Shape-Shifting Nature in a Contested Landscape in Guinea-Bissau
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Cloth, Commerce and History in Western Africa 1700-1850
The Texture of Change: Cloth, Commerce and History in Western Africa 1700-1850 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Benjamin, Jody A. 2016. The Texture of Change: Cloth, Commerce and History in Western Africa 1700-1850. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493374 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Texture of Change: Cloth Commerce and History in West Africa, 1700-1850 A dissertation presented by Jody A. Benjamin to The Department of African and African American Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of African and African American Studies Harvard University Cambridge, Massachusetts May 2016 © 2016 Jody A. Benjamin All rights reserved. Dissertation Adviser: Professor Emmanuel Akyeampong Jody A. Benjamin The Texture of Change: Cloth Commerce and History in West Africa, 1700-1850 Abstract This study re-examines historical change in western Africa during the eighteenth and nineteenth centuries through the lens of cotton textiles; that is by focusing on the production, exchange and consumption of cotton cloth, including the evolution of clothing practices, through which the region interacted with other parts of the world. It advances a recent scholarly emphasis to re-assert the centrality of African societies to the history of the early modern trade diasporas that shaped developments around the Atlantic Ocean. -
Variable Name: Identity
Data Codebook for Round 6 Afrobarometer Survey Prepared by: Thomas A. Isbell University of Cape Town January 2017 University of Cape Town (UCT) Center for Democratic Development (CDD-Ghana) Michigan State University (MSU) Centre for Social Science Research 14 W. Airport Residential Area Department of Political Science Private Bag, Rondebosch, 7701, South Africa P.O. Box 404, Legon-Accra, Ghana East Lansing, Michigan 48824 27 21 650 3827•fax: 27 21 650 4657 233 21 776 142•fax: 233 21 763 028 517 353 3377•fax: 517 432 1091 Mattes ([email protected]) Gyimah-Boadi ([email protected]) Bratton ([email protected]) Copyright Afrobarometer Table of Contents Page number Variable descriptives 3-72 Appendix 1: Sample characteristics 73 Appendix 2: List of country abbreviations and country-specific codes 74 Appendix 3: Technical Information Forms for each country survey 75-111 Copyright Afrobarometer 2 Question Number: COUNTRY Question: Country Variable Label: Country Values: 1-36 Value Labels: 1=Algeria, 2=Benin, 3=Botswana, 4=Burkina Faso, 5=Burundi, 6=Cameroon, 7=Cape Verde, 8=Cote d'Ivoire, 9=Egypt, 10=Gabon, 11=Ghana, 12=Guinea, 13=Kenya, 14=Lesotho, 15=Liberia, 16=Madagascar, 17=Malawi, 18=Mali, 19=Mauritius, 20=Morocco, 21=Mozambique, 22=Namibia, 23=Niger, 24=Nigeria, 25=São Tomé and Príncipe, 26=Senegal, 27=Sierra Leone, 28=South Africa, 29=Sudan, 30=Swaziland, 31=Tanzania, 32=Togo, 33=Tunisia, 34=Uganda, 35=Zambia, 36=Zimbabwe Note: Answered by interviewer Question Number: COUNTRY_R5List Question: Country Variable Label: Country in R5 Alphabetical -
Smallholder Household Labour Characteristics, Its Availability And
V SMAIJJIOLDER HOUSEHOLD LABOUR CHARACTERISTICS, ITS AVAILABILITY AND UTILIZATION IN THREE SETTLEMENTS OF LAIKIPIA DISTRICT, ____ a KENYA. rN AcCl'AvtBD lf0U BY IBS'S r 'S BtE - . a ..... JOHN IE CHRISOSTOM jo PONDO A thesis submitted in partial fulfillment of the requirement of the degree of Master of Arts (Anthropology) at, the Institute of African studies, University of Nairobi. t+\*4 DECLARATION This is my original work and has not been presented at any other University for the award of a degree. signed ....................... Johnie Chrisostom opondo Date: This work has been presented with my approval as University Supervisor. Date: 13' oh DEDICATION To my parents Cosmas and Sylvia Opondo for their love, incessant support and encouragement in my studies. TABLE OF CONTENTS Pages Acknowledgement................................................v Abstract...................................................... vi CHAPTER ONE: INTRODUCTION 1 1.1. Background................................................. 