Bombs, Bullets, and Bread in Biafra
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2. the Secession of Biafra, 1967–1970
University of Calgary PRISM: University of Calgary's Digital Repository University of Calgary Press University of Calgary Press Open Access Books 2020-06 Secession and Separatist Conflicts in Postcolonial Africa Thomas, Charles G.; Falola, Toyin University of Calgary Press Thomas, C. G., & Falola, T. (2020). Secession and Separatist Conflicts in Postcolonial Africa. University of Calgary Press, Calgary, AB. http://hdl.handle.net/1880/112216 book https://creativecommons.org/licenses/by-nc-nd/4.0 Downloaded from PRISM: https://prism.ucalgary.ca SECESSION AND SEPARATIST CONFLICTS IN POSTCOLONIAL AFRICA By Charles G. Thomas and Toyin Falola ISBN 978-1-77385-127-3 THIS BOOK IS AN OPEN ACCESS E-BOOK. It is an electronic version of a book that can be purchased in physical form through any bookseller or on-line retailer, or from our distributors. Please support this open access publication by requesting that your university purchase a print copy of this book, or by purchasing a copy yourself. If you have any questions, please contact us at [email protected] Cover Art: The artwork on the cover of this book is not open access and falls under traditional copyright provisions; it cannot be reproduced in any way without written permission of the artists and their agents. The cover can be displayed as a complete cover image for the purposes of publicizing this work, but the artwork cannot be extracted from the context of the cover of this specific work without breaching the artist’s copyright. COPYRIGHT NOTICE: This open-access work is published under a Creative Commons licence. This means that you are free to copy, distribute, display or perform the work as long as you clearly attribute the work to its authors and publisher, that you do not use this work for any commercial gain in any form, and that you in no way alter, transform, or build on the work outside of its use in normal academic scholarship without our express permission. -
Toand Television Irrom June 25
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BIAFRAN GHOSTS. the MASOB Ethnic Militia
Biafran Ghosts DISCUSSION PAPER 73 BIAFRAN GHOSTS The MASSOB Ethnic Militia and Nigeria’s Democratisation Process IKE OKONTA NORDISKA AFRIKAINSTITUTET, UPPSALA 2012 Indexing terms: Nigeria Biafra Democratization Political development Ethnicity Ethnic groups Interethnic relations Social movements Nationalism The opinions expressed in this volume are those of the author and do not necessarily reflect the views of Nordiska Afrikainstitutet. Language checking: Peter Colenbrander ISSN 1104-8417 ISBN 978-91-7106-716-6 © The author and Nordiska Afrikainstitutet 2012 Production: Byrå4 Print on demand, Lightning Source UK Ltd. Contents Acknowledgement ................................................................................................................. 5 Introduction ............................................................................................................................ 7 Chapter 1. ‘Tribesmen,’ Democrats and the Persistence of the Past ................................ 10 Explaining Democratisation in ‘Deeply-divided’ Societies ............................................ 13 ‘Tribesmen’ and Generals: ‘Shadow’ Democratisation and its Ethnic Double ............. 16 Methodology ..................................................................................................................... 20 Chapter 2. MASSOB: The Civic Origins of an Ethnic Militia ............................................... 23 Chapter 3. Reimagining Biafra, Remobilising for Secession .............................................. 33 ‘Go Down, -
Chinua Achebe, There Was a Country, (New York: the Penguin Press), 2012
Chinua Achebe, There Was A Country, (New York: The Penguin Press), 2012. pp. 333. By Emily Milstein Chinua Achebe is undoubtedly one of Nigeria’s, and Africa’s, best known and most celebrated authors. Nigeria, Africa’s most popu- lous country and arguably one of the continent’s most diverse, has had a bumpy, conflict-ridden road since the nation gained its independence from Great Britain in 1960. The secession of Biafra in 1967 and the subsequent civil war that exploded in Nigeria are emblematic of the country’s struggle to grapple with the question of what it means to be Nigerian. Achebe’s There Was A Country deals with this question, speaking on behalf of all Igbos and asser- tion their place as Nigerians as well as their right to act in a way that will ensure their well being. Part memoir, part historical nar- rative, and part collection of poems, Achebe’s book seamlessly bridges the gap between these different