Healing Families in the North Burundi Mission
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Burundi Bibliographie 2020
FRANÇOIS LAGARDE B U R U N D I BIBLIOGRAPHIE 2020 THE UNIVERSITY OF TEXAS AT AUSTIN 15 janvier 2021 !1 Présentation Sur le modèle des précédentes, cette bibliographie recense les publications portant, en tout ou en partie, sur le Burundi qui ont paru pendant l’année 2020. Ces écrits, matériels ou électroniques, incluent les livres, les chapitres de livre, les articles, les travaux universitaires (PhD, Master), les rapports des instituts de recherche, des organisations internationales et des ONG mais pas d’articles de presse. Les citations sont classées par discipline (Histoire, Population, Agriculture, Économie, Santé Publique, Politique, Droit, Éducation, Sciences, Arts) et par sujet (par exemple, discipline: Population; sujets: Enfance; Femmes; Migration; Ethnicité). La search key fait fonction d’index. Les publications référencées sont -à la louche- anglophones (85%), francophones (10%), et allophones (5%). On ne trouve aucune citation en kirundi dans les bases de données électroniques, petite ou grandes, excepté pour de rares œuvres bilingues. Il existe une publication en kirundi mais elle n’est pas cataloguée. Cette situation hyper diglossique, héritage colonial, est-elle inquiétante? Un pays publie son savoir, sa pensée, dans des langues que les locals ne parlent presque pas1. Ces écrits sont fabriqués dans des pays lointains, pour les livres papier, ce qui rend la réception burundaise chère, sinon inaccessible. Internet et l’open acces sauvent la donne en facilitant un accès au savoir. Ceci dit, que la recherche burundaise soit publiée en langue seconde, en langue étrangère, n’est pas un crime, c’est l’habitus d’une profession. C’est un fait de société nécessaire. -
Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective
UNIVERSITY OF LEEDS Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective Jack Dominic Palmer University of Leeds School of Sociology and Social Policy January 2017 Submitted in accordance with the requirements for the degree of Doctor of Philosophy ii The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. ©2017 The University of Leeds and Jack Dominic Palmer. The right of Jack Dominic Palmer to be identified as Author of this work has been asserted by Jack Dominic Palmer in accordance with the Copyright, Designs and Patents Act 1988. iii ACKNOWLEDGEMENTS I would firstly like to thank Dr Mark Davis and Dr Tom Campbell. The quality of their guidance, insight and friendship has been a huge source of support and has helped me through tough periods in which my motivation and enthusiasm for the project were tested to their limits. I drew great inspiration from the insightful and constructive critical comments and recommendations of Dr Shirley Tate and Dr Austin Harrington when the thesis was at the upgrade stage, and I am also grateful for generous follow-up discussions with the latter. I am very appreciative of the staff members in SSP with whom I have worked closely in my teaching capacities, as well as of the staff in the office who do such a great job at holding the department together. -
Building Hope: Refugee Learner Narratives
Building Hope: Refugee Learner Narratives Manitoba Education and Advanced Learning © UNHCR/Zs. Puskas. June 19, 2012. World Refugee Day 2012 in Central Europe. Európa Pont venue of the European Commission in Budapest hosted an exhibition of drawings showing the response of school children to hearing refugee stories. 2015 <www.flickr.com/photos/unhcrce/7414749518/in/set-72157630205373344/>. Used with permission. All rights reserved. Manitoba Education and Advanced Learning Cataloguing in Publication Data Building hope [electronic resource] : refugee learner narratives Includes bibliographical references. ISBN: 978-0-7711-6067-7 1. Refugee children—Manitoba—Interviews. 2. Refugees—Manitoba—Interviews. 3. War victims—Manitoba—Interviews. 4. Refugee children—Education—Manitoba. 5. Refugees—Education—Manitoba. 6. War victims—Education—Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 371.826914 Copyright © 2015, the Government of Manitoba, represented by the Minister of Education and Advanced Learning. Manitoba Education and Advanced Learning School Programs Division Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Advanced Learning. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this document are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this document. Any websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use. -
Symposia Conference Book
