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South Africa
CultureGramsTM Republic of World Edition 2014 South Africa provisions station at Cape Town. It supplied ships with fresh BACKGROUND foods as they sailed around the tip of the continent. French Huguenot refugees joined the Dutch colony in 1688 and Land and Climate Germans came later. The colonists became known as Boers Area (sq. mi.): 470,693 (farmers). They clashed at times with indigenous groups but Area (sq. km.): 1,219,090 stayed mainly in coastal areas. Britain gained formal possession of the Cape Colony in 1814. Dissatisfaction with South Africa is about the size of Peru, or slightly larger than British rule led many Boers to migrate to the interior between the U.S. states of Texas, New Mexico, and Oklahoma 1835 and 1848. Their migration, which they call the Great combined. The country's large interior plateau averages about Trek, led to war with the indigenous Zulu, Xhosas, and other 5,000 feet (1,500 meters) above sea level. Primarily savanna Africans. The Boers won most of the battles and took control and semidesert, the plateau is rimmed by a narrow coastal of large tracts of land. belt, which is subtropical along the east coast and has a After the discovery of gold and diamonds in these Boer Mediterranean climate along the southwestern cape. South territories in the late 19th century, Britain annexed parts of Africa's most important rivers are the Orange, Vaal, and the area. Tension erupted into the First Boer War (1880–81) Limpopo. and the Second Boer War (1899–1902), which is also called Snow is confined to the Drakensberg and Maluti the South African War. -
Malibongwe Let Us Praise the Women Portraits by Gisele Wulfsohn
Malibongwe Let us praise the women Portraits by Gisele Wulfsohn In 1990, inspired by major political changes in our country, I decided to embark on a long-term photographic project – black and white portraits of some of the South African women who had contributed to this process. In a country previously dominated by men in power, it seemed to me that the tireless dedication and hard work of our mothers, grandmothers, sisters and daughters needed to be highlighted. I did not only want to include more visible women, but also those who silently worked so hard to make it possible for change to happen. Due to lack of funding and time constraints, including raising my twin boys and more recently being diagnosed with cancer, the portraits have been taken intermittently. Many of the women photographed in exile have now returned to South Africa and a few have passed on. While the project is not yet complete, this selection of mainly high profile women represents a history and inspiration to us all. These were not only tireless activists, but daughters, mothers, wives and friends. Gisele Wulfsohn 2006 ADELAIDE TAMBO 1929 – 2007 Adelaide Frances Tsukudu was born in 1929. She was 10 years old when she had her first brush with apartheid and politics. A police officer in Top Location in Vereenigng had been killed. Adelaide’s 82-year-old grandfather was amongst those arrested. As the men were led to the town square, the old man collapsed. Adelaide sat with him until he came round and witnessed the young policeman calling her beloved grandfather “boy”. -
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. -
Redefining the Griot: a History of South African Documentary Film
Redefining the Griot A History of South African Documentary Film By Taryn da Canha - DCNT AROO 1 A minor Dissertation Submitted in Partial Fulfillment of the Requirements For The Award ofthe Degree ofMaster of Arts in South Mrican Historical Studies. Department of Historical Studies Faculty of Humanities University of Cape Town Apri12001 This work has not been previously submitted in whole, or in part, for the reward of any degree. It is my Universityown work. Each significant of Cape contribution Town to, and quotation in, this dissertation from the work, or works, of other people has been attributed, and has been cited and referenced. Date: -------- Taryn da Canha The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town ABSTRACT The South African film industry, like the rest of the country, has gone through a very difficult and trying time over the last century and has been faced with enormous challenges since 1994. South Africa is still in a process of transition and the turbulent era of Apartheid is still vivid in our memories and our collective national identity. What is especially exciting about studying the history of the South African film industry, is that it was through film, television and the media at large, that we witnessed the evolution of this history. -
A Teachers Guide to Accompany the Slide Show
A Teachers Guide to Accompany the Slide Show by Kevin Danaher A Teachers Guide to Accompany the Slide Show by Kevin Danaher @ 1982 The Washington Office on Africa Educational Fund Contents Introduction .................................................1 Chapter One The Imprisoned Society: An Overview ..................... 5 South Africa: Land of inequality ............................... 5 1. bantustans ................................................6 2. influx Control ..............................................9 3. Pass Laws .................................................9 4. Government Represskn ....................................8 Chapter Two The Soweto Rebellion and Apartheid Schooling ......... 12 Chapter Three Early History ...............................................15 The Cape Colony: European Settlers Encounter African Societies in the 17th Century ................ 15 The European Conquest of Sotho and Nguni Land ............. 17 The Birth d ANC Opens a New Era ........................... 20 Industrialization. ............................................ 20 Foundations of Apartheid .................................... 21 Chapter Four South Africa Since WurJd War II .......................... 24 Constructing Apcrrtheid ........................... J .......... 25 Thd Afriqn National Congress of South Africa ................. 27 The Freedom Chafler ........................................ 29 The Treason Trid ........................................... 33 The Pan Africanht Congress ................................. 34 The -
