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THE RISE, CONSOLIDATION AND DISINTEGRATION OF DLAMINI POWER IN SWAZILAND BETWEEN 1820 AND 1889. A study in the relationship of foreign affairs to internal political development. Philip Lewis Bonner. ProQuest Number: 11010329 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11010329 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT The Swazi kingdom grew out of the pressures associated with competition for trade and for the rich resources of Shiselweni. While centred on this area it acquired some of its characteristic features - notably a regimental system, and the dominance of a Dlamini aristocracy. Around 1815 the Swazi came under pressure from the South, and were forced to colonise the land lying north of the Lusutfu. Here they remained for some years a nation under arms, as they plundered local peoples, and were themselves swept about by the currents of the Mfecane. In time a more settled administration emerged, as the aristocracy spread out from the royal centres at Ezulwini, and this process accelerated under Mswati as he subdued recalcitrant chiefdoms, and restructured the regiments.
“Born out of Shaka's Spear”: the Zulu Iklwa and Perceptions of Military

Selected Papers of the Consortium on the Revolutionary Era (2020). “Born out of Shaka’s spear”: The Zulu Iklwa and Perceptions of Military Revolution in the Nineteenth Century Jacob Ivey, Ph.D. Florida Institute of Technology In May 2010, anticipating South Africa’s hosting of the World Cup, the city of Durban decided to make a dramatic addition to the newly opened King Shaka International Airport. Officials unveiled a statue of the Zulu king Shaka kaSenzangakhona, known popularly as “Shaka Zulu.” Shaka, founder of the Zulu nation in modern-day KwaZulu-Natal, South Africa, had since his death in 1828 become perhaps one of the most famous South Africans in history next to Nelson Mandela. The Zulu king had facilitated the creation of the Zulu kingdom during the early nineteenth century through what has been described as a “military revolution” that influenced the historic arc of the whole region. However, unlike the traditional image of Shaka with shield and iklwa, or short stabbing-spear made famous by the Zulu king, he was presented outside the airport terminal as unarmed, surrounded by Nguni cattle. This revelation created a major controversy in June when Goodwill Zwelithin kaBhekuzulu, Isilo (King) of the Zulus of South Africa, expressed his displeasure, arguing, “it made Shaka look like a herd boy, rather than the hunter and warrior he was.”1 Shaka, evidently, was not Shaka without his spear. If there is one indelible image of the Zulu nation, it is the iklwa. Literally “stabbing” through the title graphic of the mini-series Shaka Zulu (1986) and a key element of the imagery of the Inkatha Freedom Party, the short stabbing spear of the Zulu is frequently offered as part of the military genius of Shaka.
Annual Research Report 2004

CONTENTS PREFACE 2 INTRODUCTION 3 RESEARCH HIGHLIGHTS 4 ACADEMIC DEVELOPMENT CENTRE 7 ACCOUNTING 9 ANTHROPOLOGY 11 BIOCHEMISTRY MICROBIOLOGY & BIOTECHNOLOGY 15 BOTANY 23 CHEMISTRY 30 COMPUTER SCIENCE 35 DRAMA 41 ECONOMICS AND ECONOMIC HISTORY 46 EDUCATION 49 EM UNIT 55 ENGLISH 56 ENGLISH LANGUAGE AND LINGUISTICS 59 ENVIRONMENTAL SCIENCE 62 FINE ART 67 GEOGRAPHY 70 GEOLOGY 74 HISTORY 78 HUMAN KINETICS AND ERGONOMICS 80 ICHTHYOLOGY AND FISHERIES SCIENCE 82 INFORMATION SYSTEMS 88 INSTITUTE OF SOCIAL AND ECONOMIC RESEARCH 90 INSTITUTE FOR THE STUDY OF ENGLISH IN AFRICA 93 INSTITUTE FOR WATER RESEARCH 99 INTERNATIONAL CHAIR IN ENTREPRENEURSHIP 103 INVESTEC BUSINESS SCHOOL 104 JOURNALISM AND MEDIA STUDIES 106 LAW 112 MANAGEMENT 115 MATHEMATICS 117 MUSIC AND MUSICOLOGY 119 PHARMACY 122 PHILOSOPHY 131 PHYSICS AND ELECTRONICS 135 POLITICAL AND INTERNATIONAL STUDIES 139 PSYCHOLOGY 144 RUMEP 149 SCHOOL OF LANGUAGES 150 SOCIOLOGY AND INDUSTRIAL SOCIOLOGY 151 STATISTICS 155 ZOOLOGY AND ENTOMOLOGY 157 PREFACE It is very important that research is encouraged and flourishes at a University. Lecturers who are active researchers and are at the cutting edge of their disciplines are better teachers. There is a high correlation between researchers who receive awards for their research and those who are recognised as excellent teachers. Active researchers attract Master’s and Doctoral students to study under their supervision, and on graduating provide the intellectual capital for a country to be competitive in the knowledge age. Research also attracts scholars from other institutions, the development of exchange schemes and national and international research collaboration. It also enhances community involvement in that this involvement should grow out of teaching and research and feed back into teaching and research.
The Debate on the Mfecane That Erupted Following the Publication In

