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1 Marxism-Nkrumaism: Dr. Kwame Nkrumah's
MARXISM-NKRUMAISM: DR. KWAME NKRUMAH’S APPLICATION OF MARXISM TO AFRICA SERIES III ON THE APPLICATION OF CONSCIENCISM IN GHANA AND AFRICA By S.G. IKOKU Foreword by Lang T. K. A. Nubuor S. G. Ikoku, a Nigerian Pan-Africanist and a former lecturer at the Kwame Nkrumah Ideological Institute, states at the launching of Consciencism at the University of Ghana that „Basing itself squarely on dialectical materialism and on its moral and social theory, outlined above, Consciencism has evolved a political theory of its own.‟ In our previous series we explain that Dialectical Materialism is the philosophy of Marxism applied by Dr. Kwame Nkrumah in his construction of Consciencism. The citation above is one more confirmation of Consciencism being founded on Marxism. Once again, we state that any successful disproof of Dialectical Materialism also destroys Consciencism automatically. Some uninformed persons (hiding under nicknames) make every effort to remove this Marxist philosophical foundation from underneath Consciencism. Interestingly, where they find themselves nailed to the wall they make a claim that dialectical materialism or “dialectics”, for short, should not be attributed to Marxism (Karl Marx) but to African sources in the person of Ibn Khaldun. In particular, they refer to Ibn Khaldun‟s book The Muqaddimah. Our study of the book, however, shows that it does not have anything whatsoever to do with dialectical materialism. And even more devastatingly, it has nothing to do with dialectics as conceived in the formulation of Marxism‟s Dialectical Materialism. In that book, it only means dialogue as opposed to its usage as the play of contradictions in human history and nature. -
Teaching About Africa South of the Sahara; a Guide and Resource Packet for Ninth Grade Social Studies
DOCUMENT RESUME ED 042 667 SO 000 190 AUTHOR Coburn, Barbara; And Others TITLE Teaching About Africa South of the Sahara; A Guide and Resource Packet for Ninth Grade Social Studies. INSTITUTION State Univ. of New York, Albany. SPONS AGENCY New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 70 NOTE 285p. EDRS PRICE EDRS Price MF-$1.25 HC-$14.35 DESCRIPTORS African Culture, *African History, Case Studies, Concept Teaching, *Grade 9, *Inductive Methods, Inquiry Training, Instructional Materials, Multimedia Instruction, *Resource Materials, Secondary Grades, Social Change, Social Studies Units, *Teaching Guides, Urbanization ABSTRACT This guide provides a sampling of reference materials which are pertinent for two ninth grade units: Africa South of the Sahara: Land and People, and Africa South of the Sahara: Historic Trends. The effect of urbanization upon traditional tribalistic cultures is the focus. A case study is used to encourage an inductive approach to the learning process. It is based upon the first hand accounts of Jomo Kenyatta and Mugo Gatheru as they grew up within the traditions of their ethnic group --the Kikuyu of Kenya. Materials using the "mystery story" approach are included for an analysis of the iron age culture at Zimbabwe. The case study package purposely does not go into detail on such steps as the identification of theme and the determination of procedures to encourage individualization. The latter part of the guide is arranged as a reference section by subtopic or understanding including questions suggesting the direction of inquiry, and pertinent reading selections, diagrams, maps and drawings. Finally, an annotated bibliography lists materials that are currently in print or available through regional libraries. -
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Italy and the Sanusiyya: Negotiating Authority in Colonial Libya, 1911-1931 Eileen Ryan Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 ©2012 Eileen Ryan All rights reserved ABSTRACT Italy and the Sanusiyya: Negotiating Authority in Colonial Libya, 1911-1931 By Eileen Ryan In the first decade of their occupation of the former Ottoman territories of Tripolitania and Cyrenaica in current-day Libya, the Italian colonial administration established a system of indirect rule in the Cyrenaican town of Ajedabiya under the leadership of Idris al-Sanusi, a leading member of the Sufi order of the Sanusiyya and later the first monarch of the independent Kingdom of Libya after the Second World War. Post-colonial historiography of modern Libya depicted the Sanusiyya as nationalist leaders of an anti-colonial rebellion as a source of legitimacy for the Sanusi monarchy. Since Qaddafi’s revolutionary coup in 1969, the Sanusiyya all but disappeared from Libyan historiography as a generation of scholars, eager to fill in the gaps left by the previous myopic focus on Sanusi elites, looked for alternative narratives of resistance to the Italian occupation and alternative origins for the Libyan nation in its colonial and pre-colonial past. Their work contributed to a wider variety of perspectives in our understanding of Libya’s modern history, but the persistent focus on histories of resistance to the Italian occupation has missed an opportunity to explore the ways in which the Italian colonial framework shaped the development of a religious and political authority in Cyrenaica with lasting implications for the Libyan nation. -