1 1.2. Laikipia in retrospect................................... 3 1.3 .Statement of the problem.................................. 5 1.4. The objectives of the study..............................9 1.5. The scope and limitations of the study.................. 9 1.6. The significance of the study.......................... 10 1.7. The synopsis............................................ 12 CHAPTER TWO : LITERATURE REVIEW AND THEORETICAL ORIENTATION 13 2.0. Introduction.............................................33 2.1. Division of labour in -
TRC of Liberia Final Report Volum Ii
REPUBLIC OF LIBERIA FINAL REPORT VOLUME II: CONSOLIDATED FINAL REPORT This volume constitutes the final and complete report of the TRC of Liberia containing findings, determinations and recommendations to the government and people of Liberia Volume II: Consolidated Final Report Table of Contents List of Abbreviations <<<<<<<<<<<<<<<<<<<<<<<............. i Acknowledgements <<<<<<<<<<<<<<<<<<<<<<<<<<... iii Final Statement from the Commission <<<<<<<<<<<<<<<............... v Quotations <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<. 1 1.0 Executive Summary <<<<<<<<<<<<<<<<<<<<<<<< 2 1.1 Mandate of the TRC <<<<<<<<<<<<<<<<<<<<<<<< 2 1.2 Background of the Founding of Liberia <<<<<<<<<<<<<<<... 3 1.3 History of the Conflict <<<<<<<<<<<<<<<<<<<................ 4 1.4 Findings and Determinations <<<<<<<<<<<<<<<<<<<< 6 1.5 Recommendations <<<<<<<<<<<<<<<<<<<<<<<<... 12 1.5.1 To the People of Liberia <<<<<<<<<<<<<<<<<<<. 12 1.5.2 To the Government of Liberia <<<<<<<<<<. <<<<<<. 12 1.5.3 To the International Community <<<<<<<<<<<<<<<. 13 2.0 Introduction <<<<<<<<<<<<<<<<<<<<<<<<<<<. 14 2.1 The Beginning <<................................................................................................... 14 2.2 Profile of Commissioners of the TRC of Liberia <<<<<<<<<<<<.. 14 2.3 Profile of International Technical Advisory Committee <<<<<<<<<. 18 2.4 Secretariat and Specialized Staff <<<<<<<<<<<<<<<<<<<. 20 2.5 Commissioners, Specialists, Senior Staff, and Administration <<<<<<.. 21 2.5.1 Commissioners <<<<<<<<<<<<<<<<<<<<<<<. 22 2.5.2 International Technical Advisory -
Expanded PDF Profile
Who are the Shanga? 1.0 The Shanga language The official classification is Niger-Congo, Mande, Eastern, Eastern, Busa. In other words Shanga belongs to the Niger- Congo branch of languages which includes most of the indigenous languages of Sub-Saharan Africa and is classified with the Mande family of languages. Most of these languages are in the centre or west of West Africa, but Shanga is towards the east, so belongs to the Eastern sub-group. Within that sub-grouping there are two clusters of languages, each cluster having some intelligibility between speakers. The Boko/Busa cluster includes Boko, Bokobaru, Bisã and Busa Illo, and the Kyanga cluster which includes Kyanga and Shanga. Shanga is not mutually intelligible with the Boko/Busa language speakers and there is only partial intelligibility with Kyanga. Lexical similarity is 81% with Kyanga, and an average of 65% with the Boko/Busa cluster. The Shanga are called Shanga or Shangawa (plural) by the Hausa and they call themselves Sã ngã̃̀, while the Kyanga at Bakinrua call them Sɛ̃ nga. It is probable that the original name was Sɛ̃ nga and the original name of the Kyanga was Kɛ̃ nga. In francophone countries the Kyanga are known as Tienga, while in Boko they are known as Kɛ̃ a. Page | 1 The distribution of Mande family languages with Boko/Busa/Kyanga on the far right This map shows that the Kyanga people are indigenous to West Africa and did not originate in the Middle East. Eastern Mande languages Bissa Samo Busa Kyanga | | | | Barka Toma Busa Kyanga Lebir Tougan Busa Illo Shanga Boko Bokobaru The results of this research show that there are about 5,000 Shanga speakers living on the banks of the Niger River just north of Yauri in the Shanga Local Government Area of Kebbi State, with another 15,000 ethnic Shanga who have assimilated to Hausa living nearby. -
