A Retrospective Study of the Effects of Xenophobia on South Africa-Nigeria Relations
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Blacks and Asians in Mississippi Masala, Barriers to Coalition Building
Both Edges of the Margin: Blacks and Asians in Mississippi Masala, Barriers to Coalition Building Taunya Lovell Bankst Asians often take the middle position between White privilege and Black subordination and therefore participate in what Professor Banks calls "simultaneous racism," where one racially subordinatedgroup subordi- nates another. She observes that the experience of Asian Indian immi- grants in Mira Nair's film parallels a much earlier Chinese immigrant experience in Mississippi, indicatinga pattern of how the dominantpower uses law to enforce insularityamong and thereby control different groups in a pluralistic society. However, Banks argues that the mere existence of such legal constraintsdoes not excuse the behavior of White appeasement or group insularityamong both Asians and Blacks. Instead,she makes an appealfor engaging in the difficult task of coalition-buildingon political, economic, socialand personallevels among minority groups. "When races come together, as in the present age, it should not be merely the gathering of a crowd; there must be a bond of relation, or they will collide...." -Rabindranath Tagore1 "When spiders unite, they can tie up a lion." -Ethiopian proverb I. INTRODUCTION In the 1870s, White land owners recruited poor laborers from Sze Yap or the Four Counties districts in China to work on plantations in the Mis- sissippi Delta, marking the formal entry of Asians2 into Mississippi's black © 1998 Asian Law Journal, Inc. I Jacob A. France Professor of Equality Jurisprudence, University of Maryland School of Law. The author thanks Muriel Morisey, Maxwell Chibundu, and Frank Wu for their suggestions and comments on earlier drafts of this Article. 1. -
Human Rights Violations in Apartheid South Africa
southern africa PERSPECTIVE, No. 1/83 HUMAN RIGHTS VIOLATIONS IN APARTHEID SOUTH AFRICA In 1982, the South African Government bought space in the Wall Street Journal for 13 ads at $24,000 each. A similar series in the Washington Post cost between $5,200 and $7,200 an ad. All ads showed blacks and whites together in settings implying full equality, as lawyers, students, sportsmen. The ads are part of a sophisticated prop aganda effort which is pushing "the changing face of South Africa." What is not changing in South Africa is the white minority government's commit ment to apartheid. This brief survey of human rights violations demonstrates that what is changing is only the particular methods employed to continue the policy of apartheid. The overwhelming majority of South Africa's people are victims of a racist system which inflicts deprivation, fear and oppression. Those who protest face detention, torture, imprisonment and even death. The Africa Fund (associated with the American Committee on Africa) 198 Broadway 9 New York, NY 10038 POLITICAL CONTROL In South Africa the ruling parliament is elected solely by white voters. Blacks*, who outnumber whites by five to one, are completely disenfranchised. Under new constitutional proposals for a tri cameral parliament, those designated as Coloureds and Indians will be given separate institutions with the whites retaining the monopoly of power. The white chamber will have the largest number of members and will dominate the process of electing a president who will have wide-ranging executive power. The African majority remains totally excluded from this new structure. -
A Descriptive Analysis of French Teaching and the Place of Translation in Bachelor’S Curricula in Nigerian Universities
A descriptive analysis of French teaching and the place of translation in Bachelor’s curricula in Nigerian universities Gemanen Gyuse, Isabelle S. Robert & Jim J. J. Ureel University of Antwerp, Belgium Abstract Teaching French in Nigeria can help mitigate the communication barrier between Nigeria and its French-speaking neighbors. However, acquiring French and translating from English into French can present challenges to Bachelor students in Nigerian universities. This paper examines the context of teaching French studies and translation in Nigeria using the National Universities Commission Benchmark Minimum Academic Standards (NUC-BMAS) for undergraduates in the country, as well as other relevant documentary sources. Results show that French is taught at all levels of education and that translation has always been an integral part of the curriculum. Translation is not only taught to increase proficiency in French; it is a separate competence that can orient graduates towards self-employment. Further research is needed to ascertain exactly how translation is taught and how Bachelor students in Nigerian universities are translating into French. Keywords Curriculum design, French teaching, translation, Nigeria, universities Parallèles – numéro 31(2), octobre 2019 DOI:10.17462/para.2019.02.04 Gemanen Gyuse, Isabelle S. Robert & Jim J. J. Ureel A descriptive analysis of French teaching and the place of translation in Bachelor’s curricula in Nigerian universities 1. Introduction Although the emphasis in this paper is on French and translation in Nigeria, it is important to know that English is the official language of Nigeria, the country, having been colonized by the British between the 19th and 20th centuries (Araromi, 2013; Offorma, 2012). -
