The Mfecane Debate. by Philip Legg ______
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University of the Witwatersrand
UNIVERSITY OF THE WITWATERSRAND AFRICAN STUDIES INSTITUTE African Studies Seminar Paper to be presented in RW 4.00pm MARCH 1984 Title: The Case Against the Mfecane. by: Julian Cobbing No. 144 UNIVERSITY OF THE WITWATERSRAND AFRICAN STUDIES INSTITUTE African studies Seminar Paper to be presented at Seminar in RW 319 at 4,00 pm on Monday, 5 March 1984 THE CASE AGAINST THE MFECANE by. QuJJjun Cobbing. By the 1970s the mfecane had become one of the most widely abused terms in southern African historical literature. Let the reader attempt a simple definition of the mfecane, for instance. This is not such an easy task. From one angle the mfecane was the Nguni diaspora which from the early 1820s took Nguni raiding communities such as the Ndebele, the Ngoni and the Gaza over a huge region of south-central Africa reaching as far north as Lake Tanzania. Africanists stress the positive features of the movement. As Ajayi observed in 1968: 'When we consider all the implications of the expansions of Bantu-speaking peoples there can he no doubt that the theory of stagnation has no basis whatsoever.' A closely related, though different, mfecane centres on Zululand and the figure of Shaka. It has become a revolutionary process internal to Nguni society which leads to the development of the ibutho and the tributary mode of production. Shaka is a heroic figure providing a positive historical example and some self-respect for black South Africans today. But inside these wider definitions another mfecane more specific- ally referring to the impact of Nguni raiders (the Nedbele, Hlubi and Ngwane) on the Sotho west of the Drakensberg. -
Linking Culture and Water Technology in Zimbabwe: Reflections on Ndau Experiences and Implications for Climate Change
Vol. 6(2), pp. 22-28, February 2014 DOI: 10.5897/JASD2013.0266 Journal of African Studies and ISSN 2141 -2189 ©2014 Academic Journals Development http://www.academicjournlas.org/JASD Full Length Research Paper Linking culture and water technology in Zimbabwe: Reflections on Ndau experiences and implications for climate change Tenson Muyambo* and Richard S. Maposa Faculty of Arts, Zimbabwe Ezekiel Guti University, Zimbabwe. Accepted 23 January, 2014 Renaissance studies continue to grow in post-colonial Africa. This study explores the Ndau culture in a bid to assess its vitality and relevance to contemporary society’s water technology in Zimbabwe. The thesis of the study posits that the Ndau people have indigenous knowledge systems (IKS) that can be tapped in the implementation of water resource management. Some Ndau beliefs and practices on water resources can be used as environmental management tools in order to do justice to climate change. These, if blended with western technologies, can be effective intervention strategies to mitigate the challenges posed by climate change. The study adopted a qualitative research design in a case study approach. Purposive sampling was used to select community elders and traditional practitioners who are associated with the in-depth knowledge on traditional beliefs and practices. The data collection techniques included interviews, participant observations and documentary analysis. The study observed that the particular Ndau cultural beliefs and practices that are not only relevant but consistent with water technological changes and these must be strengthened as part of a people’s heritage. Key words: Climate change, climate justice, culture, indigenous knowledge systems, Ndau people, renaissance studies, water technology. -
Race and Colonialism in Africa (21:510:396) Fall 2016 Class Time/Location: T/R 11:30 Am-12:50 Pm, Hill 106
RUTGERS UNIVERSITY Honors Program in Non-American History: Race and Colonialism in Africa (21:510:396) Fall 2016 Class Time/Location: T/R 11:30 am-12:50 pm, Hill 106 Professor: Dr. Habtamu Tegegne Office: Conklin Hall, 329 Office Hours: By Appointment Email: [email protected] Course Description “Race and Colonialism” is a history of South Africa from the seventeenth through twentieth centuries emphasizing social, politicl, and economic change. It pays particular attention to colonial encounter, white political hegemony, land alienation, African nationalism, and democratization. Two major themes and concerns inform History 396—race and colonialism and the relations between the two. The course sees South African history as dominated by European colonial powers, by the capitalist economy, which originated in the West, and by racial ideology, which has its origin in Western cultural and intellectual traditions. It traces the impact of European colonial domination through the era of the formal racial regime of apartheid to the post-apartheid era, in which dominance is primarily economic and cultural. The course will explore how colonialism and the idea of race created institutions, which, in turn, affect the relationships between colonists and indigenous peoples, between classes and other social groups within south Africa, and between individuals. It treats colonialism and race, by and large, as economic and political phenomena with consequent social and cultural effects. The course views both colonialism and race as inherently dynamic and therefore emphasizes both change and development. History 396 equally sees South African history as characterized by African resistance to colonial and racial domination and by the interaction between African and European cultures. -