For the Mande Bala Todd G. Martin A
TOWARD A PEDAGOGY OF "PLAY" FOR THE MANDE BALA TODD G. MARTIN A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO APRIL, 2017 © Todd Martin, 2017 ABSTRACT A theoretical model is proposed that posits "play" as both the long-term goal of bala learning, and as the means through which the short-term steps toward that goal can best be achieved. Play is defined in two different ways. In the first sense it is an orchestrating of means and ends in which means are at the centre of interest. In this sense, play is a goal of bala learning. In the second sense, play is defined (using the framework of Applied Behaviour Analysis) as: activities that (a) are inherently reinforcing (and not inherently punishing), and (b) do not eventuate extinction, escape, or avoidance. In this sense, play is conceived as one possible means through which to achieve pedagogical goals. The case is made that owing to its intrinsic (musical) characteristics—in particular, the inherent scalability of pattern density—Mande bala music is especially well suited to a pedagogy of "play." Although the model proposed is supported by empirical evidence and has a strong rational underpinning, the model itself is not tested in the present study, but rather, is herein articulated (via illustrative case studies depicting the learning of various bala patterns through digitally mediated means—books, CDs, DVDs, etc.) An argument is built to support the notion that in comparison with traditional, immersion- based pedagogical modalities, the digital mediation of bala teaching eventuates a pedagogical loss, but that this pedagogical loss can be attenuated through a more "playful" pedagogical approach. -
The Significance of Death, Funerals and the After-Life in Ebola-Hit Sierra Leone, Guinea and Liberia: Anthropological Insights Into Infection and Social Resistance
The significance of death, funerals and the after-life in Ebola-hit Sierra Leone, Guinea and Liberia: Anthropological insights into infection and social resistance James Fairhead1 Draft - October 2014 [email protected] The aim of this briefing paper is to consider the various ways in which widely reported fear and resistance to the Ebola response can be understood, and what each way of understanding offers to those battling with the current epidemic. As far as this paper is concerned, there is no single ‘right way’ to comprehend resistance to educators, medics and burial teams, as this is a very complex social phenomenon. The aim instead is to outline the variety of ways in which resistance can be (has been) conceived and what each might suggest for better communication and response. The paper couches these different modes of understanding within a wide repertoire of perspectives that social theorists take to understanding social phenomena, as this provides an analytical framework that is as encompassing as possible. As will become clear, some of the ways this can be understood are more significant than others to the immediate interests of medical services and the policy levers. Yet all are significant for understanding the perspectives of those experiencing Ebola and to enable respectful and productive interactions. Funerals have become a key source of Ebola infection in the region. An analysis of media reports of resistance also reveals that concerns around death and burial have led to several forms of resistance to Ebola response teams. The most commonly reported form of resistance concerns villagers repelling intrusion (blocking roads and cutting bridges), stoning intruders and their vehicles. -
THE NEW MATHEMATICS and an OLD CULTURE The