genres to produce a work of literature that provides readers with a nuanced understanding of complex historical event. Beginning with a bit of personal background, Achebe tells the story of Biafra and of the Igbos’ struggle against persecution and violence at the hands of their fellow, non-Igbo, Nigerians. Well-educated and economically successful, the Igbo contributed significantly to Nigeria’s economic and political development in the mid-20th century. Jealousy on the part of non-Igbo Nigerians however built up anti-Igbo resentment that exploded violently in the period after Nigeria’s 1966 coup. Igbo and Nigerian bloodshed continued into the Biafran war, mounting a huge psychological and physical toll on Nigeria’s Igbos, to which Achebe devotes much of his book. -
Spring 1969 160 North 15Th Strc~C't Pltiladelphia, Penn\?L/Vntiin 19102 ."X- NATIONAL EDITION
American Friends Scrvice Committe Spring 1969 160 North 15th Strc~c't Pltiladelphia, Penn\?l/vntiin 19102 ."X- NATIONAL EDITION Nigeria and Biafra relief programs in operation stable and Red Cross teams havc nioved in, refugees who havc been hiding many months filter out, ragged, dirty, with their fcw possessions on their hcads. No doubt ninny of them havc died exiled from their homes, for those re- fly HETII BINFORD turning arc nicrcly skin and bonc froni "Our goal is to build all-American starvation or swollen from lack of pro- ricighborlioods," says Tony Edgerton, tcin or wracked by diseasc. director of the AFSC's community rcla- "It is the cliildren and old ones who tions program in Xenia, Ohio, Rich- havc suffcrcd most-the fornier bccausc mond and Muncic, Indiana. Tony has thcir growth rcquircments dcniancl pro- helpcd get public attention in thcsc cities tein urgently, the oldcr ones because focused on the nced for hettcr housing their reserves arc Icss." and for desegregated neighborhoods and Abiriba Joint Hospital schools. Through pcrsonal contacts, letters, spccclics. niovies lic 1i;is sparked Thc Riafri~Program is bascd ;it Abi- intcr-faith anti inter-racial groups to riba, and is co-sponsorctl hy the AFSC work on thcsc problcnis. and the Mennonite Centrill Conimittcc. "We also encouraRe individuals to 1 llc /\rncr~ci~nFr~cnds Service Com- year's crops from being planted. AI- tlerc tlie team has assumed administra- live up to their ideals and to take re- mittee has now established two separate ready the supply of staple bulk foods, tion of the Abiriba Joint Hospital and sponsibility for making their community relief programs, one in Nigeria, the with which the present supply of high- tlic over ten feeding stations it operates hettcr. -
Harnischfeger Igbo Nationalism & Biafra Long Paper
Igbo Nationalism and Biafra Johannes Harnischfeger, Frankfurt Content 0. Foreword .................................................................... 3 1. Introduction 1.1 The War and its Legacy ....................................... 8 1.2 Trapped in Nigeria.............................................. 13 1.2 Nationalism, Religion, and Global Identities....... 17 2. Patterns of Ethnic and Regional Conflicts 2.1 Early Nationalism ............................................... 23 2.2 The Road to Secession ...................................... 31 3. The Defeat of Biafra 3.1 Left Alone ........................................................... 38 3.2 After the War ...................................................... 44 4. Global Identities and Religion 4.1 9/11 in Nigeria .................................................... 52 4.2 Christian Solidarity ............................................. 59 5. Nationalist Organisations 5.1 Igbo Presidency or Secession............................ 64 2 5.2 Internal Divisions ................................................ 70 6. Defining Igboness 6.1 Reaching for the Stars........................................ 74 6.2 Secular and Religious Nationalism..................... 81 7. A Secular, Afrocentric Vision 7.1 A Community of Suffering .................................. 86 7.2 Roots .................................................................. 91 7.3 Modernism.......................................................... 97 8. The Covenant with God 8.1 In Exile............................................................. -
Issue 24 Spring / Summer 2016