A TEMPEST IN A TEAPOT? NINETEENTH-CENTURY CONTESTS FOR LAND IN SOUTH AFRICA‘S CALEDON VALLEY AND THE INVENTION OF THE MFECANE ABSTRACT: The unresolved debate on the mfecane in Southern African history has been marked by general acceptance of the proposition that large scale loss of life and disruption of settled society was experienced across the whole region. Attempts to quantify either the violence or mortality have been stymied by a lack of evidence. What apparently reliable evidence does exist describes small districts, most notably the Caledon Valley. In contrast to Julian Cobbing, who called the mfecane an alibi for colonial-sponsored violence, this article argues that much documentation of conflict in the Caledon region consisted of various ‗alibis‘ for African land seizures and claims in the 1840s and ‗50s. KEY WORDS: pre-colonial, mfecane, Lesotho, South Africa, nineteenth- century, warfare, land A hotly contested issue in the debate on South Africa‘s mfecane which enlivened the pages of this journal a decade ago was the charge that colonial historians invented the concept as part of a continuing campaign to absolve settler capitalism from responsibility for violent convulsions in South- 1 Eastern Africa in the first half of the nineteenth century.i This article takes a different tack by arguing that African struggles for land and power in the period 1833-54 played a decisive role in developing the mfecane concept. The self-serving narratives devised by African rivals and their missionary clients in and around the emerging kingdom of Lesotho set the pattern for future accounts and were responsible for introducing the word lifaqane into historical discourse long before the word mfecane first appeared in print.
Early History of South Africa

THE EARLY HISTORY OF SOUTH AFRICA EVOLUTION OF AFRICAN SOCIETIES . .3 SOUTH AFRICA: THE EARLY INHABITANTS . .5 THE KHOISAN . .6 The San (Bushmen) . .6 The Khoikhoi (Hottentots) . .8 BLACK SETTLEMENT . .9 THE NGUNI . .9 The Xhosa . .10 The Zulu . .11 The Ndebele . .12 The Swazi . .13 THE SOTHO . .13 The Western Sotho . .14 The Southern Sotho . .14 The Northern Sotho (Bapedi) . .14 THE VENDA . .15 THE MASHANGANA-TSONGA . .15 THE MFECANE/DIFAQANE (Total war) Dingiswayo . .16 Shaka . .16 Dingane . .18 Mzilikazi . .19 Soshangane . .20 Mmantatise . .21 Sikonyela . .21 Moshweshwe . .22 Consequences of the Mfecane/Difaqane . .23 Page 1 EUROPEAN INTERESTS The Portuguese . .24 The British . .24 The Dutch . .25 The French . .25 THE SLAVES . .22 THE TREKBOERS (MIGRATING FARMERS) . .27 EUROPEAN OCCUPATIONS OF THE CAPE British Occupation (1795 - 1803) . .29 Batavian rule 1803 - 1806 . .29 Second British Occupation: 1806 . .31 British Governors . .32 Slagtersnek Rebellion . .32 The British Settlers 1820 . .32 THE GREAT TREK Causes of the Great Trek . .34 Different Trek groups . .35 Trichardt and Van Rensburg . .35 Andries Hendrik Potgieter . .35 Gerrit Maritz . .36 Piet Retief . .36 Piet Uys . .36 Voortrekkers in Zululand and Natal . .37 Voortrekker settlement in the Transvaal . .38 Voortrekker settlement in the Orange Free State . .39 THE DISCOVERY OF DIAMONDS AND GOLD . .41 Page 2 EVOLUTION OF AFRICAN SOCIETIES Humankind had its earliest origins in Africa The introduction of iron changed the African and the story of life in South Africa has continent irrevocably and was a large step proven to be a micro-study of life on the forwards in the development of the people.
The Free State, South Africa

