'Ubuntu': a Person Is a Person Through Other Persons
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AFST 101 Package #030 to Be Picked up at Queens Copy Center 65-01 Kissena Blvd
QUEENS COLLEGE AFRICANA STUDIES PROGRAM FALL 2012 AFRICAN CIVILIZATION I Office Hours: Section 101 Mon & Wed: 11:00 a.m. -3:00 p.m. Tue. 10:50 a.m- 12:05 p.m Delany Hall room 125 Thur. 10:50 a.m- 12:05 p.m Prof. E. Julmisse [email protected] [email protected] SYLLABUS COURSE DESCRIPTION: The aim of this course is to offer a definitive introduction to the discipline of African Civilization from pre-historic cultures in Nubia, Ethiopia, Ancient Egypt, to the rise and fall of the Great West African Empires, to the coming of the Europeans and its impact on African societies. Moreover the course will survey the culture and regional history of several tribes of Western, Central, Eastern and Southern Africa. Our focus will be to dispel the myth that Africa has no history. British historian Hugh Trevor Roper argued:” There is only the history of Europeans in Africa. The rest is largely darkness. And darkness is not a subject for history”. “To attempt a history of Africa” declared Roper “is to amuse ourselves with the unrewarding gyrations of barbarous tribes in picturesque but irrelevant corners of the globe”… This view of pre-colonial African history may be considered as one that is biased which has stereotyped and hindered the proper study of Africa’s history. Therefore this course will re-examine the misinterpretations and reasons for distortions in the study of African Civilizations. The understanding of African history is essential to an appreciation of the heritage of the people of Africa and African descent. -
Economic Ascendance Is/As Moral Rightness: the New Religious Political Right in Post-Apartheid South Africa Part
Economic Ascendance is/as Moral Rightness: The New Religious Political Right in Post-apartheid South Africa Part One: The Political Introduction If one were to go by the paucity of academic scholarship on the broad New Right in the post-apartheid South African context, one would not be remiss for thinking that the country is immune from this global phenomenon. I say broad because there is some academic scholarship that deals only with the existence of right wing organisations at the end of the apartheid era (du Toit 1991, Grobbelaar et al. 1989, Schönteich 2004, Schönteich and Boshoff 2003, van Rooyen 1994, Visser 2007, Welsh 1988, 1989,1995, Zille 1988). In this older context, this work focuses on a number of white Right organisations, including their ideas of nationalism, the role of Christianity in their ideologies, as well as their opposition to reform in South Africa, especially the significance of the idea of partition in these organisations. Helen Zille’s list, for example, includes the Herstigte Nasionale Party, Conservative Party, Afrikaner People’s Guard, South African Bureau of Racial Affairs (SABRA), Society of Orange Workers, Forum for the Future, Stallard Foundation, Afrikaner Resistance Movement (AWB), and the White Liberation Movement (BBB). There is also literature that deals with New Right ideology and its impact on South African education in the transition era by drawing on the broader literature on how the New Right was using education as a primary battleground globally (Fataar 1997, Kallaway 1989). Moreover, another narrow and newer literature exists that continues the focus on primarily extreme right organisations in South Africa that have found resonance in the global context of the rise of the so-called Alternative Right that rejects mainstream conservatism. -
Appendix Table 4: List of Experts in the Field Contacted Name Affiliation
Appendix Table 4: List of experts in the field contacted Name Affiliation Abbey Hatcher University of California at San Francisco, USA Adeline Nyamathie University of California, Los Angeles, USA Alison Wringe London School of Hygiene and Tropical Medicine, UK Amin Hasub-Saharan African KEMRI/Wellcome Trust Centre for Geographic Medicine Research, KE Amy Corneli University of North Carolina, USA Andrew Boulle University of Cape Town, SA Andrew Edmonds University of North Carolina, USA Anju Seth Lady Hardinge Medical College and Associated Kalawati Saran Children's Hospital, IN Annette Sohn TREAT Asia, TH Barbara Amuron Uganda Research Unit on AIDS, UG Basia Zaba London School of Hygiene and Tropical Medicine, UK Bruce Larson Boston University, USA,/Health Economics and Epidemiology Research Office, SA Carol Metcalf Médecins Sans Frontières, SA Catherine Sutcliffe Johns Hopkins University, USA Catrina Mugglin University of Bern, CH Christian Unge Karolinska Institutet, SE Dam Tran University of New South Wales, AU David Vlahov New York Academy of Medicine, USA Deborah Watson Jones London School of Hygiene and Tropical Medicine, UK Degu Jereene World Health Organization, ET Denis Nash Columbia University, USA Dominique Pepper University of Cape Town, SA Dunstan Haule Pastoral Activities and Services for people with AIDS Dar es Salaam Archdiocese , TZ Edward Mills University of Ottawa, USA Elena Losina Masub-Saharan Africachusetts General Hospital, USA Elizabeth Lowenthal Children's Hospital of Philadelphia, USA Elvin Geng University of California, -
