www.omnigraphics.com /. PUB TYPE Collected Works General (020)-- Reference Materials - General (130) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS African History; Biographies; DevelopingNations; Foreign Countries; *Individual Characteristics;Information Sources; Intermediate Grades; *Leaders; Readability;Secondary Education IDENTIFIERS *Africans; *Biodata ABSTRACT This book provides biographical profilesof 16 leaders of modern Africa of interest to readersages 9 and above and was created to appeal to young readers in a format theycan enjoy reading and easily understand. Biographies were prepared afterextensive research, and this volume contains a name index, a general index, a place of birth index, anda birthday index. Each entry providesat least one picture of the individual profiled, and bold-faced rubrics lead thereader to information on birth, youth, early memories, education, firstjobs, marriage and family,career highlights, memorable experiences, hobbies,and honors and awards. All of the entries end with a list of highly accessiblesources designed to lead the student to further reading on the individual.African leaders featured in the book are: Mohammed Farah Aidid (Obituary)(1930?-1996); Idi Amin (1925?-); Hastings Kamuzu Banda (1898?-); HaileSelassie (1892-1975); Hassan II (1929-); Kenneth Kaunda (1924-); JomoKenyatta (1891?-1978); Winnie Mandela (1934-); Mobutu Sese Seko (1930-); RobertMugabe (1924-); Kwame Nkrumah (1909-1972); Julius Kambarage Nyerere (1922-);Anwar Sadat (1918-1981); Jonas Savimbi (1934-); Leopold Sedar Senghor(1906-); and William V. -
Alma* Economic Development Institute ,%L;> of the World Bank
Alma* Economic Development Institute ,%l;> of The World Bank =___ . ... =8078 Public Disclosure Authorized Impasse in Zambia Public Disclosure Authorized The Economics and Politics of Reform Public Disclosure Authorized Ravi Gulhati FILECOPY Public Disclosure Authorized EDI DEVELOPMENT POLICY CASE SERIES Analytical Case Studies * Number 2 EDI DEVELOPMENTPOLICY CASE SERIES Analytical Case Studies * No. 2 Impasse in Zambia The Economics and Politics of Reform Ravi Gulhati The World Bank Washington, D.C. Copyright ©) 1989 The International Bank for Reconstruction and Development / THE WORLD BANK 1818 H Street, N.W. Washington, D.C. 20433, U.S.A. All rights reserved Manufactured in the United States of America First printing July 1989 The Economic Development Institute (EDI) was established by the World Bank in 1955 to train officials concerned with development planning, policymaking, investment analysis, and project im- plementation in memberdeveloping countries. Atpresentthe substance of the EDI's workemphasizes macroeconomic and sectoral economic policy analysis. Through a variety of courses, seminars, and workshops, most of which are given overseas in cooperation with local institutions, the EDI seeks to sharpen analytical skills used in policy analysis and to broaden understanding of the experience of individual countries with economic development. In addition to furthering the EDI's pedagogical ob- jectives, Policy Seminars provide forums for policymakers, academics, and Bank staff to exchange views on current development issues, proposals, and practices. Although the EDI's publications are designed to support its training activities, many are of interest to a much broader audience. EDI ma- terials, including any findings, interpretations, and conclusions, are entirely those of the authors and should not be attributed in any manner to the World Bank, to its affiliated organizations, or to members of its Board of Executive Directors or the countries they represent. -
East African Community (EAC) and the Southern African Development Community SADC
REGULATING RESIDENCE AND EMPLOYMENT IN EAST AFRICA- LESSONS LEARNED BY MR. PINIEL O. MGONJA, ASSISTANT DIRECTOR OF IMMIGRATION (TANZANIA) PRESENTATION TO THE INTERNATIONAL DIALOGUE ON MIGRATION – INTERSESSIONAL WORKSHOP ON FREE MOVEMENT OF PERSONS IN REGIONAL INTERGRATION PROCESSES GENEVA, SWITZERLAND, 18-19 JUNE 2007. 1 INTRODUCTORY REMARKS • Tanzania is a member of the East African Community (EAC) and the Southern African Development Community SADC. • EAC Countries are Tanzania, Kenya and Uganda, with a total population of about 98.3 million. • Cooperation in East Africa has a long history, from the colonial era. In 1947 the EAC had already established the East African Customs Union. • Mwalimu Julius Nyerere, the first President of Tanzania proposed to delay Tanganyika’s independence so that Kenya and Uganda could join the latter to move to independence as a single entity. 2 • The first EAC was established on 1967. • At the time of its demise in 1977 EA was already in the common market. • East Africans moved more or less freely in the Region. • The current EAC draws its strength from lessons learnt from the defunct 1967-1977EAC. • Experience tells that a strong and sound EAC must be people centred. 3 THE MAP OF THE EAC 4 REVIVAL OF EAC • The EAC Treaty which was signed in 1999 specifies four main stages of the integration process namely Customs Union, Common Market, Monetary Union and Political federation. 5 FREEDOM OF MOVEMENT IN EAC • Article 104 of the East African Treaty, the partner states agreed to adopt measures to achieve the free movement of persons, labour and services and to ensure the enjoyment of the right of establishment and residence of their citizens within the Community.