Higher Education in Regional and City Development Higher Education in Regional and City Higher Education in Regional and City Development Development THE FREE STATE, SOUTH AFRICA The third largest of South Africa’s nine provinces, the Free State suffers from The Free State, unemployment, poverty and low skills. Only one-third of its working age adults are employed. 150 000 unemployed youth are outside of training and education. South Africa Centrally located and landlocked, the Free State lacks obvious regional assets and features a declining economy. Jaana Puukka, Patrick Dubarle, Holly McKiernan, How can the Free State develop a more inclusive labour market and education Jairam Reddy and Philip Wade. system? How can it address the long-term challenges of poverty, inequity and poor health? How can it turn the potential of its universities and FET-colleges into an active asset for regional development? This publication explores a range of helpful policy measures and institutional reforms to mobilise higher education for regional development. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system T impacts upon regional and local development and bring together universities, other he Free State, South Africa higher education institutions and public and private agencies to identify strategic goals and to work towards them. CONTENTS Chapter 1. The Free State in context Chapter 2. Human capital and skills development in the Free State Chapter 3.
The German Colonization of Southwest Africa and the Anglo-German Rivalry, 1883-1915

University of Nebraska at Omaha DigitalCommons@UNO Student Work 7-1-1995 Doors left open then slammed shut: The German colonization of Southwest Africa and the Anglo-German rivalry, 1883-1915 Matthew Erin Plowman University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Plowman, Matthew Erin, "Doors left open then slammed shut: The German colonization of Southwest Africa and the Anglo-German rivalry, 1883-1915" (1995). Student Work. 435. https://digitalcommons.unomaha.edu/studentwork/435 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. DOORS LEFT OPEN THEN SLAMMED SHUT: THE GERMAN COLONIZATION OF SOUTHWEST AFRICA AND THE ANGLO-GERMAN RIVALRY, 1883-1915. A Thesis Presented to the Department of History and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha by Matthew Erin Plowman July 1995 UMI Number: EP73073 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Blsaartalibn Publish*rig UMI EP73073 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author.
2001 Lecture

THE JAMES BACKHOUSE LECTURE 2001 RECONCILING OPPOSITES: REFLECTIONS ON PEACEMAKING IN SOUTH AFRICA Hendrik W van der Merwe The James Backhouse Lectures The lectures were instituted by Australia Yearly Meeting of the Religious Society of Friends (Quakers) on the its establishment of that Yearly Meeting in 1964. James Backhouse and his companion, George Washington Walker were English Friends who visited Australia from 1832 to 1838. They travelled widely, but spent most of their time in Tasmania. It was through their visit that Quaker Meetings were first established in Australia. Coming to Australia under a concern for the conditions of convicts, the two men had access to people with authority in the young colonies, and with influence in Britain, both in Parliament and in the social reform movement. In meticulous reports and personal letters, they made practical suggestions and urged legislative action on penal reform, on the rum trade, and on land rights and the treatment of Aborigines. James Backhouse was a general naturalist and a botanist. He made careful observations and published full accounts of what he saw, in addition to encouraging Friends in the colonies and following the deep concern that had brought him to Australia. Australian Friends hope that this series of Lectures will bring fresh insights into the Truth, and speak to the needs and aspirations of Australian Quakerism. This particular lecture was delivered in Melbourne on 8 January 2001, during the annual meeting of the Society. Colin Wendell-Smith Presiding Clerk Australia Yearly Meeting © Copyright 2001 by the Religious Society of Friends (Quakers) in Australia Incorporated.
TV on the Afrikaans Cinematic Film Industry, C.1976-C.1986

Competing Audio-visual Industries: A business history of the influence of SABC- TV on the Afrikaans cinematic film industry, c.1976-c.1986 by Coenraad Johannes Coetzee Thesis presented in fulfilment of the requirements for the degree of Master of Art and Sciences (History) in the Faculty of Arts and Sciences at Stellenbosch University Supervisor: Dr Anton Ehlers December 2017 Stellenbosch University https://scholar.sun.ac.za THESIS DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. December 2017 Copyright © 2017 Stellenbosch University All rights reserved Stellenbosch University https://scholar.sun.ac.za ETHICAL CONSIDERATIONS Historical research frequently requires investigations that have ethical dimensions. Although not to the same extent as in medical experimentation, for example, the social sciences do entail addressing ethical considerations. This research is conducted at the University of Stellenbosch and, as such, must be managed according to the institution’s Framework Policy for the Assurance and Promotion of Ethically Accountable Research at Stellenbosch University. The policy stipulates that all accumulated data must be used for academic purposes exclusively. This study relies on social sources and ensures that the university’s policy on the values and principles of non-maleficence, scientific validity and integrity is followed. All participating oral sources were informed on the objectives of the study, the nature of the interviews (such as the use of a tape recorder) and the relevance of their involvement.
The Black Sash, Vol. 16, No. 7

