Madagascar: the Red Island
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Final Report
FINAL REPORT MADAGASCAR: Country Gender Profile February 2005 Consultants: Rakotoarison Bodolalao Angèle Rakotoarisoa Hajavonjiniaina The information presented here was gathered from on-site sources. And therefore JICA is not responsible for its accuracy. FINAL REPORT Country Gender Profile Madagascar February 2005 Japan International Cooperation Agency Consultants : Rakotoarison Bodolalao Angèle Rakotoarisoa Hajavonjiniaina 2 Gender Country Profile - Madagascar Table of Contents Madagascar LIST OF ABBREVIATIONS...................................................................................................................................... 4 1. BASIC PROFILE..................................................................................................................................................... 8 1-1 SOCIO-ECONOMIC PROFILE .................................................................................................................................. 8 1-2 HEALTH PROFILE................................................................................................................................................ 11 1-3 EDUCATION PROFILE.......................................................................................................................................... 12 2. GENERAL SITUATION OF WOMEN AND GOVERNMENT POLICY ON WID/GENDER.................... 14 2-1 GENERAL SITUATION OF WOMEN IN MADAGASCAR...................................................................................... 14 2.2 GOVERNMENT POLICY ON WID/GENDER -
The United States Peace Corps/Madagascar Is Recruiting for the Following Position
The United States Peace Corps/Madagascar is recruiting for the following position: TEMPORARY LANGUAGE AND CROSS-CULTURAL FACILITATORS (LCF) The position is based at the Peace Corps Training Center, in Mantasoa, and is a short-term contract (typically 10 to 14 weeks). The primary role of the LCF is to train American trainees and volunteers in the Malagasy language and culture. Training usually take place at a residential training facilities where both LCFs and trainees/volunteers stay full-time. LCFs work under the direct supervision of Peace Corps Madagascar’s Language Coordinator. The duties of the LCF include, but are not limited to: Conduct Malagasy language training classes with small groups of American trainees or volunteers. Participate in the preparation of language training materials or resources. Conduct formal sessions and provide ongoing informal instruction and advice to trainees/volunteers regarding cultural adaptation and culturally appropriate behavior Interact with trainees outside of the classroom setting, providing informal training during meals, social events and other periods outside of classroom training Actively participate in staff language training Serve as the cultural model and guide for trainees/volunteers within their communities Establish and maintain a healthy, productive team spirit among the language staff and between support staff and Volunteer trainers Occasionally serve as Malagasy and English interpreters and/or translators. As requested, install the new Volunteers at their permanent sites; and train their community-based tutor as needed Required Qualifications: Completion of secondary school (Minimum BACC) Fluency in English, French and Malagasy Mastery in at least one of the following dialects: Betsileo, Antakarana, Antambahoaka, Antemoro, Antesaka, Antefasy, Sakalava boina, Antanosy, Antandroy, Sihanaka, Mahafaly, Bara. -
Malagasy Dialect Divisions: Genetic Versus Emblematic Criteria
Malagasy Dialect Divisions: Genetic versus Emblematic Criteria Alexander Adelaar UNIVERSITY OF MELBOURNE This paper gives an overview of the literature on Malagasy dialect variety and the various Malagasy dialect classifications that have been proposed. It rejects the often held view that the way Malagasy dialects reflect the Proto- Austronesian phoneme sequences *li and *ti is a basic criterion for their genetic division. While the linguistic innovations shown in, respectively, central dialects (Merina, Betsileo, Sihanaka, Tanala) and southwestern dia- lects (Vezo, Mahafaly, Tandroy) clearly show that these groups form separate historical divisions, the linguistic developments in other (northern, eastern, and western) dialects are more difficult to interpret. The differences between Malagasy dialects are generally rather contained and do not seem to be the result of separate migration waves or the arrival of linguistically different migrant groups. The paper ends with a list of subgrouping criteria that will be useful for future research into the history of Malagasy dialects. 1. INTRODUCTION.1 This paper investigates some of the early linguistic changes that have contributed to the dialect diversity of Malagasy, as well as the various classifications that have been proposed for Malagasy dialects. Malagasy is an Austronesian language directly related to some of the languages spoken in Central Kalimantan Province and South Kalimantan Province in Indonesian Borneo. Together with these languages, it forms the South East Barito (henceforth SEB) subgroup, which belongs to the Malayo-Polynesian branch of the Austronesian language family. A historical classification of dialects or languages should be based in the first place on the oldest linguistic changes that have happened in the dialect or language group in ques- tion. -
