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Monuments and Museums for Post-Apartheid South Africa
Humanities 2013, 2, 72–98; doi:10.3390/h2010072 OPEN ACCESS humanities ISSN 2076-0787 www.mdpi.com/journal/humanities Article Creating/Curating Cultural Capital: Monuments and Museums for Post-Apartheid South Africa Elizabeth Rankin Department of Art History, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand; E-Mail: [email protected] Received: 5 February 2013; in revised form: 14 March 2013 / Accepted: 21 March 2013 / Published: 21 March 2013 Abstract: Since the first democratic elections in 1994, South Africa has faced the challenge of creating new cultural capital to replace old racist paradigms, and monuments and museums have been deployed as part of this agenda of transformation. Monuments have been inscribed with new meanings, and acquisition and collecting policies have changed at existing museums to embrace a wider definition of culture. In addition, a series of new museums, often with a memorial purpose, has provided opportunities to acknowledge previously marginalized histories, and honor those who opposed apartheid, many of whom died in the Struggle. Lacking extensive collections, these museums have relied on innovative concepts, not only the use of audio-visual materials, but also the metaphoric deployment of sites and the architecture itself, to create affective audience experiences and recount South Africa’s tragic history under apartheid. Keywords: South African museums; South African monuments; cultural capital; transformation; Apartheid Museum; Freedom Park 1. Introduction This paper considers some of the problems to be faced in the arena of culture when a country undergoes massive political change that involves a shift of power from one cultural group to another, taking South Africa as a case study. -
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”. -
Disentangling the Language Effect in South African Schools: Measuring the Impact of ‘Language of Assessment’ in Grade 3 Literacy and Numeracy
South African Journal of Childhood Education ISSN: (Online) 2223-7682, (Print) 2223-7674 Page 1 of 20 Original Research Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy Author: The aim of this article is to exploit an unusual occurrence whereby a large group of South African 1 Nicholas Spaull grade 3 students were tested twice, 1 month apart, on the same test in different languages. Using Affiliation: a simplified difference-in-difference methodology, it becomes possible to identify the causal 1SARChl Chair in Integrated impact of writing a test in English when English is not a student’s home language for 3402 Studies of Learning Language, students. The article aims to address the extent to which language factors (relative to non- Mathematics and Science in language factors) can explain the high levels of underperformance in reading and mathematics Primary School, University of Johannesburg, South Africa in South Africa. I find that the language of assessment effect is between 0.3 and 0.7 standard deviations in literacy and 0 and 0.3 standard deviations in numeracy. This is approximately 1–2 Corresponding author: years worth of learning in literacy and 0–1 year worth of learning in numeracy. By contrast, the Nicholas Spaull, size of the composite effect of home background and school quality is roughly 4 years worth of [email protected] learning for both numeracy (1.2 standard deviations) and literacy (1.15 standard deviations). Dates: These results clearly show that the ‘language effect’ should be seen within the broader context Received: 07 July 2016 of a generally dysfunctional schooling system. -
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. -
REMEMBERING the ROLE of WOMEN in SOUTH AFRICAN HISTORY THROUGH DIALOGUE Wathint’ Abafazi, Wathint’ Imbokodo Uzo Kufa! CONTENTS Foreword Page 4
malibongwe praiseigama be tolamakhosikasi women REMEMBERING THE ROLE OF WOMEN IN SOUTH AFRICAN HISTORY THROUGH DIALOGUE Wathint’ abafazi, wathint’ imbokodo uzo kufa! CONTENTS Foreword Page 4 Introduction Page 4 Welcome Page 5 Brigalia Ntombemhlophe Bam Page 6 - 9 Sophia Williams-De Bruyn Page 10 - 17 Rica Hodgson Page 18 - 23 Amina Cachalia Page 24 - 27 Graça Machel Page 28 - 31 Let’s Dialogue Page 32 - 39 Nelson Mandela Page 40 Conclusion Page 41 - 42 Reflections The text in this booklet is an edited version of the Malibongwe dialogue, which took place on May 30 2007 at the Nelson Mandela Foundation. Special thanks to the Apartheid Museum, the curators of the Malibongwe Exhibition, featuring portraits of veteran women activists by Gisèle Wulfsohn. FOREWORD ACHMAT DANGOR CEO, Nelson Mandela Foundation he Nelson Mandela Foundation (NMF) stalwarts of the struggle for seeks to contribute to a just society by freedom, and the role that promoting the vision and work of its women played during those Founder and convening dialogue around difficult, and often truly dark Tcritical social issues. years, achieved a remarkable level of candour, unmindful of Our Founder, Nelson Mandela, based his entire organisational or ideological life on the principle of dialogue, the art of listening loyalties. The critique of and speaking to others; it is also the art of getting latter day South Africa, its others to listen and speak to each other. Drawing on achievements and failures, was characterised by the contribution that he, his colleagues and comrades robust debate, honest, yet without rancour. made toward creating our fledgling democracy, the The panellists shared their rich histories, the NMF’s Centre of Memory and Dialogue encourages lessons they have learned over the years, their people to enter into dialogue – often about difficult hopes for our country and regrets for the things not subjects – in order to address the challenges we face done, with an inter-generational audience, which today. -