The Black Sash, Vol. 16, No. 7 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/. Page 1 of 41 Alternative title The Black SashThe Black Sash Author/Creator The Black Sash (Johannesburg) Contributor Duncan, Sheena Publisher The Black Sash (Johannesburg) Date 1973-11 Resource type Journals (Periodicals) Language English Subject Coverage (spatial) South Africa Coverage (temporal) 1973 Source Digital Imaging South Africa (DISA) Relation The Black Sash (1956-1969); continued by Sash (1969-1994) Rights By kind permission of Black Sash. Format extent 39 page(s) (length/size) Page 2 of 41 SASHVol. 16. No. 7Nov. 1973Price: 40cThe Black Sash magazine Page 3 of 41 BLACK SASH OFFICE BEARERSIlEADQUARTERSNational President: Mrs.
3· PB Sanders, Moshoeshoe: Chief Rif the Sotho (London, 1975)

Notes INTRODUCTION 1. J. A. Benyon, 'Basutoland and the High Commission with particular reference to the years 1868-1884: The Changing Nature of the Imperial Government's "Special Responsibility" for the Territory' (Oxford Univ. D.Phil., 1968). 2. A. Atmore and S. Marks, 'The lmpe~ial Factor in South Africa in the Nineteenth Century: Towards a Reassessment', Journal of Imperial and Commonwealth History, iii, 1 ( 1974). 3· P. B. Sanders, Moshoeshoe: Chief rif the Sotho (London, 1975) appendix. CHAPTER I CREATING A NATION 1. E. H. Brookes and C. de B. Webb, A History of Natal (Pietermaritzburg, 1965) PP· 14-15. 2. For the etymology of the word, see Sanders, Moshoeshoe, p. 27, n. 1. 3· The exact date of his birth is unknown: see Sanders, ibid., p. 5· 4· For other names, see D. F. Ellenberger, History rifthe Basuto, Ancient and Modern (rewritten in English by J. C. MacGregor, London, 1912) pp. 106-7. Amongst the English and settlers he became known as Moshesh. 5· Probably so-named because of the illusion created by the setting sun, and subsequent legend which arose, that the mountain grows larger at night. See Sanders, Moshoeshoe, p. 35, n. 21. Often called 'Thaba Bosigo' by nineteenth century writers. 6. Though his son, Thlali, and Dr John Philip, the L.M.S. missionary, described him as short. 7· G. Tylden, The Rise rifthe Basuto (Cape Town, 1950) pp. 14-16. 8. Sanders, Moshoeshoe, p. 138, quoting Arbousset to P.E.M.S. Committee, 2 Mar. 1852, J.M.E. (1852) p. 208. Sanders does also point out that Moshoeshoe's temper was much feared, and that when enraged he had been known to attack and even to attempt to kill offenders: see Sanders, ibid., p.
Race and Colonialism (21:510:431) Spring 2018 Class Time/Location: T 2:30 PM-5:20 Pm, Hill 204

RUTGERS UNIVERSITY Topics in African History: Race and Colonialism (21:510:431) Spring 2018 Class Time/Location: T 2:30 PM-5:20 pm, Hill 204 Professor: Dr. Habtamu Tegegne Office: Conklin Hall, 329 Office Hours: T/TR: 11: 30 AM-1:00 PM Email: [email protected] Office Hours I am present, during office hours which are scheduled for you, to talk about any questions, or concerns regarding the course. Take advantage of these opportunities. Course Description “Race and Colonialism” is a history of South Africa from the seventeenth through twentieth centuries emphasizing social, politicl, and economic change. It pays particular attention to colonial encounter, white political and economic hegemony, land alienation, African nationalism, and democratization. Two major themes and concerns inform the course—race and colonialism and the relations between the two. The course sees South African history as dominated by European colonial powers, by the capitalist economy, which originated in the West, and by racial ideology, which has its origin in Western cultural and intellectual traditions. It traces the impact of European colonial domination through the era of the formal racial regime of apartheid to the post-apartheid era, in which dominance is primarily economic and cultural. The course will explore how colonialism and the idea of race created institutions, which, in turn, affect the relationships between colonists and indigenous peoples, between classes and other social groups within south Africa, and between individuals. It treats colonialism and race, by and large, as economic and political phenomena with consequent social and cultural effects. The course views both colonialism and race as inherently dynamic and therefore emphasizes both change and development.