The Debate on the Mfecane That Erupted Following the Publication In
A TEMPEST IN A TEAPOT? NINETEENTH-CENTURY CONTESTS FOR LAND IN SOUTH AFRICA‘S CALEDON VALLEY AND THE INVENTION OF THE MFECANE ABSTRACT: The unresolved debate on the mfecane in Southern African history has been marked by general acceptance of the proposition that large scale loss of life and disruption of settled society was experienced across the whole region. Attempts to quantify either the violence or mortality have been stymied by a lack of evidence. What apparently reliable evidence does exist describes small districts, most notably the Caledon Valley. In contrast to Julian Cobbing, who called the mfecane an alibi for colonial-sponsored violence, this article argues that much documentation of conflict in the Caledon region consisted of various ‗alibis‘ for African land seizures and claims in the 1840s and ‗50s. KEY WORDS: pre-colonial, mfecane, Lesotho, South Africa, nineteenth- century, warfare, land A hotly contested issue in the debate on South Africa‘s mfecane which enlivened the pages of this journal a decade ago was the charge that colonial historians invented the concept as part of a continuing campaign to absolve settler capitalism from responsibility for violent convulsions in South- 1 Eastern Africa in the first half of the nineteenth century.i This article takes a different tack by arguing that African struggles for land and power in the period 1833-54 played a decisive role in developing the mfecane concept. The self-serving narratives devised by African rivals and their missionary clients in and around the emerging kingdom of Lesotho set the pattern for future accounts and were responsible for introducing the word lifaqane into historical discourse long before the word mfecane first appeared in print. -
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. -
Ethnicity, Development and the Dynamics of Political Domination in Southern Matabeleland
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 4, Ver. III (Apr. 2014), PP 137-149 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Ethnicity, Development and the Dynamics of Political Domination in Southern Matabeleland Clifford Mabhena Institute of Development Studies- National University of Science and Technology-Bulawayo, Zimbabwe Abstract: This article argues that the hegemony of the Shona people in Zimbabwe has been largely influenced by ethnicity and the quest to dominate Matabeleland politically, socially and economically. Development marginalisation of Matabeleland region, I argue has been influenced by ethnicity and politics of revenge. The study used ethnography to collect data and hence in-depth interviews were used as data collection tools. The results of the study indicate that Matabeleland has been largely dominated by the Shona ethnic group, and arguments advanced by scholars for this dominance, it is argued, Ndebele dominated the Shona people in the 19th and 20th centuries. This was due to conquest by the marauding Ndebele warriors under the leadership of King Mzilikazi and latter on King Lobhengula. The ascendance of the Zimbabwe African National Union Patriotic Front (ZANUPF) in the 1980 independence elections opened the gates for the ascendancy of the Shona people as the party was pre-dominantly Shona speaking. The march to state house by the ZANUPF dominated party created a lot of tension between the two ethnic groups; Ndebele and Shona, and hence the lashing out of the fifth brigade in 1983 and 1984 in Matabeleland and Midlands provinces of the country. Key words: Hegemony, ethnicity, internal colonisation, marginalisation I. -
Race and Colonialism (21:510:431) Spring 2018 Class Time/Location: T 2:30 PM-5:20 Pm, Hill 204
