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Race and Colonialism in Africa (21:510:396) Fall 2016 Class Time/Location: T/R 11:30 Am-12:50 Pm, Hill 106
RUTGERS UNIVERSITY Honors Program in Non-American History: Race and Colonialism in Africa (21:510:396) Fall 2016 Class Time/Location: T/R 11:30 am-12:50 pm, Hill 106 Professor: Dr. Habtamu Tegegne Office: Conklin Hall, 329 Office Hours: By Appointment Email: [email protected] 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 hegemony, land alienation, African nationalism, and democratization. Two major themes and concerns inform History 396—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. History 396 equally sees South African history as characterized by African resistance to colonial and racial domination and by the interaction between African and European cultures. -
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. -
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. -
Social Justice Practices for Educational Theatre
VOLUME 7 ISSUE 2b | 2020 SOCIAL JUSTICE PRACTICES FOR EDUCATIONAL THEATRE ARTSPRAXIS Emphasizing critical analysis of the arts in society. ISSN: 1552-5236 EDITOR Jonathan P. Jones, New York University, USA EDITORIAL BOARD Selina Busby, The Royal Central School of Speech and Drama, UK Amy Cordileone, New York University, USA Ashley Hamilton, University of Denver, USA Norifumi Hida, Toho Gakuen College of Drama and Music, Japan Kelly Freebody, The University of Sydney, Australia Byoung-joo Kim, Seoul National University of Education, South Korea David Montgomery, New York University, USA Ross Prior, University of Wolverhampton, UK Daphnie Sicre, Loyola Marymount University, USA James Webb, Bronx Community College, USA Gustave Weltsek, Indiana University Bloomington, USA Tammie Swopes, New York University, USA ArtsPraxis Volume 7, Issue 2b looked to engage members of the global Educational Theatre community in dialogue around current research and practice. This call for papers was released in concert with the publication of ArtsPraxis Volume 7, Issue 1 and upon the launch of the new ArtsPraxis homepage. The submission deadline for Volume 7, Issue 2b was July 15, 2020. Submissions fell under the category of Social Justice Practices for Educational Theatre. Social Justice Practices for Educational Theatre As of early June, 2020, we found ourselves about ten days into international protests following the murder of George Floyd by police in Minneapolis, Minnesota. Protesters the world over made specific calls to action: acknowledge that black lives matter, educate yourself about social and racial injustice, and change the legal system that allows these heinous acts to go unpunished. In thinking through how we in the field of educational theatre could proactively address these needs, I reminded myself that there were many artists and educators who were already deeply engaged in this work. -
Report Card 2019
HumanUpholding South Africa’s Constitutional Accord Rights Report Card 2019 THE RESPECT, PROTECTION, PROMOTION AND FULFILMENT OF RIGHTS IN THE BILL OF RIGHTS DURING 2018 Contents Methodology 2 Report Card 2019 Grades 3 Introduction 4 Equality 10 Human Dignity 16 Life 18 Freedom and Security of the Person 20 Property 51 Slavery, Servitude and Forced Labour 23 Housing 57 Privacy 25 Healthcare, Food, Water and Social Security 60 Freedom of Religion, Belief and Opinion 28 Children 66 Freedom of Expression 30 Education 69 Freedom of Assembly, Demonstration, Picket and Petition 33 Language and Culture 74 Freedom of Association 35 Cultural, Religious and Linguistic Communities 77 Political Rights 37 Access to Information 79 Citizenship 39 Just Administrative Action 82 Freedom of Movement and Residence 41 Access to Courts 84 Freedom of Trade, Occupation and Profession 43 Arrested, Detained and Accused Persons 87 Labour Relations 45 Index 90 Environment 48 Contact Details 97 While the Centre for Constitutional Rights (CFCR) strives to provide complete and accurate information, the Centre does not assume any liability whatsoever for the accuracy and completeness of the information contained herein. To the best of the CFCR’s knowledge, the information contained herein is accurate and reliable as of date of publication. 1 HUMAN RIGHTS REPORT CARD 2019 Methodology The Centre for Constitutional Rights (CFCR) has for the past 10 years annually presented a Human Rights Report Card in terms of which, realisation of human rights in South Africa is measured. The Report awards grades on a scale of A to E - A representing excellent, and E representing poor. -
Black South African Women's Fight Against Patriarchy and Apartheid