31 May 1995 CONSTITUTIONAL ASSEMBLY NATIONAL
31 May 1995 CONSTITUTIONAL ASSEMBLY NATIONAL WORKSHOP AND PUBLIC HEARING FOR WOMEN - 2-4 JUNE 1995 The Council's representative at the abovementioned hearing will be Mrs Eva Mahlangu, a teacher at the Filadelfia Secondary School for children with disabilities, Eva has a disability herself. We thank you for the opportunity to comment. It is Council's opinion that many women are disabled because of neglect, abuse and violence and should be protected. Further more Women with Disabilities are one of the most marginalised groups and need to be empowered to take their rightful place in society. According to the United Nations World Programme of Action Concerning Disable Persons: "The consequences of deficiencies and disablement are particularly serious for women. There are a great many countries where women are subjected to social, cultural and economic disadvantages which impede their access to, for example, health care, education, vocational training and employment. If, in addition, they are physically or mentally disabled their chances of overcoming their disablement are diminished, which makes it all the more difficult for them to take part in community life. In families, the responsibility for caring for a disabled parent often lies with women, which considerably limits their freedom and their possibilities of taking part in other activities". The Nairobi Plan of Action for the 1990's also states: Disabled women all over the world are subject to dual discrimination: first, their gender assigns them second-class citizenship; then they are further devalued because of the negative and limited ways the world perceives people with disabilities. Legislation shall guarantee the rights of disabled women to be educated and make decisions about pregnancy, motherhood, adoption, and any medical procedure which affects their ability to reproduce. -
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
Mathematics in African History and Cultures
Paulus Gerdes & Ahmed Djebbar MATHEMATICS IN AFRICAN HISTORY AND CULTURES: AN ANNOTATED BIBLIOGRAPHY African Mathematical Union Commission on the History of Mathematics in Africa (AMUCHMA) Mathematics in African History and Cultures Second edition, 2007 First edition: African Mathematical Union, Cape Town, South Africa, 2004 ISBN: 978-1-4303-1537-7 Published by Lulu. Copyright © 2007 by Paulus Gerdes & Ahmed Djebbar Authors Paulus Gerdes Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique E-mail: [email protected] Ahmed Djebbar Département de mathématiques, Bt. M 2, Université de Lille 1, 59655 Villeneuve D’Asq Cedex, France E-mail: [email protected], [email protected] Cover design inspired by a pattern on a mat woven in the 19th century by a Yombe woman from the Lower Congo area (Cf. GER-04b, p. 96). 2 Table of contents page Preface by the President of the African 7 Mathematical Union (Prof. Jan Persens) Introduction 9 Introduction to the new edition 14 Bibliography A 15 B 43 C 65 D 77 E 105 F 115 G 121 H 162 I 173 J 179 K 182 L 194 M 207 N 223 O 228 P 234 R 241 S 252 T 274 U 281 V 283 3 Mathematics in African History and Cultures page W 290 Y 296 Z 298 Appendices 1 On mathematicians of African descent / 307 Diaspora 2 Publications by Africans on the History of 313 Mathematics outside Africa (including reviews of these publications) 3 On Time-reckoning and Astronomy in 317 African History and Cultures 4 String figures in Africa 338 5 Examples of other Mathematical Books and 343 -
SOURCES, FATE and EFFECTS of MICROPLASTICS in the MARINE ENVIRONMENT: PART 2 of a GLOBAL ASSESSMENT Science for Sustainable Oceans
93 SOURCES, FATE AND EFFECTS OF MICROPLASTICS IN THE MARINE ENVIRONMENT: PART 2 OF A GLOBAL ASSESSMENT Science for Sustainable Oceans ISSN 1020–4873 REPORTS AND STUDIES AND STUDIES REPORTS AND REPORTS 93 SOURCES, FATE AND EFFECTS OF MICROPLASTICS IN THE MARINE ENVIRONMENT: PART TWO OF A GLOBAL ASSESSMENT A report to inform the Second United Nations Environment Assembly GESAMP Working Group 40 2nd phase REPORTS AND STUDIES REPORTS Published by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR www.imo.org Printed by Micropress Printers Ltd. ISSN: 1020-4873 Cover photo: Peter Kershaw Notes: GESAMP is an advisory body consisting of specialized experts nominated by the Sponsoring Agencies (IMO, FAO, UNESCO-IOC, UNIDO, WMO, IAEA, UN, UNEP, UNDP). Its principal task is to provide scientific advice concerning the prevention, reduction and control of the degradation of the marine environment to the Sponsoring Agencies. The report contains views expressed or endorsed by members of GESAMP who act in their individual capacities; their views may not necessarily correspond with those of the Sponsoring Agencies. Permission may be granted by any of the Sponsoring Agencies for the report to be wholly or partially reproduced in publication by any individual who is not a staff member of a Sponsoring Agency of GESAMP, provided that the source of the extract and the condition mentioned above are indicated. Information about GESAMP and its reports and studies can be found at: http://gesamp.org ISSN 1020-4873 (GESAMP Reports & Studies Series) Copyright © IMO, FAO, UNESCO-IOC, UNIDO, WMO, IAEA, UN, UNEP, UNDP 2015 For bibliographic purposes this document should be cited as: GESAMP (2016). -