RUTGERS UNIVERSITY Topics in African History: Race and Colonialism (21:510:431) Spring 2018 Class Time/Location: T 2:30 PM-5:20 pm, Hill 204 Professor: Dr. Habtamu Tegegne Office: Conklin Hall, 329 Office Hours: T/TR: 11: 30 AM-1:00 PM Email: [email protected] Office Hours I am present, during office hours which are scheduled for you, to talk about any questions, or concerns regarding the course. Take advantage of these opportunities. Course Description “Race and Colonialism” is a history of South Africa from the seventeenth through twentieth centuries emphasizing social, politicl, and economic change. It pays particular attention to colonial encounter, white political and economic hegemony, land alienation, African nationalism, and democratization. Two major themes and concerns inform the course—race and colonialism and the relations between the two. The course sees South African history as dominated by European colonial powers, by the capitalist economy, which originated in the West, and by racial ideology, which has its origin in Western cultural and intellectual traditions. It traces the impact of European colonial domination through the era of the formal racial regime of apartheid to the post-apartheid era, in which dominance is primarily economic and cultural. The course will explore how colonialism and the idea of race created institutions, which, in turn, affect the relationships between colonists and indigenous peoples, between classes and other social groups within south Africa, and between individuals. It treats colonialism and race, by and large, as economic and political phenomena with consequent social and cultural effects. The course views both colonialism and race as inherently dynamic and therefore emphasizes both change and development. -
Social Justice Practices for Educational Theatre
VOLUME 7 ISSUE 2b | 2020 SOCIAL JUSTICE PRACTICES FOR EDUCATIONAL THEATRE ARTSPRAXIS Emphasizing critical analysis of the arts in society. ISSN: 1552-5236 EDITOR Jonathan P. Jones, New York University, USA EDITORIAL BOARD Selina Busby, The Royal Central School of Speech and Drama, UK Amy Cordileone, New York University, USA Ashley Hamilton, University of Denver, USA Norifumi Hida, Toho Gakuen College of Drama and Music, Japan Kelly Freebody, The University of Sydney, Australia Byoung-joo Kim, Seoul National University of Education, South Korea David Montgomery, New York University, USA Ross Prior, University of Wolverhampton, UK Daphnie Sicre, Loyola Marymount University, USA James Webb, Bronx Community College, USA Gustave Weltsek, Indiana University Bloomington, USA Tammie Swopes, New York University, USA ArtsPraxis Volume 7, Issue 2b looked to engage members of the global Educational Theatre community in dialogue around current research and practice. This call for papers was released in concert with the publication of ArtsPraxis Volume 7, Issue 1 and upon the launch of the new ArtsPraxis homepage. The submission deadline for Volume 7, Issue 2b was July 15, 2020. Submissions fell under the category of Social Justice Practices for Educational Theatre. Social Justice Practices for Educational Theatre As of early June, 2020, we found ourselves about ten days into international protests following the murder of George Floyd by police in Minneapolis, Minnesota. Protesters the world over made specific calls to action: acknowledge that black lives matter, educate yourself about social and racial injustice, and change the legal system that allows these heinous acts to go unpunished. In thinking through how we in the field of educational theatre could proactively address these needs, I reminded myself that there were many artists and educators who were already deeply engaged in this work. -
19Th Century Tragedy, Victory, and Divine Providence As the Foundations of an Afrikaner National Identity
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History Spring 5-7-2011 19th Century Tragedy, Victory, and Divine Providence as the Foundations of an Afrikaner National Identity Kevin W. Hudson Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Part of the History Commons Recommended Citation Hudson, Kevin W., "19th Century Tragedy, Victory, and Divine Providence as the Foundations of an Afrikaner National Identity." Thesis, Georgia State University, 2011. https://scholarworks.gsu.edu/history_theses/45 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. 19TH CENTURY TRAGEDY, VICTORY, AND DIVINE PROVIDENCE AS THE FOUNDATIONS OF AN AFRIKANER NATIONAL IDENTITY by KEVIN W. HUDSON Under the DireCtion of Dr. Mohammed Hassen Ali and Dr. Jared Poley ABSTRACT Apart from a sense of racial superiority, which was certainly not unique to white Cape colonists, what is clear is that at the turn of the nineteenth century, Afrikaners were a disparate group. Economically, geographically, educationally, and religiously they were by no means united. Hierarchies existed throughout all cross sections of society. There was little political consciousness and no sense of a nation. Yet by the end of the nineteenth century they had developed a distinct sense of nationalism, indeed of a volk [people; ethnicity] ordained by God. The objective of this thesis is to identify and analyze three key historical events, the emotional sentiments evoked by these nationalistic milestones, and the evolution of a unified Afrikaner identity that would ultimately be used to justify the abhorrent system of apartheid. -