KEEP the PRESSURE ON! What's Going on in South Africa? Laws, and Discrediting the All-White Sentation
Published by the New York Labor Committee Against Apartheid co CWA Local 1180, 6 Harrison St ., New York 10013 KEEP THE PRESSURE ON! What's going on in South Africa? laws, and discrediting the all-white sentation. The "stay-away" shut down This September, we watched 50,000 elections held this September. factories, schools, shops and transport. protestors march legally and peaceful- The Defiance Campaign has re-ig- ly through Cape Town, without a hint nited the democratic opposition. looking Abroad of police repression . Then newly- Through non-violent direct action, elected president F.W. DeKlerk thousands have participated in in- As the Defiance Campaign con- declares that the door is open for the tegrating hospitals, beaches, parks, tinues, the government has been reform of the apartheid system. In Oc- and workplace canteens. Workers pushed into more visible concessions. tober, eight national heroes of the anti- have held meetings and sing-ins on the It has allowed several municipalities to apartheid struggle are released from trains during their long commutes to repeal "petty apartheid" rules, like long imprisonment, including ANC work. School children and teachers segregated parks. leader Walter Sisulu. staged marches, college students set On October 4, in its most dramatic Are apartheid's rulers giving up at up barricades, and unions called a con- gesture, Pretoria released the country's last? sumer boycott. Banned organizations leading political prisoners, with the Hardly. At the same time the held public rallies to "unban" them- significant exception of Nelson Man- government was making highly selves. dela. publicized concessions, it was also kill- On September 6, three million DeKlerk's gestures are directed at ing 27 election protestors, putting joined a national strike to protest the international as well as internal hundreds more in detention, raiding elections, which exclude blacks from audiences. -
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 -
American Supporters of the Defiance Campaign
American Supporters of the Defiance Campaign Presentation to the United Nations Special Committee Against Apartheid by George M. Houser June 25, 1982 I was very pleased to receive the invitation to make statement to the Special Committee against Apartheid on the occasion of the 30th anniversary of the beginning of the Defiance Campaign against Unjust Laws of South Africa, sponsored by the African National Congress. This Campaign was a very important development in the struggle against apartheid and white domination in South Africa. But it had a great significance to me personally in spite of the fact that I was removed from the scene of the struggle by thousands of miles. It was through this Campaign that I became involved in support of the liberation struggle in Africa, a development quite unexpected, which was to be a dominating factor in my life for years to come. So, what I would like to do in this statement is to make a personalized narrative of the effect of the Defiance Campaign in South Africa seen from many miles away, as well as to indicate its effect on the lives of some of us in the United States. I first heard about plans for the Defiance Campaign when a long-time friend of mine, Bill Sutherland, returned from a trip to London in early 1952 with the news that a non-violent civil disobedience campaign against racist laws was to take place in South Africa soon. As believers in non-violence and as staunch and active opponents of racism, we felt we should do something to support the campaign. -
Helen Joseph's
Foreword: Helen Joseph’s – If this be Treason – by Benjamin Trisk I was unaware of Helen Joseph’s memoir of the Treason Trial (1956 – 1961) until I came across a letter to I.A. Maisels QC (Isie), who was my father-in-law. I was helping him tidy up some old papers around 1991 or 1992 (he died at the end of 1994) and I found a hand-written letter among his papers. It was addressed to him in an unknown hand and dated 22nd February 1961. A facsimile of the letter is included in this book. Among the signatories to the letter was Helen Joseph.She was one of the activists who was detained and charged with others in December 1956. Between December 5 and December 12, 1956, 156 people were arrested. The charge was High Treason. In those days, there was first a preparatory examination (which concluded in January 1958) and 92 of the 156 were then committed for trial. The others were free to go. The Treason Trial, as it is known, commenced in August 1958. This was known as the First Indictment and the State quickly realized, as a brilliant Defence team first dissected and then destroyed the State’s argument that it would have to withdraw the charges- which it did in October 1958. The State, however, was not giving up and the trial commenced again in January 1959 (the Second Indictment) with a further reduction in the number of the accused. 30 of the original 156 then faced charges from High Treason. Until the time when I found the letter, I had known very little about the Treason Trial. -