A Toolkit for Teachers and Schools 2Nd Edition PREFACE
GENDER RESPONSIVE PEDAGOGY A TOOLKIT FOR TEACHERS AND SCHOOLS 2ND EDITION PREFACE The quality of teaching across all levels of education has a significant impact on academic access, retention and performance of girls and boys in Africa. This includes the systematic professionalization of both teaching and non-teaching roles within education, by improving teacher training and support for teachers. Notably, many teachers in sub-Saharan Africa, conditioned by patriarchal values in their communities, employ teaching methods that are not conducive for equal participation of both girls and boys. Neither do these methods take into account the individual needs of learners, especially girls. Equipping teachers with knowledge, skills and attitudes to enable them to respond adequately to the learning needs of girls and boys through using gen- der-aware classroom processes and practices ultimately improves learning outcomes and enhances gender sensitivity in the delivery of education services. The Forum for African Women Educationalists (FAWE) in 2005 developed the Gender-Responsive Pedagogy (GRP) model to address the quality of teaching in African schools. The GRP model trains teachers to be more gender aware and equips them with the skills to understand and address the specific learning needs of both sexes. It develops teaching practices that engender equal treatment and participation of girls and boys in the classroom and in the wider school community. It advocates for classroom practices that ensure equal par- ticipation of girls and boys, including a classroom environment that encourages both to thrive. Teachers are trained in the design and use of gender-responsive lesson plans, classroom interaction, classroom set-up, language use in the classroom, teaching and learning materials, management of sexual maturation, strategies to eliminate sexual harassment, gender-responsive school management systems, and monitoring and eval- uation. -
New Issue of Theoria: a Journal of Social and Political Theory (Pan Africanism and African Nationalism)
H-Nationalism New Issue of Theoria: A Journal of Social and Political Theory (Pan Africanism and African Nationalism) Discussion published by Young Lee on Wednesday, February 14, 2018 Dear Colleague, The contributions to this special issue respond to a call last year for papers to commemorate the Centenary Anniversary of the University of Fort Hare. This historically advantaged university, the first for black Africans in Southern Africa, was established in 1916 under the Inter-State Native College Scheme led by liberal news editor JT Jabavu. The articles in this issue delve deeper into Pan Africanism and African Nationalism themes. Please visit the Berghahn website for more information about the journal: www.berghahnjournals.com/theoria Volume 64, Issue 153: 'Pan Africanism and African Nationalism' Editorial Some Senses of Pan-Africanism from the South, Chris Allsobrook http://bit.ly/2yS9SkJ Introduction Traces of Pan Africanism and African Nationalism in Africa Today, Denis Goldberg http://bit.ly/2BtMpt1 Articles Pan-African Linguistic and Cultural Unity: A Basis for Pan-Africanism and the African Renaissance, Simphiwe Sesanti http://bit.ly/2Bus1s4 Wiping Away the Tears of the Ocean: Ukusulaizinyembezizolwandle, Mogobe Ramose http://bit.ly/2kdpMSm Critiquing Sub-Saharan Pan-Africanism through an Appraisal of Postcolonial African Modernity, Lawrence Ogbo Ugwuanyi http://bit.ly/2oJbjT4 Reassessing the Relevance of the Pan-African Discourse in Contemporary International Relations, Valery B. Ferim http://bit.ly/2CXSRZD Citation: Young Lee. New Issue of Theoria: A Journal of Social and Political Theory (Pan Africanism and African Nationalism). H- Nationalism. 02-14-2018. https://networks.h-net.org/node/3911/discussions/1373831/new-issue-theoria-journal-social-and-political-theory-pan Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. -
Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment
2018, Vol. 6, No. 3 10.15678/EBER.2018.060312 Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment Thembisile Molose, Geoff Goldman, Peta Thomas A B S T R A C T Objective : This research offers an extension of current research on commitment across cultures. It incorporates the concept of Ubuntu as an integrating model that can be paired up with other perspectives for directing employee workplace commitment. Research Design & Methods : A literature review entailing concepts related to cross - cultures and their relationship to Ubuntu and commitment was considered. The review spanning 50 years covered online-databases of global and African research. Findings: We argue here that the conceptualisation of Ubuntu is important in adapting currently accepted cultural frameworks as operationalised by individualism, collectiv- ism and power distance dimensions for regional management application. Ubuntu col- lective values (compassion, survival, group solidarity, respect and dignity), which relate affirmatively with a sense of workplace collectivism, was identified as a unique element of cultural management philosophy for directing personal interactions, workplace com- mitment and performance management improvements. Implications & Recommendations: Ubuntu should be facilitated by managers as a motivational force that facilitates workplace commitment ensuring organisa- tional team performance. The implications of Ubuntu in the context of extending existing theories of individualism-collectivism and power distance cannot be over- stated. Contribution & Value Added: A model based on relationships between Ubuntu collec- tive values and EWC, applicable with contextual managerial frameworks. Article type: conceptual research article Keywords: performance management; South Africa; workplace commitment JEL codes: J08; M14 Received: 26 April 2018 Revised: 20 August 2018 Accepted: 21 August 2018 Suggested citation: Molose, T., Goldman, G.A., & Thomas P. -
Lewis Pugh Endurance Swimmer and Ocean Advocate
LEWIS PUGH ENDURANCE SWIMMER AND OCEAN ADVOCATE His stories and hard-learned lessons put into the context of a corporate environment; relevant, inspirational and actionable LEWIS PUGH his story Lewis goes to extremes He’s been to the world’s most inaccessible places. He’s put his body through unimaginably difficult conditions. He’s learned how to harness the energy that comes from overcoming extraordinary odds. And he knows how to inspire audiences to rise to their own internal challenges. His talks make a difference, to individuals, and to organizations. As an endurance swimmer and ocean advocate, Lewis puts his hard- learned lessons into the context of a corporate environment. He shares the visualization that enabled him to undertake the first swim across the sub-zero waters of the North Pole. Lewis is the only person to have completed a long distance swim in every ocean of the world and in each of the Seven Seas: the Mediterranean, Adriatic, Aegean, Black, Red, Arabian and North Sea. LEWIS PUGH ‘Speedo Diplomacy’ He has frequently swum across vulnerable ecosystems to draw attention to their plight. He is the only person to have completed a long distance swim in every ocean of the world, and has pioneered more swims around famous landmarks than any other swimmer in history. 2007: he undertook a long distance swim across an open patch of sea at the North Pole, equipped just in a Speedo swimming costume, to highlight the melting of the Arctic sea ice. He followed this up with a swim across a glacial lake on Mt Everest to draw attention to the melting glaciers in the Himalayas. -
Tutu in Memory, Tutu on Memory Strategies of Remembering Tinyiko Maluleke1
Missionalia 47-2 Maluleke(177–192) 177 www.missionalia.journals.ac.za | https://doi.org10.7832/47-2-342 Tutu in Memory, Tutu on Memory Strategies of Remembering Tinyiko Maluleke1 Abstract This essay profiles the strategies and (theological) tactics used by Desmond Tutu in the management of painful memory in his own personal life, in his various leader- ship roles in church and society as well as in his role as chairperson of the South African Truth and Reconciliation Commission. To contextualise Tutu’s work, we refer, amongst others, to the work of Elie Wiesel, Don Mattera and Leonard Cohen. The essay provides a profile of the ways in which Tutu is remembered as well as the approaches Tutu himself uses in his own acts of remembering. The latter include the importance of childhood memories, the anchoring of memory in familial and paren- tal relationships, a keen awareness of the socio-economic conditions, the valorisa- tion of childhood church experiences, the privileging of the Bible, the leveraging of Ubuntu, making forgiveness the main lens through which to look into the past as well as the maintenance of a hermeneutic that suggests that God is historically on the side of the weak.2 1. Memory as Weapon In the conclusion to his memoire on the Apartheid-era destruction of Sophiatown and the brutal removal of its black inhabitants, Don Mattera paints a picture of a township that was left “buried deep under the weight and power of the tin gods whose bulldozers” decimated hopes and dreams, leaving in their wake, the “dust of defeat”.