The Debate on the Mfecane That Erupted Following the Publication In
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University of the Witwatersrand
UNIVERSITY OF THE WITWATERSRAND AFRICAN STUDIES INSTITUTE African Studies Seminar Paper to be presented in RW 4.00pm MARCH 1984 Title: The Case Against the Mfecane. by: Julian Cobbing No. 144 UNIVERSITY OF THE WITWATERSRAND AFRICAN STUDIES INSTITUTE African studies Seminar Paper to be presented at Seminar in RW 319 at 4,00 pm on Monday, 5 March 1984 THE CASE AGAINST THE MFECANE by. QuJJjun Cobbing. By the 1970s the mfecane had become one of the most widely abused terms in southern African historical literature. Let the reader attempt a simple definition of the mfecane, for instance. This is not such an easy task. From one angle the mfecane was the Nguni diaspora which from the early 1820s took Nguni raiding communities such as the Ndebele, the Ngoni and the Gaza over a huge region of south-central Africa reaching as far north as Lake Tanzania. Africanists stress the positive features of the movement. As Ajayi observed in 1968: 'When we consider all the implications of the expansions of Bantu-speaking peoples there can he no doubt that the theory of stagnation has no basis whatsoever.' A closely related, though different, mfecane centres on Zululand and the figure of Shaka. It has become a revolutionary process internal to Nguni society which leads to the development of the ibutho and the tributary mode of production. Shaka is a heroic figure providing a positive historical example and some self-respect for black South Africans today. But inside these wider definitions another mfecane more specific- ally referring to the impact of Nguni raiders (the Nedbele, Hlubi and Ngwane) on the Sotho west of the Drakensberg. -
11010329.Pdf
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. -
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. -
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. -
MA Semester IV- History of South Africa 1850-1950 (HISKM 16) Dr
MA Semester IV- History of South Africa 1850-1950 (HISKM 16) Dr. Mukesh Kumar UNIT-I Early European presence in the cape 1650-1800- The first Europeans to enter Southern Africa were the Portuguese, who from the 15th century edged their way around the African coast in the hope of outflanking Islam, finding a sea route to the riches of India, and discovering additional sources of food. They reached the Kongo Kingdom in northwestern Angola in 1482–83; early in 1488 Bartolomeu Dias rounded the southern tip of the continent; and just over a decade later Vasco da Gama sailed along the east coast of Africa before striking out to India. Although the voyages were initially unpromising, they marked the beginning of the integration of the subcontinent into the new world economy and the dominance of Europeans over the indigenous inhabitants. The Portuguese in west-central Africa Portuguese influence in west-central Africa radiated over a far wider area and was much more dramatic and destructive than on the east coast. Initially the Portuguese crown and Jesuit missionaries forged peaceful links with the kingdom of the Kongo, converting its king to Christianity. Almost immediately, however, slave traders followed in the wake of priests and teachers, and west- central Africa became tied to the demands of the Sao Tome sugar planters and the transatlantic slave trade. Until 1560 the Kongo kings had an effective monopoly in west-central Africa over trade with metropolitan Portugal, which showed relatively little interest in its African possessions. By the 1520s, however, Afro-Portuguese traders and landowners from Sao Tomé were intervening in the affairs of the Ndongo kingdom to the south, supporting the ruler, or ngola, in his military campaigns and taking his war captives and surplus dependents as slaves. -
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. -
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. -
Chief Molema and the Foundations of Tshidi History”
CHAPTER ONE: “CHIEF MOLEMA AND THE FOUNDATIONS OF TSHIDI HISTORY” Relatively little information remains of the first Chief Molema’s life, yet the vital choices he made and the independent town he built made him vital to the history of the Molopo region. But for Chief Molema, this thesis argues, his grandson might not have interested himself in history at all. This chapter reconstructs aspects of his life that have been documented and to which Dr Molema would return, when attempting to re-create and explain his community’s history. This story begins some 83 years after the old Chief’s death. In 1964, near the end of Dr Seetsele Modiri Molema’s life, historian Dan Johns interviewed him in Mafikeng.1 Johns highlighted his recent political life in the African National Congress, skirting the doctor’s youth and his family’s eminence in the (then) small British Bechuanaland town, Mafikeng. Likewise, he skimmed over Molema’s education in the Eastern Cape, Scotland and Ireland. Dan Johns [DJ]: What was your early education? Dr Seetsele Modiri Molema [SMM]: I was born here in Mafeking and went to school here at the Mission School until Standard 4, then to the Mission School in Hazeltown (?) [Johns seems not to have known about Healdtown].2 Went to Lovedale for Matric, and then went overseas. My father was keen on education, he was the first teacher of the people here. We were the leaders in education, this was our family tradition. DJ: Did the family hold any particular position? SMM: Yes, my grandfather was the brother of a chief. -
19Th Century Tragedy, Victory, and Divine Providence As the Foundations of an Afrikaner National Identity
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History Spring 5-7-2011 19th Century Tragedy, Victory, and Divine Providence as the Foundations of an Afrikaner National Identity Kevin W. Hudson Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Part of the History Commons Recommended Citation Hudson, Kevin W., "19th Century Tragedy, Victory, and Divine Providence as the Foundations of an Afrikaner National Identity." Thesis, Georgia State University, 2011. https://scholarworks.gsu.edu/history_theses/45 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. 19TH CENTURY TRAGEDY, VICTORY, AND DIVINE PROVIDENCE AS THE FOUNDATIONS OF AN AFRIKANER NATIONAL IDENTITY by KEVIN W. HUDSON Under the DireCtion of Dr. Mohammed Hassen Ali and Dr. Jared Poley ABSTRACT Apart from a sense of racial superiority, which was certainly not unique to white Cape colonists, what is clear is that at the turn of the nineteenth century, Afrikaners were a disparate group. Economically, geographically, educationally, and religiously they were by no means united. Hierarchies existed throughout all cross sections of society. There was little political consciousness and no sense of a nation. Yet by the end of the nineteenth century they had developed a distinct sense of nationalism, indeed of a volk [people; ethnicity] ordained by God. The objective of this thesis is to identify and analyze three key historical events, the emotional sentiments evoked by these nationalistic milestones, and the evolution of a unified Afrikaner identity that would ultimately be used to justify the abhorrent system of apartheid.