ISSUE 24 SPRING / SUMMER 2016 DEMOThe Alumni Magazine of Columbia College Chicago YEARS OF COLUMBIA Albert “Bill” Williams (BA ’73) has made a planned gift to Columbia through his estate. Have you considered including Columbia College Chicago in your estate plans? Provide for future generations. For more information, Make a bequest to Columbia contact Development and Alumni and support tomorrow’s creative Relations at [email protected] industry leaders. or 312-369-7287. colum.edu/plannedgiving ISSUE 24 The Alumni Magazine of DEMO SPRING / SUMMER 2016 Columbia College Chicago INTRO 1890–2015: CELEBRATING 125 YEARS 7 DEPARTMENTS VISION 5 Questions for President Kwang- Wu Kim ALUMNI NEWS & NOTES 53 Featuring class news, notes and networking When the Columbia School of Oratory opened in 1890, the founders couldn’t have imagined the school’s evolution from scrappy elocution college into a powerhouse arts and media institution. FEATURES 1890–1927: 1961–1992: FOUNDING AND BEGINNINGS 8 RENEWAL AND EXPANSION 26 As Chicago prepared for the World’s With flailing enrollment and few resources, Columbian Exposition of 1893, two orators Columbia could have folded. Instead, and educators chose the Windy City as the President Mike Alexandroff decided to break home of a new public speaking college. the mold of what an arts education could be. 1927–1944: 1992–2015: 16 COLUMBIA IN TRANSITION 16 CONTINUED GROWTH 37 Columbia went through a period of great An ever-increasing focus on the student change following the deaths of its founders. experience and a permanent home in The birth of radio created a completely new the South Loop continued to transform way to communicate, and Columbia had Columbia. -
A Qualitative Study of the Relationship Between Parents
A QUALITATIVE STUDY OF THE RELATIONSHIP BETWEEN PARENTS AND ADMINISTRATORS AT AN ELEMENTARY SCHOOL IN VIRGINIA A Record of Study by SARAH LYNNE DAVIS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Chair of Committee, Robin Rackley Co-Chair of Committee, Radhika Viruru Committee Members, Jeffrey Liew Quentin Dixon Head of Department, Yeping Li December 2015 Major Subject: Curriculum and Instruction Copyright 2015 Sarah Lynne Davis ABSTRACT This study examined the relationship between administrators and parents at a high-performing elementary school in Virginia over the course of an academic year. The school has a population of parents who expect and require a high level of communication. The reviewed literature considered the importance of parental support in schools, but also the zeitgeist of “overparenting” and its influence on parents’ perceptions of their rights. Pilot interviews with mothers revealed parents expected and often demanded to be consistently informed. Interviews with administrators revealed that parents’ persistence could obstruct decisions made by administrators. Survey analysis revealed that academics, school safety, and “best interest of students” were concerns for parents. During a final meeting with administration, survey results were discussed, and the principal and assistant principal identified a possible action plan for each theme illustrated by the survey. The hope is that by identifying and then addressing these issues that trust and communication between parents and administrators will grow and there will be a stronger relationship between stakeholders. ii DEDICATION This paper is dedicated to the administrators and families at the elementary school in Virginia. -
Nigeria - Researched and Compiled by the Refugee Documentation Centre of Ireland on Friday 5 August 2016
Nigeria - Researched and compiled by the Refugee Documentation Centre of Ireland on Friday 5 August 2016 Information on an attack on a church by police/military on 29 May 2016, in which IPOB members were staying Agence France Presse in June 2016 notes: “Amnesty International on Friday claimed the Nigerian military shot dead unarmed civilians before a march to mark the anniversary of the 1967 Biafran declaration of independence. But the army rejected the claims, accusing pro-Biafran protesters of being armed, violent and carrying out "wanton destruction" and "a number of unimaginable atrocities". Police have said at least 10 people were killed -- five in the town of Onitsha, Anambra state, and five in Asaba, in neighbouring Delta state -- in violence linked to the commemoration on May 30. The Indigenous People of Biafra (IPOB) movement, which has revived calls for an independent homeland for the Igbo people in southeast Nigeria, claimed at least 35 were killed. Amnesty said it was unclear exactly how many people lost their lives, as soldiers -- who the army says acted in self-defence -- took away the dead and injured…IPOB maintained the protesters were unarmed and one man interviewed said he threw stones but the military and police fired back teargas then used live ammunition. Another said soldiers stormed a church where protesters were sleeping the night before the march and let off teargas, while another said he saw a young boy shot dead as he had his hands up” (Agence France Presse (10 June 2016) Amnesty backs Biafra group's shooting claims). A report issued in June 2016 by Amnesty International notes that: “An on-the-ground investigation by Amnesty International has confirmed that the Nigerian army gunned down unarmed people ahead of last month’s planned pro- Biafran commemoration events in Onitsha, Anambra state. -