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 4-2010 The Revolution Will Be Recognized: Black South African Women's Fight Against Patriarchy and Apartheid Candace Lillie Bond College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Recommended Citation Bond, Candace Lillie, "The Revolution Will Be Recognized: Black South African Women's Fight Against Patriarchy and Apartheid" (2010). Undergraduate Honors Theses. Paper 652. https://scholarworks.wm.edu/honorstheses/652 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. The Revolution Will Be Recognized: Black South African Women’s Fight Against Patriarchy and Apartheid A thesis submitted in partial fulfillment of the requirement for the degree of Bachelors of Arts in Interdisciplinary Studies from The College of William and Mary By Candace Lillie Bond Accepted for ___________________________________ (Honors, High Honors, Highest Honors) Leisa D. Meyer________________________________ Director Robert Vinson ________________________________ James D. La Fleur_______________________________ Williamsburg, VA April 22, 2010 Table of Contents Preface……………………………………………………………………………………….....iii Introduction…………………………………………………………………………….…….1 Section I. Indigenous -
Towards an Intellectual Biography of Dr Vera Bührmann (1910-1998)
From Volksmoeder to Igqira: Towards an Intellectual Biography of Dr Vera Bührmann (1910-1998) A thesis submitted in fulfilment of the requirement for the awarding of the degree Master of Arts in History Name: André Louis Landman Student Number: 3524194 Department: History Institution: University of the Western Cape Supervisor: Prof. Andrew Bank Keywords: Afrikaner nationalism; amagqira; Analytical Psychology; autism; biography; Cape of Good Hope Centre for Jungian Studies; Carl Gustav Jung; child psychiatry; cross-cultural psychiatry; Dietse Kinderfonds; German war orphans; Ossewa-Brandwag; racial ideology; Sir Laurens van der Post; South African War (1899-1902) https://etd.uwc.ac.za/ DECLARATION I, André Louis Landman, declare that ‘From Volksmoeder to Igqira: Towards an Intellectual Biography of Dr Vera Bührmann (1910-1998)’ is my own work, that it has not been submitted for any degree or examination in any other university, and that all the sources I have used or quoted have been indicated and acknowledged by complete references. André Louis Landman 5 November 2019 https://etd.uwc.ac.za/ Acknowledgments My sincere thanks are due to the following people: • Prof. Andrew Bank, for his patient guidance and for the example of rigorous archival research he has set over many years; • Mrs Sue Ogterop, for her expert librarianship, and for listening to my many stories about Vera Bührmann; • Mr Johann Bührmann, who kindly made digital copies of photographs and letters in his possession available to me; • Mrs Reinette (Biebie) van der Merwe, -
Apartheid: Hope Or Despair for Blacks?
Apartheid: hope or despair for blacks? http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.boo19760000.032.009.271 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 Apartheid: hope or despair for blacks? Author/Creator Ncokazi, H.B.; Curry, D. M. G.; Reddy, J. N.; Ramphele, M. A. Contributor Mbanjwa, Thoko (ed.) Publisher Black Community Programmes Date 1976 Resource type Books Language English Subject Coverage (spatial) South Africa Source Digital Imaging South Africa (DISA) Rights With thanks to Gail M. Gerhart. Description This book contains a collection of essays entitled: Bantustans, The Coloured Persons Representative Council and Government Created Platforms Format extent 51 pages (length/size) http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.boo19760000.032.009.271 http://www.aluka.org Black Viewpoint No. -
Global Report on Trafficking in Persons 2016
GLOBAL REPORT ON TRAFFICKING IN PERSONS 2016 UNITED NATIONS OFFICE ON DRUGS AND CRIME Vienna Global Report on Trafficking in Persons 2016 UNITED NATIONS New York, 2016 This publication may be reproduced in whole or in part and in any form for educational or non-profit purposes without special permission from the copyright holder, provided acknowledgement of the source is made. Suggested citation: UNODC, Global Report on Trafficking in Persons 2016 (United Nations publication, Sales No. E.16.IV.6). Comments on the report are welcome and can be sent to: Crime Research Section Research and Trend Analysis Branch Division for Policy Analysis and Public Affairs United Nations Office on Drugs and Crime P.O. Box 500 1400 Vienna Austria E-mail: [email protected] Tel.: (+43) 1 26060 0 Fax: (+43) 1 26060 75223 The content of this publication does not necessarily reflect the views or poli- cies of UNODC, Member States or contributory organizations, and nor does it imply any endorsement. This document has not been formally edited. The designations employed and the presentation of material in this publication do not imply the expres- sion of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. © United Nations, December 2016. All rights reserved, worldwide. Photos © UNODC UNITED NATIONS PUBLICATION Sales No. E.16.IV.6 ISBN: 978-92-1-130339-1 e-ISBN: 978-92-1-058408-1 PREFACE Since the last Global Report on Trafficking in Persons in Traffickers may target anyone who can be exploited in 2014 there have been a number of significant develop- their own countries or abroad. -
WPP Pro Bono Work 2016 PDF 10.4MB