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. -
Forced Removal of Population the Apartheid Regime Has Sought to Enforce Strict Territorial Segregation of the Different ‘Population Groups’
residence, commercial activities and industry for members of the White, Coloured and Asian groups (each in separate zones). Based on these group areas are segregated local government structures, and a segregated tricameral parliament with separate White, Coloured and Indian chambers, designed to preserve white political power while extending limited participation in central government to small sections of the Indian and Coloured communities. The majority of the population in South Africa is united in rejecting the segregated political structures of apartheid. Forced Removal of Population The apartheid regime has sought to enforce strict territorial segregation of the different ‘population groups’. People are forcibly evicted from their homes if they are in a zone which the government has asigned to another group. The government speaks, not of forced removal or eviction, but of Relocation and Resettlement. The evictions take place in many different kinds of areas and under different laws. In rural areas people are moved on a number of different pretexts. The places in which they live may be designated Black Spots — these are areas of land occupied and owned by Africans which the government has designated for another group, usually white. The occupiers are moved to a bantustan. Others are moved in the course of Consolidation of the bantustans, as the regime attempts to reduce the number of fragments of land which make up the bantustans. Over a million black tenants have been evicted from white owned farms since the 1960s. Tenants who paid cash rent to the farms were called Squatters, implying they had no right to be on the land. -
The Apartheid Divide
PUNC XI: EYE OF THE STORM 2018 The Apartheid Divide Sponsored by: Presented by: Table of Contents Letter from the Crisis Director Page 2 Letter from the Chair Page 4 Committee History Page 6 Delegate Positions Page 8 Committee Structure Page 11 1 Letter From the Crisis Director Hello, and welcome to The Apartheid Divide! My name is Allison Brown and I will be your Crisis Director for this committee. I am a sophomore majoring in Biomedical Engineering with a focus in Biochemicals. This is my second time being a Crisis Director, and my fourth time staffing a conference. I have been participating in Model United Nations conferences since high school and have continued doing so ever since I arrived at Penn State. Participating in the Penn State International Affairs and Debate Association has helped to shape my college experience. Even though I am an engineering major, I am passionate about current events, politics, and international relations. This club has allowed me to keep up with my passion, while also keeping with my other passion; biology. I really enjoy being a Crisis Director and I am so excited to do it again! This committee is going to focus on a very serious topic from our world’s past; Apartheid. The members of the Presidents Council during this time were quite the collection of people. It is important during the course of this conference that you remember to be respectful to other delegates (both in and out of character) and to be thoughtful before making decisions or speeches. If you ever feel uncomfortable, please inform myself or the chair, Sneha, and we will address the issue. -
THE BLACK SASH the BLACK SASH NATIONAL HEADQUARTERS' REPORT to NATIONAL CONFUS3C for the YCAR MARCH 1977 to MARCH 1978. NATIONAL
THE BLACK SASH THE BLACK SASH NATIONAL HEADQUARTERS' REPORT TO NATIONAL CONFUS3C FOR THE YCAR MARCH 1977 to MARCH 1978. NATIONAL OFFCE BEARERS. National President : Xrs. Sheena Duncan National Vice-Presidents : Mrs. Joyce Harris Mrs. Gita Dyzenhaus. MagazineEditor :Mrs.JoyceHarris. National Treasurer : Mrs. Bertha Beinashowitz. Mrs. Margaret Sinclair Miss. Robin Harvey. National Secretary Mrs.EstherLevitan. The close liaison between all the Regions and Headquarters is probably the most outstanding feature of the Headquarters report on the period under review. This has undoubtedly been due to the untiring efforts of our National President, Sheena Duncan, who has made a point of visiting all Regionst keeping them constantly informed by means of numerous circulars, letters and telephone calls, being available at all times for consultation and advice, and offering firm and unequivocal leadership whenever it has been required - which has been often in this difficult year. The Black Sash has grown in stature under her firm and sure guidance, and has been fortunate indeed to have had a person of such outstanding calibre and ability at its helm. The work of Headquarters and of the Transvaal Region has, as-usual, been inextricably linked, and the precedent of including all major activities in the Transvaal Regional Report has accordingly been adhered to. This report therefore covers only those matters which have been dealt with exclusively by Headquarters. ARISINO FROM CONFERCE 1977. Kuugani. The sum of R150 was sent to Kupugani for use in Thornhill. This money became available when Conference decided to provide very simple catering for delegates. Social Pensions. The appallingly inadequate administration of pensions for for black people has been a matter of concern in all Regions and papers will be presented during 1978 Conference. -