CASE STUDIES IN EDUCATION AND CULTURE General Editors GEORGE and LOUISE SPINDLER Stanford U niversity THE NEW MATHEMATICS AND AN OLD CULTURE The 90 NEW MATHEMATICS !;.." ../··l~ -",. REPUBLIC OF LIBERIA and . I .KOlAHUN·~ o 10 20 30 40 50 r:: ) . t=---l H H . ( \ MilES SIERRA lEONE ( LOFFA COUNTY : AN OLD CULTURE :::U:::::I:[[[: ~~~;lE TRIBAL A Stttdy of Learning among the Kpelle of Liberia o 7 7 JOHN 9AY MICHAEL COLE o Cuttington College University of California 6 6 Liberia at lruine GENERAL LOCATION OF TRIBES KISI~ r' GBANDI MENDE BELlE J\ / lOMA MANO ~I GOlA GIO DEI KPEllE~ ~ BASSA KRAH,N LIBERIA ~ GREBO KRU-J 90 HOLT, RINEHART AND WINSTON New Yore Chicago San Francisco Toronto London Foreword About the Series This series of case studies in education and culture is designed to bring to stu- dents in professional education and in the social sciences the results of direct observa- tion and participation in educational process in a variety of cultural settings. Indi- vidual studies will include some devoted to single classrooms, others will focus on single schools, some on large communities and their schools; still others will report "The less intelligent the white man is, on indigenous cultural transmission where there are no schools at all in the western the more stupid he thinks the black." sense. Every attempt will be made to move beyond the formalistic treatments of -Andre Gide, Travels in the Congo educational process to the interaction between the people engaged in educative events, their thinking and feeling, and the content of the educational process in which they are engaged. -
FGM in Liberia: Sande (2014)
7 0 Registered Charity: No. 1150379 Limited Company: No: 08122211 E-mail: [email protected] © 28 Too Many 2019 Second Edition Efua Dorkenoo OBE 1949–2014 28 Too Many dedicates this report to Efua Dorkenoo. A courageous and inspirational campaigner, Efua worked tirelessly for women’s and girls’ rights and to create an African-led global movement to end Female Genital Mutilation. 2 Contents Foreword to the 2014 Edition .................................................... 5 Case Study: Blessing ................................................................... 6 Foreword to the 2019 Edition .................................................... 7 Information on Country Profiles ................................................ 8 Background ............................................................................................................................... 8 Purpose ..................................................................................................................................... 8 Use of This Country Profile ....................................................................................................... 9 Acknowledgements .................................................................................................................. 9 The Team .................................................................................................................................. 9 List of Abbreviations .............................................................................................................. -
Storytelling in Northern Zambia: Theory, Method, Practice and Other Necessary Fictions
To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/137 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. Man playing the banjo, Kaputa (northern Zambia), 1976. Photo by Robert Cancel World Oral Literature Series: Volume 3 Storytelling in Northern Zambia: Theory, Method, Practice and Other Necessary Fictions Robert Cancel http://www.openbookpublishers.com © 2013 Robert Cancel. Foreword © 2013 Mark Turin. This book is licensed under a Creative Commons Attribution 3.0 Unported license (CC-BY 3.