Educator/Parents Navigating School Landscapes Jennifer C
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Department of Teaching, Learning and Teacher Education Education 5-2016 Teacher Stories, Parent Stories, Stories of School: Educator/Parents Navigating School Landscapes Jennifer C. Nelson University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnstudent Part of the Teacher Education and Professional Development Commons Nelson, Jennifer C., "Teacher Stories, Parent Stories, Stories of School: Educator/Parents Navigating School Landscapes" (2016). Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education. 65. http://digitalcommons.unl.edu/teachlearnstudent/65 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. TEACHER STORIES, PARENT STORIES, STORIES OF SCHOOL: EDUCATOR/PARENTS NAVIGATING SCHOOL LANDSCAPES by Jennifer C. Nelson A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Educational Studies Under the Supervision of Professor Elaine Chan Lincoln, Nebraska May, 2016 TEACHER STORIES, PARENT STORIES, STORIES OF SCHOOL: EDUCATOR/PARENTS NAVIGATING SCHOOL LANDSCAPES Jennifer Christine Nelson, Ph.D. University of Nebraska, 2016 Advisor: Elaine Chan Situated within this narrative inquiry are four parents, who are also educators, negotiating their teacher/parent identities while examining their praxis within their classrooms. -
Nigeria: 'Bullets Were Raining Everywhere'
NIGERIA: ‘BULLETS WERE RAINING EVERYWHERE’ DEADLY REPRESSION OF PRO-BIAFRA ACTIVISTS Amnesty International is a global movement of more than 7 million people who campaign for a world where human rights are enjoyed by all. Our vision is for every person to enjoy all the rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. We are independent of any government, political ideology, economic interest or religion and are funded mainly by our membership and public donations. © Amnesty International 2016 Except where otherwise noted, content in this document is licensed under a Creative Commons Cover photo: Hundreds of pro-Biafra supporters wave flags and chant songs as they march through the (attribution, non-commercial, no derivatives, international 4.0) licence. streets of Aba, southeastern Nigeria, to call for the release of a key activist on 18 November 2015. https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode © PIUS UTOMI EKPEI/AFP/Getty Images For more information please visit the permissions page on our website: www.amnesty.org Where material is attributed to a copyright owner other than Amnesty International this material is not subject to the Creative Commons licence. First published in 2016 by Amnesty International Nigeria Index: AIN 411/002/2016 Original language: English [AI index AFR 44/5211/2016] amnesty.org.ng CONTENTS EXECUTIVE SUMMARY 4 RESEARCH METHODOLOGY 10 BACKGROUND 11 LEGAL FRAMEWORK 19 EXTRAJUDICIAL EXECUTIONS AND OTHER UNLAWFUL KILLINGS 24 Marchers shot, -
Not Merely a Duty: Table of Contents
Not Merely a Duty: Table of Contents Introduction ................................................................................................................2 I. About the Bonner Foundation & Summary of the Bonner Scholars Program...3 II. Access To Education, Opportunity To Serve.....................................................7 III. Program ........................................................................................................... 10 A. Expectation................................................................................................ 10 B. Orientation................................................................................................ 11 C. Program..................................................................................................... 12 D. Service Trips.............................................................................................. 13 E. Reflection .................................................................................................. 14 F. Bonner Community .................................................................................. 15 IV. Issues................................................................................................................ 17 A. AIDS ......................................................................................................... 17 B. Crisis Line and Domestic Violence ........................................................... 18 C. Hospice.....................................................................................................