icd institute for cultural diplomacy The 2013 Symposia on Cultural Diplomacy “The Potential for Cultural Diplomacy in Supporting National and International Governance” (Berlin, Ankara, Istanbul, Bucharest, Rome, Washington, D.C., New York City, Brussels, London; May-August 2013) The International Symposia on Cultural Diplomacy 2013 “The Potential for Cultural Diplomacy in Supporting National and International Governance” (Berlin, Ankara, Istanbul, Bucharest, Rome, Washington, D.C., New York City, Brussels, London; May-August 2013) Table of Contents Introduction The International Symposia on Cultural Diplomacy 2013 is now 5 years old Introduction ........................................................................................... 2 and has become the world’s largest event in the field of Cultural Diplomacy. The sixth Symposia took place in 2013 and included large-scale events tak- Conference Summaries ing place in different major capital cities in cooperation with governments, leading academic institutions and civil society organizations throughout the Symposium on Cultural Diplomacy in the Mediterranean ........... 3 months of May - July 2013. Symposium on Cultural Diplomacy in Germany ........................... 5 Symposium on Cultural Diplomacy in the Levant ......................... 7 The focus of the 2013 symposia was to explore the potential for cultural di- Symposium on Cultural Diplomacy & Human Rights..................... 9 plomacy to successfully support national and international governance; and Symposium on Cultural -
English, PDF, 3.6 MB
Special Issue - Biennale 2008 Looking Beyond Editorial Primary Education he theme of this year’s Biennale on Education in Africa differing from one country to another, has been remark- is post-primary education. It is fitting symbolically that able on the whole, particularly since the Dakar World TMaputo should host the meeting, since the people of Education Forum in 2000: a boom in the number of Mozambique offers to the continent the example of both a he- children in school, strong growth in gross admission and roic struggle for national liberation and successful resolution enrollment rates, and even improvement in the gender of internal conflicts. May this strong historical will to emanci- parity index and completion rates, leading to a substantial pation and to overcoming challenges inspire the participants increase in school system capacity in Africa. at the 2008 Biennale as they confront the key challenges cur- To highlight these advances is by no means to suggest, rently facing educational development in Africa. however, that the work has been completed. Of the 72 The challenge on the agenda of the Biennale is indeed million children worldwide lacking access to schooling, a major one, which may be expressed in interrogative 33 million are in Africa. Completion rates in primary form: “Beyond Primary Education: How Can Learning education, though slightly improved, are still relatively Opportunities Be Expanded in Africa?” low. Quality and equity are still matters of concern, par- ticularly as regards the situation of female, rural and poor children. This means that our mobiliza- tion and our efforts must continue, for although Africa has moved closer to the EFA goals, it is not really close to them. -
March 2009 Newsletter-Final
Canadian Writing Centre Association Association Canadienne des Centres de Rédaction CWCA/ACCR NEWSLETTER March 2009 Volume 2, Issue 1 Inside this issue: From the Editor’s Desk . This third edition of the CWCA / I hope that many of us will be able Message from the 2 ACCR Newsletter is an eclectic mix to attend the CWCA annual general Chair of analysis, research, and personal meeting at STLHE this year. In Book Review 3 reflection: Theresa Hyland’s incisive addition to holding elections for a book review asks some important Tutors’ Perspectives 4 number of important Executive questions about what a Writing positions, I would like to have a Article: Writing Into 6 Handbook ought to provide and why; India conversation about possible Christina Archibald and Alison Article: Campus 9 directions to take the Newsletter. In McLaren offer some invaluable Saint-Jean’s Bilingual particular, I would like to discuss observations and ask some tough Writing Centre some “themes” or “issues” for questions about the daily Conferences 13 forthcoming editions. challenges facing writing tutors; Sheena Wilson provides a fascinating It’s been a pleasure interacting analysis of her bilingual writing with you while putting this edition of centre in Alberta and the socio- the Newsletter together. I look forward to seeing you in Fredericton Submissions political landscape that it negotiates; and Martin Holock writes a in June and elsewhere throughout fascinating account of his work Conference season. Till then, keep The CWCA/ACCR newsletter the ideas and submissions coming. is made possible through setting up a writing centre in India. contributions from CWCA I’m confident that you will find each Tyler Tokaryk is the Coordinator of Writing members. -
Chiefs and Religion