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made the respective authors (but not in any way that suggests that they endorse you or your use of the work). Further details available at http:// creativecommons.org/licenses/by/3.0/ Attribution should include the following information: Cancel, Robert. Storytelling in Northern Zambia: Theory, Method, Practice and Other Necessary Fictions. Cambridge, UK: Open Book Publishers, 2013. This is the third volume in the World Oral Literature Series, published in association with the World Oral Literature Project. World Oral Literature Series: ISSN: 2050-7933 Digital material and resources associated with this volume are hosted by the World Oral Literature Project (http://www.oralliterature.org/collections/rcancel001.html) and Open Book Publishers (http://www.openbookpublishers.com/isbn/9781909254596). ISBN Hardback: 978-1-909254-60-2 ISBN Paperback: 978-1-909254-59-6 ISBN Digital (PDF): 978-1-909254-61-9 ISBN Digital ebook (epub): 978-1-909254-62-6 ISBN Digital ebook (mobi): 978-1-909254-63-3 DOI: 10.11647/OBP.0033 Cover image: Mr. -
African Least-Reached** People Groups - Sorted by Country Names in English Data Source: Joshua Project, with MANI Edits
African Least-Reached** People Groups - Sorted by Country Names in English Data Source: Joshua Project, with MANI edits. % Evangelicals % Evangelicals Primary Language / % Primary Language / % People Name Dialect Population Adherents People Name Dialect Population Adherents Algeria (35 LR People Groups) Burkina Faso (28 LR People Groups) Algerian, Arabic-speaking Arabic, Algerian Spoken 24,161,000 0.19% Dogose, Doghosie Dogose 33,140 1.00% Arab, Iraqi Arabic, Mesopotamian Spoken 3,630 0.70% Dogoso Dogoso 11,710 1.00% Arab, Moroccan Arabic, Moroccan Spoken 144,000 0.15% Dzuun, Samogo Dzuungoo 19,120 Bedouin, Chaamba Arabic, Algerian Spoken 110,000 0.00% Fulani, Gorgal 5,850 0.10% Bedouin, Dui-Menia Arabic, Algerian Spoken 65,800 0.00% Fulani, Gurmanche 877,540 0.20% Bedouin, Laguat Arabic, Algerian Spoken 65,800 0.00% Fulani, Jelgooji 292,510 0.07% Bedouin, Nail Arabic, Algerian Spoken 30,700 0.00% Fulani, Maasina Fulfulde, Maasina 7,070 0.15% Bedouin, Ruarha Arabic, Algerian Spoken 65,800 0.00% Hausa Hausa 2,230 0.10% Bedouin, Sidi Arabic, Algerian Spoken 110,000 0.00% Jotoni, Jowulu Jowulu 1,130 1.60% Bedouin, Suafa Arabic, Algerian Spoken 65,800 0.00% Jula, Dyula Jula 273,830 0.02% Bedouin, Tajakant Arabic, Algerian Spoken 1,416,000 0.00% Karaboro, Western Karaboro, Western 49,150 2.00% Bedouin, Ziban Arabic, Algerian Spoken 219,000 0.00% Khe Khe 2,580 1.50% Belbali Korandje 3,130 0.00% Lobi, Lobiri Lobi 473,730 2.00% Berber, Figig Tamazight, Central Atlas 65,800 0.00% Maninka, Malinke Maninkakan, Eastern 121,700 1.20% Berber, Imazighen -
A Brief Summary of Liberian Indigenous Scripts
A Brief Summary of Liberian Indigenous Scripts “The normal way for a society to acquire its own script is by evolving, adapting, or adopting an existing writing system. Once in a while, though, some visionary, aware simply of the existence of writing among nearby peoples (often missionaries), sets out to devise his own system that will set his people apart from all others.” So says Peter Daniels in his book The World's Writing Systems (Daniels 1996, 579). No place in the world has been home to more such visionaries than Liberia. In addition to the well- known Vai script and to me the more familiar Bassa script, the Kpelle and the Loma also had their own scripts. The Mende, mostly located in Sierra Leone, have yet another, and the Gola yet one more (Dalby 1970, 6) (though little is known about this script, and I do not include it in this summary). This means that for the relatively small country of Liberia, there are no fewer than six original scripts. No other country in Africa can boast the same. Perhaps no place in the world has a similar phenomenon. Scripts typically have been borrowed. The Greek alphabet developed from Phoenician (Swiggers 1996), as did the so-called Roman script and other early Italian alphabets. Versions of the Roman script changed considerably, both through gradual evolution as well as for specific purposes of accommodating the sounds of each language. The Roman script continued to develop through the centuries and is now used throughout the world for languages of all types (Tuttle 1996).