Kwame Nkrumah and the Pan- African Vision: Between Acceptance and Rebuttal
Austral: Brazilian Journal of Strategy & International Relations e-ISSN 2238-6912 | ISSN 2238-6262| v.5, n.9, Jan./Jun. 2016 | p.141-164 KWAME NKRUMAH AND THE PAN- AFRICAN VISION: BETWEEN ACCEPTANCE AND REBUTTAL Henry Kam Kah1 Introduction The Pan-African vision of a United of States of Africa was and is still being expressed (dis)similarly by Africans on the continent and those of Afri- can descent scattered all over the world. Its humble origins and spread is at- tributed to several people based on their experiences over time. Among some of the advocates were Henry Sylvester Williams, Marcus Garvey and George Padmore of the diaspora and Peter Abrahams, Jomo Kenyatta, Sekou Toure, Julius Nyerere and Kwame Nkrumah of South Africa, Kenya, Guinea, Tanza- nia and Ghana respectively. The different pan-African views on the African continent notwithstanding, Kwame Nkrumah is arguably in a class of his own and perhaps comparable only to Mwalimu Julius Nyerere. Pan-Africanism became the cornerstone of his struggle for the independence of Ghana, other African countries and the political unity of the continent. To transform this vision into reality, Nkrumah mobilised the Ghanaian masses through a pop- ular appeal. Apart from his eloquent speeches, he also engaged in persuasive writings. These writings have survived him and are as appealing today as they were in the past. Kwame Nkrumah ceased every opportunity to persuasively articulate for a Union Government for all of Africa. Due to his unswerving vision for a Union Government for Africa, the visionary Kwame Nkrumah created a microcosm of African Union through the Ghana-Guinea and then Ghana-Guinea-Mali Union. -
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Strategic Review for Southern Africa, Vol 42, No 2. Nov /Dec 2020 129 Elusive Pursuit of Reconciliation and Development in Post-Apartheid South Africa Vusi Gumede Article DOI: https://doi.org/10.35293/srsa.v42i2.77 University of Mpumalanga, South Africa Abstract Debates on whether reconciliation is taking place and particularly the issue of inclusive development continue in South Africa. Reconciliation is understood as a process whereby different population groups in South Africa peacefully coexist and restore amicable relations which were fractured by colonialism and apartheid. Inclusive development has to do with the socio-economic transformation that involves, or rather benefits all the peoples of a country. Socio- economic transformation is considered slow since the dawn of democracy, with nation-building, development, freedom, and related objectives having suffered in post-apartheid South Africa. The notions of justice and inclusivity require comprehensive analysis, especially many years after the formal end of apartheid in 1994. The paper examines development and reconciliation, in seeking an explanation for what appears to be a changing political landscape in South Africa, epitomised by the decline in the number of votes that the governing party, the African National Congress (ANC), is receiving since 2009 while the Economic Freedom Fighters, a relatively new party, is gaining traction. It is argued that the slow pace of inclusive development and weak reconciliation are compromising the ANC, resulting in the evolution of the political landscape in South Africa. Essentially, the inability to improve reconciliation has resulted in weak inclusive development and makes it difficult for South Africa to become a nation. -
CAUSES of WORLD WAR I Objective: Analyze the Causes of World War I
CAUSES of WORLD WAR I Objective: Analyze the causes of World War I. Do Now: What are some holidays during which people celebrate pride in their national heritage? Causes of World War I - MANIA M ilitarism – policy of building up strong military forces to prepare for war Alliances - agreements between nations to aid and protect one another ationalism – pride in or devotion to one’s Ncountry I mperialism – when one country takes over another country economically and politically Assassination – murder of Austrian Archduke Franz Ferdinand Causes of WWI - Militarism Total Defense Expenditures for the Great Powers [Ger., A-H, It., Fr., Br., Rus.] in millions of £s (British pounds). 