NAVIGATE HOME WIJSHEDEN Why there are still tribal heads in Africa and what has 0 this to do with their religion? Door Louise Müller op 26 november 2019 Geschatte leestijd: 29 min. Louise Müller Wijsheidsweb, 26 november 2019 This briefing outlines a Ph.D. project to find indigenous religious reasons of why — unlike in other African countries — the traditional political institution (known as ‘chieftaincy’) among the Asante in Ghana has not been dismantled. Whereas previous researches have focused on legal, economic and political reasons for the persistence of chieftaincy among this cultural group, this doctoral research focuses on the native belief or (in jargon) ‘Indigenous Religion’ of tribal heads (in jargon) ‘Traditional Authorities’ as a possible explanatory factor[0] . Key Points The Asante are a prominent cultural group in Ghana that belongs to the Akan, which is the umbrella name of cultural groups in Ghana, Togo and Côte d’Ivoire. The Asante are practitioners of Indigenous Religion, which legitimises the institution of chieftaincy. Since the foundation of the Asante Kingdom in 1701 their Traditional Authorities fulfil the indigenous religious functions of: Mediators with the spiritual beings, from which they receive the sacred power to rule by occupying a “stool” (throne), and B. Peacekeepers between Islamic and Christian religious communities in the Asante Region by incorporating aspects of Islam and Christianity into their Indigenous Religion. The outcome of this doctoral research is that there is a positive correlation between the persistence of chieftaincy among the Asante and the continuation of indigenous religious mediation and peacekeeping of their traditional authorities. Background The persistence of the traditional political institution (known as ‘chieftaincy’) in the West- African country called Ghana is not self-evident. -
Building a Global Terrorism Database
The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Building a Global Terrorism Database Author(s): Gary LaFree ; Laura Dugan ; Heather V. Fogg ; Jeffrey Scott Document No.: 214260 Date Received: May 2006 Award Number: 2002-DT-CX-0001 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. BUILDING A GLOBAL TERRORISM DATABASE Dr. Gary LaFree Dr. Laura Dugan Heather V. Fogg Jeffrey Scott University of Maryland April 27, 2006 This project was supported by Grant No. 2002-DT-CX-0001 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. TABLE OF CONTENTS Excutive Summary.................................................................................................. 1 Building a Global Terrorism Database ................................................................... 4 The Original PGIS Database.......................................................................... 6 Methods.................................................................................................................. -
Politicization of Identities, Negotiations and Transition in a Conflict Society: the Ethics of a Genocide-Free Burundi
POLITICIZATION OF IDENTITIES, NEGOTIATIONS AND TRANSITION IN A CONFLICT SOCIETY: THE ETHICS OF A GENOCIDE-FREE BURUNDI MUSAWENKOSI N. APHANE Submitted in part fulfillment of the requirements for the degree of MASTER OF ARTS In the subject PHILOSOPHY UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Professor Mogobe B RAMOSE TABLE OF CONTENTS i Acknowledgements x i CHAPTER ONE: i Preface 1 ii CHAPTER TWO 2 Glossary of Political Role-Players: Past and Present 8 i. at the signing ceremony as witnesses 10 ii. signatory parties 12 iii. co-signatories 13 2.1 Geography, Food Production and the Economy: An Overview 14 2.2 Culture, Identity and Society: An Elemental View 17 2.3 Identities, Associations and Communities Within Burundi: A Prologue 23 2.4 The Ethics of Trust in the Body Politic of Burundi 26 2.5 Pre-Colonial Burundi: An Overview 28 2.6 Background To Burundi’s Pre-Colonial Institutions 30 iii 2.7 Other Support Structures of The Pre-Colonial State System 31 2.8 The Influence of Europeans on The Pre-Colonial State 32 iv CHAPTER THREE 3 Nationalism, Nation and National Identity in Burundi. 38 3.1 Colonialism: Sowing the Seeds of Political Discord 46 3.2 German influence in Burundi. 48 3.3 The Belgian interlude in Burundi. 49 3.4 The Mechanics of Inducing An Identity-Conflict Crisis 52 3.5 One Thousand Days of Political Dissonance. 55 3.6 The Eruption of War in Burundi 60 v CHAPTER FOUR 4 Decolonization of Rwanda 62 4.1 Decolonization of Burundi 63 4.2 Power Politics And The Social Divide In The Country 66 4.3 The Calibration Of The Military And The -
Gender in the Arts Le Genre Dans Les Arts