Pro bono work 2016 A selection of campaigns from WPP companies Contents Introduction – from our CEO 1 About our pro bono work 2 Showcase Environment 4 Health 10 Communities 25 Human rights 37 The arts 64 Education 66 Environment page 4 Health page 10 Communities page 25 Human rights page 37 The arts page 64 Education page 66 This book, together with our Sustainability Report, Annual Report, trading statements, news releases presentations, and previous Sustainability Reports, are available online at wpp.com Introduction – from our CEO Collaboration is key to tackling the At WPP, we aim to be active participants in this I’m pleased to share with you a selection of recent complex social and environmental global effort. Communication is a powerful tool pro bono work. Each campaign is different but that can help to create positive change. We want all are important, impactful and inspiring. I’d like challenges of our time. This is to use our expertise and the skills of our people to thank our people for sharing their time and the concept on which the United to support and promote progress on the goals. expertise with our pro bono partners. Their One of the most important ways we can contribute creativity and insight really does make a difference. Nations Sustainable Development is through our pro bono work. Goals are based – a global Our companies have a long history of pro bono partnership between governments, partnership, providing professional communications services for little or no fee, to organisations working NGOs, businesses and individuals in areas such as the environment, human rights and in the cause of ending poverty, anti-poverty. -
Was Slavery a Flexible Form of Labour? Division of Labour and Location
Was slavery a flexible form of labour? Division of labour and location specific skills on the Eastern Cape Frontier Calumet Links1 1. Introduction Slavery’s persistence as an economic institution for millennia, serves as a testament to its success in adapting to different settings across time and space (Acemoglu et al. 2001; Acemoglu et al. 2002; Nunn 2007; Engerman 1986). According to scholars, one of the paramount benefits of slave labour was its relative flexibility when compared to other forms of unfree as well as free labour (Engerman 1986; Anderson & Gallman 1977). It was relatively inexpensive to retrain and repurpose slaves since above subsistence level the slave-owner could extract earnings over the entire lifetime of the slave and its offspring. Meanwhile, slave labour could quickly be mobilised for a wide range of different activities, which made this form of labour especially suitable for agriculture enterprises where ‘time is of the essence’ (Berry 1993). Achieving this level of return, flexibility and labour supply security from other types of labour was almost unattainable, despite the argument that hunger outweighs coercion (free labour productivity trumps coerced effectiveness). This flexibility of slave labour as an economic institution has often been assumed as a given. Naturally, some capital investment is necessary to retrain novice slaves but essentially they could be substituted for any other form of labour after this initial “training” period is completed. Having said that, the almost canonical substitutability assumption seems to be refuted by many cross-sectional studies, performed especially on American slave data which have found that slave and free labour are essential two very different production inputs and cannot be assumed to be substitutes. -
The Zulu State & the Mfecane
University of Wisconsin Department of History Spring 1999-2000 History 861 Thomas Spear 3:30-5:30, Thursday 5118 Humanities 5245 Humanities 263-1784/233-6867 office hours: 3:30-4:30 MW or by apmt. tspear@facstaff. wisc.edu The Zulu State & the Mfecane An unusual wealth of information exists for studying processes of state formation in Southern Africa in the early 19th century, and a fierce debate rages over their interpretation. The seminar is an exercise in historical reconstruction of pre-colonial African history, drawing on contemporary accounts, oral traditions, and archaeological, linguistic, geographic, and anthropological studies to reconstruct the formation of the Zulu state. Requirements: Students will be expected to write two formal papers during the course of the seminar: the first an extensive critical review of the literature on one of the topics listed for weeks 4-8, and the second a major research paper on a related topic. In each case, students should distribute copies of their paper to the other seminar participants (with two copies to me) by Tuesday noon preceeding the relevant class. Research papers will first be presented in class, and then revised for final submission at the end of the seminar. Students will also be expected to write and present a critique of one of the research papers during weeks 10-14. The most important books are available on 3 day reserve at H. C. White; journal articles are in the Memorial Library stacks. The following are also available at the University Bookstore or, in the case of Westley, the African Studies Program: M.