Breaking Boko Haram and Ramping up Recovery: US-Lake Chad Region 2013-2016
From Pariah to Partner: The US Integrated Reform Mission in Burma, 2009 to 2015 Breaking Boko Haram and Ramping Up Recovery Making Peace Possible US Engagement in the Lake Chad Region 2301 Constitution Avenue NW 2013 to 2016 Washington, DC 20037 202.457.1700 Beth Ellen Cole, Alexa Courtney, www.USIP.org Making Peace Possible Erica Kaster, and Noah Sheinbaum @usip 2 Looking for Justice ACKNOWLEDGMENTS This case study is the product of an extensive nine- month study that included a detailed literature review, stakeholder consultations in and outside of government, workshops, and a senior validation session. The project team is humbled by the commitment and sacrifices made by the men and women who serve the United States and its interests at home and abroad in some of the most challenging environments imaginable, furthering the national security objectives discussed herein. This project owes a significant debt of gratitude to all those who contributed to the case study process by recommending literature, participating in workshops, sharing reflections in interviews, and offering feedback on drafts of this docu- ment. The stories and lessons described in this document are dedicated to them. Thank you to the leadership of the United States Institute of Peace (USIP) and its Center for Applied Conflict Transformation for supporting this study. Special thanks also to the US Agency for International Development (USAID) Office of Transition Initiatives (USAID/OTI) for assisting with the production of various maps and graphics within this report. Any errors or omis- sions are the responsibility of the authors alone. ABOUT THE AUTHORS This case study was produced by a team led by Beth ABOUT THE INSTITUTE Ellen Cole, special adviser for violent extremism, conflict, and fragility at USIP, with Alexa Courtney, Erica Kaster, The United States Institute of Peace is an independent, nonpartisan and Noah Sheinbaum of Frontier Design Group. -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
The Effects of Xenophobia on South Africa-Nigeria Relations: Attempting a Retrospective Study
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 8 Issue 08 Ser. II || Aug. 2019 || PP 39-48 The effects of Xenophobia on South Africa-Nigeria Relations: Attempting a Retrospective Study. Bibi Farouk Ibrahim, Ph.D., Ishaka Dele, Humphrey Ukeaja Department of Political Science and International Relations University of Abuja, Abuja. Department of Political Science and International Relations University of Abuja, Abuja. Department of Political Science and International Relations University of Abuja, Abuja. Corresponding Author; Bibi Farouk Ibrahim ABSTRACT: The underlying causes of xenophobia are complex and varied. Xenophobia has to do with contemptuous of that which is foreign, especially of strangers or of people from different countries or cultures. Unemployment and mounting poverty among South Africans at the bottom of the economic ladder have provoked fears of the competition that better educated and experienced migrants can represent. South Africa’s long track-record of violence as a means of protest and the targeting of foreigners in particular; and, the documented tensions over migration policy and the scale of repatriation serve a very good explanation for its xenophobia. It was clear that while most of the attacks were directed against foreign, primarily African, migrants, that this was not the rule. Attacks were also noted against Chinese-speakers, Pakistani migrants as well as against South Africans from minority language groups (in the conflict areas). Settlements that have recently experienced the expression of ‘xenophobic’ violence have also been the site of violent and other forms of protest around other issues, most notably service delivery. -
Law and Post-Apartheid South Africa