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project STEVE McDONALD Interviewed by: Dan Whitman Initial Interview Date: August 17, 2011 Copyright 2018 ADST TABLE OF CONTENTS Education MA, South African Policy Studies, University of London 1975 Joined Foreign Service 1975 Washington, DC 1975 Desk Officer for Portuguese African Colonies Pretoria, South Africa 1976-1979 Political Officer -- Black Affairs Retired from the Foreign Service 1980 Professor at Drury College in Missouri 1980-1982 Consultant, Ford Foundation’s Study 1980-1982 “South Africa: Time Running Out” Head of U.S. South Africa Leadership Exchange Program 1982-1987 Managed South Africa Policy Forum at the Aspen Institute 1987-1992 Worked for African American Institute 1992-2002 Consultant for the Wilson Center 2002-2008 Consulting Director at Wilson Center 2009-2013 INTERVIEW Q: Here we go. This is Dan Whitman interviewing Steve McDonald at the Wilson Center in downtown Washington. It is August 17. Steve McDonald, you are about to correct me the head of the Africa section… McDONALD: Well the head of the Africa program and the project on leadership and building state capacity at the Woodrow Wilson international center for scholars. 1 Q: That is easy for you to say. Thank you for getting that on the record, and it will be in the transcript. In the Wilson Center many would say the prime research center on the East Coast. McDONALD: I think it is true. It is a think tank a research and academic body that has approximately 150 fellows annually from all over the world looking at policy issues. -
Sheena Duncan in Sweden
Hassim: Non-collaboration is not a principle. It's a Hassim: We have a warm and happy relationship policy, a long-term strategy. Essentially it is based on with AZAPO. We work together whenever we can, the view that an oppressed people cannot be ruled for and we regard them as a very significant section of the long unless they are prepared to participate in institu libcratory movement. But the National Forum is sim tions designed for their own oppression. There is no ply a forum. One doesn't know if it's ever going to direct link between the ruling class and the oppressed crystallize into an organisation. We are not prepared people, so ruling class ideas permeate through liber to join the forum because of the liberals associated als to the black intelligentsia, who in turn pass them with it. We do not want to rub shoulders with liberals, on to the oppressed. whatever their colour. But we welcome dialogue with So the intelligentsia is used as the tool of the ruling the progressive sections of the Forum. class to carry out its plans. Non-collaboration is there fore designed to snap this link between the ruling WIP: What is the present strength of A PD USA ? class and the oppressed. Hassim: We are just reviving. We had to contend But this doesn't mean that you boycott for not only with the set-backs that all the organisations boycotts' sake. No. the boycott is selectively used. It suffered in the early 1960s, but also with the severe is used only when it concretely advances the struggle. -
Why South Africa Gave up the Bomb and the Implications for Nuclear Nonproliferation Policy 1
White Elephants:Why South Africa Gave Up the Bomb and the Implications for Nuclear Nonproliferation Policy 1 WHITE ELEPHANTS: WHY SOUTH AFRICA GAVE UP THE BOMB AND THE IMPLICATIONS FOR NUCLEAR NONPROLIFERATION POLICY Maria Babbage This article examines why the South African government chose to dismantle its indigenous nuclear arsenal in 1993. It consid- ers three competing explanations for South African nuclear disarmament: the realist argument, which suggests that the country responded to a reduction in the perceived threat to its security; the idealist argument, which sees the move as a signal to Western liberal democratic states that South Africa wished to join their ranks; and a more pragmatic argument—that the apartheid government scrapped the program out of fear that its nuclear weapons would be misused by a black-major- ity government. The article argues that the third explanation offers the most plausible rationale for South Africa’s decision to denuclearize. Indeed, it contends that the apartheid South African government destroyed its indigenous nuclear arsenal and acceded to the Nuclear Non-Proliferation Treaty to “tie the hands” of the future ANC government, thereby preventing any potential misuse of the technology, whether through its proliferation or use against a target. Maria Babbage is a Master of Arts candidate at the Norman Paterson School of Inter- national Affairs, Carleton University ([email protected]). Journal of Public and International Affairs, Volume 15/Spring 2004 Copyright © 2004, the Trustees of Princeton University 7 http://www.princeton.edu/~jpia White Elephants:Why South Africa Gave Up 2 Maria Babbage the Bomb and the Implications for Nuclear Nonproliferation Policy 3 In March 1993, South African President F.W.