Report Card 2019
HumanUpholding South Africa’s Constitutional Accord Rights Report Card 2019 THE RESPECT, PROTECTION, PROMOTION AND FULFILMENT OF RIGHTS IN THE BILL OF RIGHTS DURING 2018 Contents Methodology 2 Report Card 2019 Grades 3 Introduction 4 Equality 10 Human Dignity 16 Life 18 Freedom and Security of the Person 20 Property 51 Slavery, Servitude and Forced Labour 23 Housing 57 Privacy 25 Healthcare, Food, Water and Social Security 60 Freedom of Religion, Belief and Opinion 28 Children 66 Freedom of Expression 30 Education 69 Freedom of Assembly, Demonstration, Picket and Petition 33 Language and Culture 74 Freedom of Association 35 Cultural, Religious and Linguistic Communities 77 Political Rights 37 Access to Information 79 Citizenship 39 Just Administrative Action 82 Freedom of Movement and Residence 41 Access to Courts 84 Freedom of Trade, Occupation and Profession 43 Arrested, Detained and Accused Persons 87 Labour Relations 45 Index 90 Environment 48 Contact Details 97 While the Centre for Constitutional Rights (CFCR) strives to provide complete and accurate information, the Centre does not assume any liability whatsoever for the accuracy and completeness of the information contained herein. To the best of the CFCR’s knowledge, the information contained herein is accurate and reliable as of date of publication. 1 HUMAN RIGHTS REPORT CARD 2019 Methodology The Centre for Constitutional Rights (CFCR) has for the past 10 years annually presented a Human Rights Report Card in terms of which, realisation of human rights in South Africa is measured. The Report awards grades on a scale of A to E - A representing excellent, and E representing poor. -
The Role of Migration in the Morphing of Shona Identity
THE ROLE OF MIGRATION IN THE MORPHING OF SHONA IDENTITY by TIRIMBOYI WADZANAI submitted in accordance with the requirements for the degree of MASTER OF VISUAL ARTS at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROFESSOR NOMBEKO P MPAKO February 2017 DECLARATION I declare that The role of migration in the morphing of Shona identity is my own work and that all the sources that l have used or quoted have been indicated and acknowledged by means of complete referencing. February 2017 i SUMMARY Title: The role of migration in the morphing of Shona identity This dissertation reports on a study, which used story telling through installation art in analysing how migration has affected the identity of Shona people of Zimbabwe resulting in a new hybrid identity. This identity morphing has happened through the increased rate of trans-border mobility for economic survival and development. The research explores reflections associated with the life of individuals through the unfolding of socio-political and economic situations in Zimbabwe focusing on the historical and contemporary social relations of the Shonas (from Zimbabwe). The research in addition speculates as to how this migration creates difficulties with regards to immigrants’ experiences in their new habitats as they enter a state of limbo. It further investigates how the difference in status and the perception of identity affects Zimbabweans in their social inheritance of nomadic characteristics. The main objective of this study is to cast light on how constant migration has affected the constructs of the Shona identity as the people get in contact with various cultures leading to the formation of an intercultural identity. -
Black South African Women's Fight Against Patriarchy and Apartheid
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 4-2010 The Revolution Will Be Recognized: Black South African Women's Fight Against Patriarchy and Apartheid Candace Lillie Bond College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Recommended Citation Bond, Candace Lillie, "The Revolution Will Be Recognized: Black South African Women's Fight Against Patriarchy and Apartheid" (2010). Undergraduate Honors Theses. Paper 652. https://scholarworks.wm.edu/honorstheses/652 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. The Revolution Will Be Recognized: Black South African Women’s Fight Against Patriarchy and Apartheid A thesis submitted in partial fulfillment of the requirement for the degree of Bachelors of Arts in Interdisciplinary Studies from The College of William and Mary By Candace Lillie Bond Accepted for ___________________________________ (Honors, High Honors, Highest Honors) Leisa D. Meyer________________________________ Director Robert Vinson ________________________________ James D. La Fleur_______________________________ Williamsburg, VA April 22, 2010 Table of Contents Preface……………………………………………………………………………………….....iii Introduction…………………………………………………………………………….…….1 Section I. Indigenous