Question 1: in What Way Did the Atlantic Charter
NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 FEBRUARY/MARCH 2017 MARKS: 150 TIME: 3 hours This question paper consists of 9 pages and an addendum of 14 pages. Copy right reserved Please turn over History/P2 2 DBE/Feb.–Mar. 2017 NSC INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO THE PRESENT SECTION B: ESSAY QUESTIONS QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions may be found in the ADDENDUM. 3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question may be either a source-based question or an essay question. 5. You are advised to spend at least ONE hour per question. 6. When answering questions, you should apply your knowledge, skills and insight. -
Anti-Apartheid Movement Social Movements Are Rarely Born in Isolation, and the Anti-Apartheid Movement (AAM) in South Africa Is No Different
Anti-Apartheid Movement Social movements are rarely born in isolation, and the anti-apartheid movement (AAM) in South Africa is no different. The AAM grew out of ongoing resistance movements and the efforts of many within South Africa and the international community to end racial inequality and the oppressive policies of enforced racial segregation in South Africa known as apartheid. Resistance to long-standing racial inequality in South Africa was evident before the beginning of the 20th century. Organized resistance began with groups such as the Natal Indian Congress, African churches, labor and trade unions, the African National Congress (ANC), and the Communist Party. Subsequent organizations such as the Pan Africanist Congress (PAC), founded in 1959 by Robert Sobukwe, the South African Student's Organization (SASO), founded in 1969 by Stephen Biko, and the United Democratic Front, founded in 1983 proved instrumental in ending apartheid. Early forms of resistance were primarily peaceful, including mass demonstrations, civil disobedience, boycotts, and strikes. These strategies, employed by various groups in an effort to achieve social justice and to bring an end to the oppressive white South African government, never quieted. However, as a result of ongoing racial segregation, subsequent generations of African leaders determined that violent measures were necessary in order to gain freedom. The 1940s witnessed a number of important events that became crucial for the AAM, both in South Africa and abroad. Within South Africa, Nelson Mandela, Walter Sisulu, and Oliver Tambo formed a youth league within the ANC to develop new strategies of resistance. Around the same time, the ever-growing oppression was forcing growing numbers of South Africans into exile in London. -
We Were Cut Off from the Comprehension of Our Surroundings
Black Peril, White Fear – Representations of Violence and Race in South Africa’s English Press, 1976-2002, and Their Influence on Public Opinion Inauguraldissertation zur Erlangung der Doktorwürde der Philosophischen Fakultät der Universität zu Köln vorgelegt von Christine Ullmann Institut für Völkerkunde Universität zu Köln Köln, Mai 2005 ACKNOWLEDGEMENTS The work presented here is the result of years of research, writing, re-writing and editing. It was a long time in the making, and may not have been completed at all had it not been for the support of a great number of people, all of whom have my deep appreciation. In particular, I would like to thank Prof. Dr. Michael Bollig, Prof. Dr. Richard Janney, Dr. Melanie Moll, Professor Keyan Tomaselli, Professor Ruth Teer-Tomaselli, and Prof. Dr. Teun A. van Dijk for their help, encouragement, and constructive criticism. My special thanks to Dr Petr Skalník for his unflinching support and encouraging supervision, and to Mark Loftus for his proof-reading and help with all language issues. I am equally grateful to all who welcomed me to South Africa and dedicated their time, knowledge and effort to helping me. The warmth and support I received was incredible. Special thanks to the Burch family for their help settling in, and my dear friend in George for showing me the nature of determination. Finally, without the unstinting support of my two colleagues, Angelika Kitzmantel and Silke Olig, and the moral and financial backing of my family, I would surely have despaired. Thank you all for being there for me. We were cut off from the comprehension of our surroundings; we glided past like phantoms, wondering and secretly appalled, as sane men would be before an enthusiastic outbreak in a madhouse.