Evaluating the Effects of Colonialism on Deforestation in Madagascar: a Social and Environmental History
Evaluating the Effects of Colonialism on Deforestation in Madagascar: A Social and Environmental History Claudia Randrup Candidate for Honors in History Michael Fisher, Thesis Advisor Oberlin College Spring 2010 TABLE OF CONTENTS Acknowledgements………………………………………………………………………… 3 Introduction………………………………………………………………………………… 4 Methods and Historiography Chapter 1: Deforestation as an Environmental Issue.……………………………………… 20 The Geography of Madagascar Early Human Settlement Deforestation Chapter 2: Madagascar: The French Colony, the Forested Island…………………………. 28 Pre-Colonial Imperial History Becoming a French Colony Elements of a Colonial State Chapter 3: Appropriation and Exclusion…………………………………………………... 38 Resource Appropriation via Commercial Agriculture and Logging Concessions Rhetoric and Restriction: Madagascar’s First Protected Areas Chapter 4: Attitudes and Approaches to Forest Resources and Conservation…………….. 50 Tensions Mounting: Political Unrest Post-Colonial History and Environmental Trends Chapter 5: A New Era in Conservation?…………………………………………………... 59 The Legacy of Colonialism Cultural Conservation: The Case of Analafaly Looking Forward: Policy Recommendations Conclusion…………………………………………………………………………………. 67 Selected Bibliography……………………………………………………………………… 69 2 ACKNOWLEDGEMENTS This paper was made possible by a number of individuals and institutions. An Artz grant and a Jerome Davis grant through Oberlin College’s History department and a Doris Baron Student Research Fund award through the Environmental Studies department supported -
Madagascar Case Study
CASE STUDY 7 Madagascar Case Study MAURITIUS EXECUTIVE SUMMARY ...................................................................................................................................2 INTRODUCTION .............................................................................................................................................4 Background to Political Crisis in Madagascar ..................................................................................4 ITI Involvement in Madagascar ...........................................................................................................6 LESSONS LEARNT ............................................................................................................................................9 Building Trust ...........................................................................................................................................9 Ensuring Inclusion ................................................................................................................................10 Promoting Ownership .........................................................................................................................11 Accessing the Political Elite and Engaging with Stakeholders .....................................................12 Offering Technical and Capacity-Building Support .......................................................................13 Hosting Delegations in South Africa .................................................................................................14 -
Colonial Conquest in Central Madagascar: Who Resisted What? Ellis, S.; Abbink, G.J.; Bruijn, M.E
Colonial conquest in central Madagascar: who resisted what? Ellis, S.; Abbink, G.J.; Bruijn, M.E. de.; Walraven, K. van Citation Ellis, S. (2003). Colonial conquest in central Madagascar: who resisted what? In G. J. Abbink, M. E. de. Bruijn, & K. van Walraven (Eds.), African dynamics (pp. 69-86). Leiden [etc.]: Brill. Retrieved from https://hdl.handle.net/1887/9618 Version: Not Applicable (or Unknown) License: Leiden University Non-exclusive license Downloaded from: https://hdl.handle.net/1887/9618 Note: To cite this publication please use the final published version (if applicable). 68 De Bruijn & Van Dijk of the various layers of ethnie identities, which arose over the centuries and which is largely unknown, is only beginning to unfold through new research. In 8 * a number of instances the opposition between strangers (conquerors) and the original population may have been an important dividing line. In summary, the daily reality for the ordinary people living under Fulbe rule in the eighteenth and nineteenth centuries must have been one of conflict and political instability, in which they sometimes participated actively and of which they were at other Colonial conquest in central Madagascar: times the victims. How this influenced their daily lives will forever be hidden as Who resisted what? there is a silence about their fate in the oral traditions and written sources of these times. Stephen Ellis A rising against French colonial rule m central Madagascar (1895-1898) appeared in the 197Os as a good example of résistance to colonialism, sparked by France 's occupation of Madagascar. Like many similar episodes in other parts of Africa, it was a history that appeared, in the light of later African nationalist movements, to be a precursor to the more sophisticated anti-colonial movements that eventually led to independence, in Madagascar and elsewhere. -
Les Savoirs Du Territoire En Imerina (Hautes Terres Centrales De Madagascar)
Le territoire, lien ou frontière ? Paris, 2-4 octobre 1995 Les savoirs du territoire en Imerina (Hautes terres centrales de Madagascar) Chantal BLANC-PAMARD CEA/CNRS Sur les Hautes Terres centrales de Madagascar, les Merina sont des gens de territoire. Imerina est un toponyme, Merina un parler et un ethnonyme. Selon les traditions historiques merina les plus répandues, le nom de Merina1 ne serait en usage que depuis le règne de Ralambo, à la fin du XVIème siècle. C'est à ce dernier que l'on attribue la définition de l'Imerina : "J'appelle ceci l'Imerina sous le jour (I Merina ambaniandro). Et je l'appelle l'Imerina parce que j'occupe tous les sommets; il n'y a rien qui ne soit à moi dans tout ce qui est sous la lumière du jour"2. Le toponyme ambaniandro caractérise la conception par rapport à l'axe vertical. Ce pays "sous la lumière que seul le soleil domine" est également caractérisé par le regard qu'on lui porte, à la fois ceux qui sont vus sur les hauteurs mais aussi ceux qui dominent les régions plus basses environnantes. Le rôle joué par le regard est très important pour le contrôle du territoire comme en témoignent les nombreux sites fortifiés qui coiffent les sommets des collines (Mille, 1970). Un roi merina disait lors de sa conquête : "A moi toutes ces hauteurs (manerinerina)"3. On notera également l'importance du terme maso qui signifie œil. Le soleil est masoandro l'œil du jour; la source est masondrano œil de l'eau4. -
Ambohimanga (Madagascar) Millennium BC)
the construction of rova or fortified royal enclosures (analogous to hillforts in western Europe during the 1st Ambohimanga (Madagascar) millennium BC). On the summits, woodland was kept for practical and spiritual reasons but the forest on No 950 lower ground was cleared to provide the economic base for such places to exist. Agricultural terraces were also constructed on the lower hill-slopes. In effect, the cultural landscape was in place by the 16th century. The only major change since then has been the removal of upland forest on the neighbouring heights to Ambohimanga during the French colonial period. Ambohimanga itself originated in at least the 15th Identification century and by the 18th century, particularly under Nomination The Royal Hill of Ambohimanga Andriantsimitoviaminandriana (1740–45), had developed into a capital with defences and seven gates. Location Municipality of Ambohimanga Outer defences and seven more gates were added, Rova, Province of Antananarivo probably before 1794 when the royal palace was moved Avaradrano to Antananarivo, leaving Ambohimanga as the royal burial place and religious capital. The existing defensive State Party Republic of Madagascar wall was built by Queen Ranavalona I (1828–61), with new gateways to north and south-west (c 1830). The Date 7 July 2000 palace Fandriampahalemana and the glass pavilion Tranofitaratra were added in 1871. In March 1897 the mortal remains of royalty were transferred to Antananarivo by the French colonial authorities in a failed attempt to erase the holiness of the site and the nationalistic legitimacy attached to it. The royal tombs were demolished and military buildings Justification by State Party erected in their stead for the garrison on the site. -
Pour Une Géographie Du Hasina (Imerina, Madagascar) JEAN-PIERRE RAISON
Pour une géographie du hasina (Imerina, Madagascar) JEAN-PIERRE RAISON ONDEMENT DE LA PENSÉEMALGACHE », Le hasina : une énergie canalisée selon Délivré (1974 : 143), le hasina est F Le concept pourrait n'avoir de sens géogra- un concept sinon méconnu du moins souvent phique que médié par les activités humaines détourné dans un sens occidental : on use plus qu'il contribue à orienter; mais le hasina est couramment de son dérivé masina, qui traduit ancré dans des lieux ; il peut être assimilé à une le vocable chrétien de « saint ». Le hasina, selon énergie, métaphoriquement un courant élec- Webber (1853), est la «vertu intrinsèque ou trique, qui circule entre lieux et hommes surnaturelle qui rend une chose bonne et efficace comme entre les hommes eux-mêmes, et on dans son genre », un pouvoir d'efficacité, une peut, à la limite, en traiter sur le mode d'une énergie qui s'applique aux relations entre les géographie des flux, avec ses pôles hiérarchi- hommes comme entre ceux-ci et la nature. Sans sés, ses axes de circulation et ses points de distri- hasina point d'acte fécond, point d'agriculture bution. Il y a plus, s'agissant de I'Imerina, ni de pouvoir, en somme point de société. Ceci société géographique où le rattachement à un suffirait à attirer l'attention du géographe : tombeau familial est la preuve du statut social, comprendre le hasina permet d'analyser mieux où l'on est d'un groupe Voko) situé dans une tant l'utilisation que l'organisation de l'es- hiérarchie parce qu'on est d'un lieu et d'un lieu pace (11. -
Lesson 2 the People of Madagascar
LUTHERAN HOUR MINISTRIES online mission trip Curriculum LESSON 2 THE PEOPLE OF MADAGASCAR 660 MASON RIDGE CENTER DRIVE, SAINT LOUIS, MO 63141 | LHM.ORG 0117 LHM – MADAGASCAR Lesson 2 – The People of Madagascar Population On the map, Madagascar is very close to the eastern edge of Africa. This closeness would lead people to conclude that the inhabitants of Madagascar are predominately African. This is not true. The native inhabitants of Madagascar are the Malagasy (pronounced mah-lah-GAH-shee), who originated in Malaysia and Indonesia and reached Madagascar about 1,500 years ago. The language, customs, and physical appearance of today’s Malagasy reflect their Asian ancestry. Nearly 22.5 million people live in modern Madagascar. The annual growth rate of three percent combined with an average life expectancy of only sixty- four years gives Madagascar a young population. About sixty percent of the Malagasy people are less than twenty-five years old. Thirty-five percent of the adult population is classified as illiterate. More than ninety-five percent of the population is of Malagasy origin. The other five percent is made up of French, Comorians, Indo-Pakistanis, and Chinese peoples. The Malagasy are divided into 20 distinct ethnic groups, each of which occupies a certain area of the island. These groups originally started as loosely organized clans. Each clan remained apart from each other clan, marrying only within its clan. The clans developed into separate ethnic groups. Today there is an increased amount of intermarriage between the clans blurring the lines of distinction. All groups consider themselves as equally Malagasy. -
Land Rights Among Subsistence Farmers: an Examination of Madagascar’S Land Reform and Prevailing Systems of Land Tenure in Betafo Taylor Crowl SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Fall 2014 Land Rights Among Subsistence Farmers: An Examination of Madagascar’s Land Reform and Prevailing Systems of Land Tenure in Betafo Taylor Crowl SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Growth and Development Commons, Inequality and Stratification Commons, Natural Resources and Conservation Commons, Politics and Social Change Commons, Rural Sociology Commons, and the Urban Studies and Planning Commons Recommended Citation Crowl, Taylor, "Land Rights Among Subsistence Farmers: An Examination of Madagascar’s Land Reform and Prevailing Systems of Land Tenure in Betafo" (2014). Independent Study Project (ISP) Collection. 1896. https://digitalcollections.sit.edu/isp_collection/1896 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. ! Land Rights Among Subsistence Farmers: An Examination of Madagascar’s Land Reform and Prevailing Systems of Land Tenure in Betafo ! ! ! ! Taylor Crowl Academic Advisor: Reine Razafimahefa Academic Director: Roland Pritchett Fall 2014 ! Abstract In Madagascar, legal systems of land tenure have been inaccessible for the vast majority of the rural population. This has stranded millions of subsistence farmers in a sense of insecurity, as they lack legal rights for the property that they have farmed for generations. Madagascar’s land reform, launched in 2005, attempted to change these exclusionary tenure practices. -
Variable Name
Data codebook for a Round 5 Afrobarometer survey in 34 African countries Prepared by: Chunho Park Michigan State University July 2015 University of Cape Town (UCT) Center for Democratic Development (CDD-Ghana) Michigan State University (MSU) Centre for Social Science Research 14 W. Airport Residential Area Department of Political Science Private Bag, Rondebosch, 7701, South Africa P.O. Box 404, Legon-Accra, Ghana East Lansing, Michigan 48824 27 21 650 3827•fax: 27 21 650 4657 233 21 776 142•fax: 233 21 763 028 517 353 3377•fax: 517 432 1091 Mattes ([email protected]) Gyimah-Boadi ([email protected]) Bratton ([email protected]) Copyright Afrobarometer Table of Contents Page number Variable descriptives 3-71 Appendix 1: Sample characteristics 72 Appendix 2: List of country abbreviations and country-specific codes 73 Appendix 3: Technical Information Forms for each country survey 74-107 Copyright Afrobarometer 2 Question Number: COUNTRY_ALPHA Question: Country Variable Label: Country in alphabetical order Values: 1-35 Value Labels: 1=Algeria, 2=Benin, 3=Botswana, 4=Burkina Faso, 5=Burundi, 6=Cameroon, 7=Cape Verde, 8=Cote d’Ivoire, 9=Egypt, 11=Ghana, 12=Guinea, 13=Kenya, 14=Lesotho, 15=Liberia, 16=Madagascar, 17=Malawi, 18=Mali, 19=Mauritius, 20=Morocco, 21=Mozambique, 22=Namibia, 23=Niger, 24=Nigeria, 25=Senegal, 26=Sierra Leone, 27=South Africa, 28=Sudan, 29=Swaziland, 30=Tanzania, 31=Togo, 32=Tunisia, 33=Uganda, 34=Zambia, 35=Zimbabwe Note: Answered by interviewer Question Number: RESPNO Question: Respondent number Variable Label: Respondent