DOCUMENTATION AND INFORMATION CENTRE CENTRE DE DOCUMENTATION ET D’INFORMATION Gender in the Arts Le genre dans les arts Bibliography - Bibliographie CODICE June/Juin, 2006 Gender in the Arts – Le genre dans les arts Introduction Introduction The topic of the 2006 session of the Gender La session 2006 de l’institut du genre porte sur Institute is “Gender in the arts”. The arts have « le Genre dans les arts ». been defined according to the Larousse dictionary Les arts, définis d’après le Larousse comme étant as being “All specific human activities, based on « l’ensemble des activités humaines spécifiques, sensory, aesthetic and intellectual faculties”. In faisant appel à certaines facultés sensorielles, other words, arts relate to: music, painting, esthétiques et intellectuelles ». En d’autres theatre, dance, cinematography, literature, termes, les arts se confondent à tout ce qui se orature, fashion, advertisement etc. rapporte à : la musique, la peinture, le théâtre, la danse, le cinéma, la littérature, l’oralité, la mode, This bibliography produced by the CODESRIA la publicité etc. Documentation and Information Centre (CODICE) within the framework of this institute lists Cette bibliographie produite par le Centre de documents covering all the concepts on arts. It is documentation et d’information du CODESRIA divided into four parts: (CODICE) dans le cadre de cet institut recense - References compiled from CODICE Bibliographic des documents en prenant en considération tous data base; les concepts liés aux arts. Elle est divisée en - New documents ordered for this institute; quatre parties : - Specialized journals on the topic of gender and - Les références tirées de la base de arts; données du CODICE. -
Review Kristina a Bentley and Roger Southall
Review Kristina A Bentley and Roger Southall (2005) An African Peace Process – Mandela, South Africa and Burundi. Cape Town: HSRC Press. Bill Freund Burundi must be one of the least-known African countries to outsiders, especially in the English speaking world. A few realise that the stability of Burundi is closely tied to the stability of its neighbours, Rwanda, Uganda and the Democratic Republic of the Congo. Even fewer can probably identify Burundi as having the same Hutu/Tutsi mix in its population as Rwanda but with the post-colonial history being one of continuous Tutsi domination, as opposed to the Hutu revolution that swept Rwanda with the coming of independence. In South Africa, inexplicable news bulletins occasionally highlight the long process of negotiations to end conflict in Burundi and the role that the South African National Defence Force (SANDF) (within the African Union peacekeeping force) has played there. Therefore the Nelson Mandela Foundation is to be commended for commissioning this study which sheds considerable light on the problems of Burundi and discusses analytically the role South Africa has played in bringing peace to the country. There exists today, in large part because a sort of profession has developed around it, a ‘peace studies’ or ‘conflict studies’ industry that tries to project peacemaking as some sort of universalising process which can be studied and which has key elements that repeat themselves in most or all international conflicts. There are such elements of course (the need of finding a way of bringing violence to a close, for instance) but they are too obvious and also too abstract to be worth studying in a classroom. -
Schools MUST Be a Safe Haven for Immigrants Or Refugees Regardless of Their Status
TWINTwin FALLS Falls SCHOOL School District DISTRICT #411 #411 NEWCOMERNewcomer CenterCENTER HANDBOOK TABLE OF CONTENTS STAFF ................................................................................................................................... 3 NON-DISCRIMINATORY AND COMPARABLE ACCESS TO EDUCATION ............................. 4 WHAT IS THE TFSD NEWCOMER CENTER? ......................................................................... 5 WHO IS A LEGAL REFUGEE?................................................................................................ 7 QUALIFICATIONS AND CRITERIA FOR ATTENDANCE ....................................................... 8 HOW IS THE NEWCOMER CENTER FUNDED? ..................................................................... 9 NEWCOMER CENTER REGISTRATION ................................................................................ 9 TRANSITIONS AND TRANSFERS ......................................................................................... 11 BENCHMARKS FOR TRANSITION ........................................................................................ 12 EVALUATION AND FOLLOW UP ........................................................................................... 14 TIPS FOR TEACHERS ........................................................................................................... 15 REFUGEE BACKGROUNDERS ............................................................................................... 19 BURUNDI ............................................................................................................................