Fordham International Law Journal Volume 12, Issue 3 1988 Article 2 Law and Post-Apartheid South Africa Winston P. Nagan∗ ∗ Copyright c 1988 by the authors. Fordham International Law Journal is produced by The Berke- ley Electronic Press (bepress). http://ir.lawnet.fordham.edu/ilj Law and Post-Apartheid South Africa Winston P. Nagan Abstract This Article examines South African perspectives on the legal system within South Africa post-Apartheid, in particular the new focus on human rights. LAW AND POST-APARTHEID SOUTH AFRICAt Winston P. Nagan* Introduction ............................................ 400 I. Law and the Unjust State ........................ 402 II. Post-Colonialism and the South African State .... 404 III. Theoretical Concerns About the Problem of P ow er ........................................... 406 IV. The Relevance of the Power Process to Constitutional Law ............................... 408 V. Conflict-Consensus, Pluralism, and the Constitutive Process ............................. 409 VI. Changes in the South African Power Process as Indicators of a Trend Towards an Alternative Legal O rder ..................................... 413 VII. The South African Power Processes .............. 413 VIII. Prescription as a Norm-Generating Process ...... 415 IX. Trends in Constitutive Expectations About Liberation and Human Rights in South Africa ... 418 A. The Altantic Charter ........................ 418 B. The Freedom Charter (1955) ................ 421 C. The UDF Declaration ...................... 425 D. Constitutional Guidelines for a Democratic South A frica ................................ 427 X . A ppraisal ........................................ 433 The Struggle and the Future Legal Order: Concluding Considerations ............... ......... 436 Appendix A: The Freedom Charter .................... 439 t This Article is based on a speech that was given at the University of Pittsburgh on March 18, 1988. The views expressed are personal to the author. * Professor of I.aw, University of Florida. -
CIFORB Country Profile – Nigeria
CIFORB Country Profile – Nigeria Demographics • Nigeria has a population of 186,053,386 (July 2016 estimate), making it Africa's largest and the world's seventh largest country by population. Almost two thirds of its population (62 per cent) are under the age of 25 years, and 43 per cent are under the age of 15. Just under half the population lives in urban areas, including over 21 million in Lagos, Africa’s largest city and one of the fastest-growing cities in the world. • Nigeria has over 250 ethnic groups, the most populous and politically influential being Hausa-Fulani 29%, Yoruba 21%, Igbo (Ibo) 18%, Ijaw 10%, Kanuri 4%, Ibibio 3.5%, Tiv 2.5%. • It also has over 500 languages, with English being the official language. Religious Affairs • The majority of Nigerians are (mostly Sunni) Muslims or (mostly Protestant) Christians, with estimates varying about which religion is larger. There is a significant number of adherents of other religions, including indigenous animistic religions. • It is difficult and perhaps not sensible to separate religious, ethnic and regional divides in Nigerian domestic politics. In simplified terms, the country can be broken down between the predominantly Hausa-Fulani and Kunari, and Muslim, northern states, the predominantly Igbo, and Christian, south-eastern states, the predominantly Yoruba, and religiously mixed, central and south-western states, and the predominantly Ogoni and Ijaw, and Christian, Niger Delta region. Or, even more simply, the ‘Muslim north’ and the ‘Christian south’ – finely balanced in terms of numbers, and thus regularly competing for ‘a winner-take-all fight for presidential power between regions.’1 Although Nigeria’s main political parties are pan-national and secular in character, they have strong regional, ethnic and religious patterns of support. -
Rome Statute of the International Criminal Court
Rome Statute of the International Criminal Court The text of the Rome Statute reproduced herein was originally circulated as document A/CONF.183/9 of 17 July 1998 and corrected by procès-verbaux of 10 November 1998, 12 July 1999, 30 November 1999, 8 May 2000, 17 January 2001 and 16 January 2002. The amendments to article 8 reproduce the text contained in depositary notification C.N.651.2010 Treaties-6, while the amendments regarding articles 8 bis, 15 bis and 15 ter replicate the text contained in depositary notification C.N.651.2010 Treaties-8; both depositary communications are dated 29 November 2010. The table of contents is not part of the text of the Rome Statute adopted by the United Nations Diplomatic Conference of Plenipotentiaries on the Establishment of an International Criminal Court on 17 July 1998. It has been included in this publication for ease of reference. Done at Rome on 17 July 1998, in force on 1 July 2002, United Nations, Treaty Series, vol. 2187, No. 38544, Depositary: Secretary-General of the United Nations, http://treaties.un.org. Rome Statute of the International Criminal Court Published by the International Criminal Court ISBN No. 92-9227-232-2 ICC-PIOS-LT-03-002/15_Eng Copyright © International Criminal Court 2011 All rights reserved International Criminal Court | Po Box 19519 | 2500 CM | The Hague | The Netherlands | www.icc-cpi.int Rome Statute of the International Criminal Court Table of Contents PREAMBLE 1 PART 1. ESTABLISHMENT OF THE COURT 2 Article 1 The Court 2 Article 2 Relationship of the Court with the United Nations 2 Article 3 Seat of the Court 2 Article 4 Legal status and powers of the Court 2 PART 2. -