1870 1880 1890 1900 1910 1914 94 130 154 268 289 398 1910-1914 Increase in Defense Expenditures France 10% Britain 13% Russia 39% Germany 73% Causes of WWI - Alliances Triple Entente: Triple Alliance: Great Britain Germany France Austria-Hungary Russia Italy Causes of WWI - Nationalism Causes of WWI - Nationalism Pan-Germanism - movement to unify the people of all German speaking countries Germanic Countries Austria * Luxembourg Belgium Netherlands Denmark Norway Iceland Sweden Germany * Switzerland * Liechtenstein United * Kingdom * = German speaking country Causes of WWI - Nationalism Pan-Slavism - movement to unify all of the Slavic people Imperialism: European conquest of Africa Causes of WWI - Imperialism Causes of WWI - Imperialism The “Spark” Causes of WWI - Assassination Austrian Archduke Franz Ferdinand visited the city of Sarajevo in Bosnia – a country that was under the control of Austria. Archduke Franz Ferdinand and his wife Duchess Sophie in Sarajevo, Bosnia, on June 28th, 1914. Causes of WWI - Assassination Austrian Archduke Franz Ferdinand and his wife were killed in Bosnia by a Serbian nationalist who believed that Bosnia should belong to Serbia. -
1 Geography 243 Geography of Africa
Geography 243 Geography of Africa: Local Resources and Livelihoods in a Global Context 1 First Year Seminar Fall Semester, 2018 Class Time and Location : 1:20-2:50, Tuesdays & Thursdays, Rm 105, Carnegie Hall Instructor : Bill Moseley Office : Rm 104d, Carnegie Hall Office Hours : 1:30-2:30pm MW, 3-4pm on Thurs, or by appointment Phone : 651-696-6126. Email : [email protected] Writing Assistant: Rosie Chittick ([email protected] ). Office hrs: 6:30-8pm MW, Dupre, Geography Dept Office Lounge, Carnegie 104 Course Description and Objectives From the positive images in the film Black Panther , to the derogatory remarks of President Trump, the African continent often figures prominently in our collective imagination. This class goes beyond the superficial media interpretations of the world’s second largest region to complicate and ground our understanding of this fascinating continent. Africa South of the Sahara has long been depicted in the media as a place of crisis – a region of the world often known for civil strife, disease, corruption, hunger and environmental destruction. This perception is not entirely unfounded, after all, Ebola in west and central Africa, the kidnapping of school girls in northern Nigeria, or civil war and hunger in Somalia are known problems. Yet Africa is a place of extraordinarily diverse, vibrant, and dynamic cultures. Many Africans also expertly manage their natural resources, are brilliant agriculturalists and have traditions of democratic governance at the local level. As such, the African story is extremely diverse and varied. The thoughtful student must work hard to go beyond the superficial media interpretations of the vast African continent and appreciate its many realities without succumbing to a romanticized view. -
Southern Africa's Credit Outlook: Will the Demographic Dynamics Become
14 April 2021Southern Africa’s credit outlook: Will the demographic Southerndynamics Africa’s become credit aoutlook: growth dividend Will the or social and fiscal demographicburden? dynamics become a growth dividend or social and fiscal burden? Southern Africa’s middle-income countries will continue to miss out on the demographic opportunity of having above-average numbers of people of working Analysts age unless their governments better tackle unemployment, social inequalities, and high HIV rates. The countries’ credit outlooks are at risk from the faltering growth, Dr. Zuzana Schwidrowski sharpening social tensions and growing fiscal pressures which demographics, in +49 69 6677389 48 the absence of the right policy mix, have accentuated for several years. [email protected] Make-or-break demographics are most acute in South Africa, the economic lynchpin Giulia Branz of the region on whose fortunes Eswatini, Lesotho and, to a lesser degree, +49 696677389 43 Botswana and Namibia depend. [email protected] The economy of South Africa has underperformed other emerging markets for years, with Team leader low employment, at 40-45% of the working-age population, being a permanent feature. Dr. Giacomo Barisone Growth fell below 2% a year after the global financial crisis, while the economy contracted +49 69 6677389 22 by almost 7% in 2020 due to the Covid-19 pandemic. Low growth has contributed to rising [email protected] public debt over the past decade, now at 77% of GDP, up from 27% in 2008 according to Media the IMF. Real GDP growth has also fallen below population growth since the middle of the last decade, leading to declines in people’s real living standards and a widening wealth Matthew Curtin gap with high-income countries, in contrast with the experience of China and India. -
2020 09 30 USG Southern Africa Fact Sheet #3