What Ended Apartheid?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 10th Grade Apartheid Inquiry What Ended Apartheid? Photographer unknown, photograph of protests against Pass Laws, 1956. NatIonal LIbrary of South AfrIca: Cape Town campus. Used with permIssIon. Supporting Questions 1. What was apartheId? 2. What efforts were made by Nelson Mandela to end apartheId? 3. What efforts were made by groups wIthIn South AfrIca to end apartheId? 4. What efforts were made by InternatIonal bodIes to end apartheId? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 10th Grade Apartheid Inquiry What Ended Apartheid? 10.10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rIghts vIolatIons have generated New York State worldwide attentIon and concern. The UnIted NatIons UnIversal DeclaratIon of Human RIghts has Social Studies provIded a set of prIncIples to guide efforts to protect threatened groups and has served as a lens Framework Key Idea through whIch hIstorIcal occurrences of oppression can be evaluated. & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Staging the Question Students examIne varIous maps of the “homelands” In South AfrIca and dIscuss the ImplIcatIons of, and challenges to, thIs physIcal separation. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 What was apartheId? What efforts were made by What efforts were made by What -
Statement Delivered by the Director of the Regional Bureau for West And
Statement Delivered by the Director of the Regional Bureau for West and Central Africa to the March 2021 Standing Committee of UNHCR Executive Committee (80th Meeting) Madam Chairperson of the Executive Committee, Distinguished Delegates, Ladies and gentlemen, This time last year, I came before you as a new Director of the then newly constituted Regional Bureau for West and Central Africa. I, like my other colleagues in the decentralized Bureaux, was extremely hopeful for the new structures and the work that lay ahead. I told you then - as the dark clouds of the pandemic gathered - that the “The onus is now on us to deliver with speed and agility.” This remains true. As I come before you today, I can confirm that one year on, the task of constituting the Bureau is largely behind us and we can better appreciate the extent of our capacities but also the gaps that need to be addressed in order to deliver on the core objectives of the Decentralisation and Regionalisation. Having come full cycle on our management and oversight of country operations we are also much better placed today to pinpoint the capacity needs in field operations. Madam Chairperson, In the last several months, several countries in the West and Central Africa region have held presidential and parliamentary elections. The lead-up to two of these elections– in the Central African Republic and in Cote D’Ivoire – caused large numbers of people to leave their homes. In both instances, Emergency Level 1 declarations ensured the necessary preparedness and response. Emergency teams and resources were deployed to bolster the reception capacity in countries of asylum who, without exception, kept their borders open to asylum-seekers. -
Apartheid Laws & Regulations
APARTHEID LAWS & REGULATIONS : INTRODUCED AND RESCINDED A Short Summary The absurdity of apartheid legislation, which incorporated legislation passed by the (minority) white governments prior to 1948, is reflected in the following list . Although the legislation was seemingly passed in the interest of the white minority, to maintain both political and social hegemony, it is obvious that most of the measures carried little or no economic benefit for the ruling class and that its scrapping would be in the interests of the capitalist class as well as the majority of blacks . For blacks the end of apartheid laws meant that the hated pass system was abolished, that the legality of residential apartheid was removed from the statute book and that antu education was formally ended . Nonetheless there was little freedom for the poor to move from their squatter camps or township houses and most children still went to third rate schools with few amenities to assist them . It was only a section of the wealthier blacks and those who ran the political machine that benefited most fully from the changes . The vast majority saw no improvements in their way of life, a matter that is dealt with in this issue of Searchlight South Africa . It is also not insignificant that many measures were repealed before the unbanning of opposition political movements and before negotia- tions got under way. The pressure for change came partly from the activities of the internal resistance movement and the trade unions, from covert discussions between movements that supported the government and the ANC, from the demographic pressure that led to a mass migra- tion to the urban areas and also from the altered relations between the USSR and the west - a change which was interpreted by the govern- ment as removing the communist threat from the region .