Fact Sheet #3 Fiscal Year (FY) 2020 Southern Africa – Regional Disasters SEPTEMBER 30, 2020 SITUATION AT A GLANCE 10.5 765,000 5.4 1.7 320,000 MILLION MILLION MILLION Estimated Food- Estimated Confirmed Estimated Food-Insecure Estimated Severely Estimated Number Insecure Population in COVID-19 Cases in Population in Rural Food-Insecure of IDPs in Southern Africa Southern Africa Zimbabwe Population in Malawi Cabo Delgado IPC – Sept. 2020 WHO – Sept. 30, 2020 ZimVAC – Sept. 2020 IPC – Sept. 2020 WFP – Sept. 2020 Increasing prevalence of droughts, flooding, and other climatic shocks has decreased food production in Southern Africa, extending the agricultural lean season and exacerbating existing humanitarian needs. The COVID-19 pandemic and related containment measures have worsened food insecurity and disrupted livelihoods for urban and rural households. USG partners delivered life-saving food, health, nutrition, protection, shelter, and WASH assistance to vulnerable populations in eight Southern African countries during FY 2020. TOTAL U.S. GOVERNMENT HUMANITARIAN FUNDING USAID/BHA1,2 $202,836,889 For the Southern Africa Response in FY 2020 State/PRM3 $19,681,453 For complete funding breakdown with partners, see detailed chart on page 6 Total $222,518,3424 1USAID’s Bureau for Humanitarian Assistance (USAID/BHA) 2 Total USAID/BHA funding includes non-food humanitarian assistance from the former Office of U.S. Foreign Disaster Assistance (USAID/OFDA) and emergency food assistance from the former Office of Food for Peace (USAID/FFP). 3 U.S. Department of State’s Bureau of Population, Refugees, and Migration (State/PRM) 4 This total includes approximately $30,914,447 in supplemental funding through USAID/BHA and State/PRM for COVID-19 preparedness and response activities. -
A Cape of Asia: Essays on European History
A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 1 a cape of asia A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 2 A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 3 A Cape of Asia essays on european history Henk Wesseling leiden university press A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 4 Cover design and lay-out: Sander Pinkse Boekproductie, Amsterdam isbn 978 90 8728 128 1 e-isbn 978 94 0060 0461 nur 680 / 686 © H. Wesseling / Leiden University Press, 2011 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 5 Europe is a small cape of Asia paul valéry A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 6 For Arnold Burgen A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 7 Contents Preface and Introduction 9 europe and the wider world Globalization: A Historical Perspective 17 Rich and Poor: Early and Later 23 The Expansion of Europe and the Development of Science and Technology 28 Imperialism 35 Changing Views on Empire and Imperialism 46 Some Reflections on the History of the Partition -
Resume of Chief Examiners' Report for the General
RESUME OF CHIEF EXAMINERS’ REPORT FOR THE GENERAL SUBJECTS SECTION 1. STANDARD OF PAPERS All the Chief Examiners reported that the standard of the papers compared favourably with that of previous years. 2. PERFORMANCE OF CANDIDATES The Chief Examiners expressed varied opinions about candidates’ performance. An improved performance was reported by the Chief Examiners of History, Economics, Geography 1B, Christian Religious Studies, Islamic Studies, Government and Social Studies. However the Chief Examiner for Geography 2 reported a slight decline in the performance of candidates. 3. A SUMMARY OF CANDIDATES’ STRENGTHS The Chief Examiners noted the following commendable features in the candidates’ scripts. (1) Orderly Presentation of material and good expression The subjects for which candidates were commended for orderly presentation of material and clarity of expression include Christian Religious Studies, Economics, History, Islamic Studies , Government and Social Studies . (2) Relevant examples and illustrations An appreciable number of candidates in Geography 1, Social Studies, History and Government were commended by the Chief Examiners for buttressing their points with relevant examples. (3) Compliance with the rubrics Candidates of History, Christian Religious Studies, Government , Geography 1 and 2 were reported to have adhered to the rubrics of the paper very strictly. (4) Legible Handwriting The Chief Examiners for Christian Religious Studies, Economics , History, Islamic Studies, Government and Social Studies commended candidates for good handwriting. 4. A SUMMARY OF CANDIDATES’WEAKNESSES The Chief examiners reported the following as weaknesses of most of the candidates: (1) Inability to draw diagrams properly The Chief Examiner for Geography 1B reported that the candidates failed to draw well-labelled diagrams and could not interpret graph and other statistical data. -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa.