To see the other types of publications on this topic, follow the link: Afrocentricité.
Dissertations / Theses on the topic 'Afrocentricité'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Afrocentricité.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Gibson, Catherine. "Afrocentric organization development?, shifting the paradigm from Eurocentricity to Afrocentricity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ49714.pdf.
Full text
2
Monteiro-Ferreira, Ana Maria. "Afrocentricity and Westernity: A Critical Dialogue in Search of the Demise of the Inhuman." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/93968.
Full textAbstract:
African American StudiesPh.D.
This dissertation is a fundamental critique of the Western discourse using an Afrocentric critical reading of major Western constructions of knowledge. As such the study examines both the origins and dehumanizing consequences of the European project of Modernity. The study departs from the thesis that Afrocentricity, a philosophical paradigm conceptually rooted in African cultures and values, brings renewed ethical and social significance to a sustained project of human agency, liberation, and equality. Thus the dissertation explores how each major Western idea is understood within the context of the revolutionary philosophical paradigm and epistemological theory of social change. Concepts like individualism, domination, colonialism, race and ethnicity, universalism, progress and supremacy that Molefi Kete Asante calls the “infrastructures of dominance and privilege” are reviewed against the backdrop of agency, community, commonality, cultural centeredness, and ma’at. Indeed, employing critical ideas from the works of Afrocentrists this study highlights the inadequacy of Westernity in overcoming the various forms of oppression. Modernism, Marxism, Existentialism, Feminism, Post-modernism, and Post-colonialism, are addressed in dialogue with Afrocentricity as an exploratory part of a two-way relationship between theoretical understanding and practice which challenges established and hegemonic approaches to knowledge. In fact, the study argues for a rational approach to conceptual “rupture” that would allow the scholar to navigate the shattered ideologies of Western thought, and to contribute to the exposure of the imperialistic ambitions that worked at the backstage of the political and economic philosophies of Europe since the early fifteen century. In effect, the dissertation can be viewed as an intellectual journey moving from an epistemological location in Western epistemology towards an Afrocentric paradigm and theory of knowledge in the quest to defeat the inhuman. Ultimately, the aim is the search for a more humanistic and ideologically less polluted mind and for a more human humanity.
Temple University--Theses
3
Lilley, Myron Damon. "An investigation of the importance of spirituality and afrocentricity among African American caregivers: Implications for the mentally ill." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1613.
Full text
4
Simmons, Llewellyn Eugene. "BERMUDA MIDDLE SCHOOL TEACHERS OF SOCIAL STUDIES: AN ANALYSIS OF INTERPRETATIONS SURROUNDING EDUCATION, MULTICULTURALISM AND PEDAGOGY." Oxford, Ohio : Miami University, 2002. http://www.ohiolink.edu/etd/view.cgi?miami1028906710.
Full textAbstract:
Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002.Title from first page of PDF document. Document formatted into pages; contains xii, 296 p. Includes bibliographical references (p. 273-289).
5
Sams, Timothy Edward. "Reinforcing The Afrocentric Paradigm: a theoretical project." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/100560.
Full textAbstract:
African American StudiesPh.D.
Thomas Kuhn's 1962 groundbreaking work, The Scientific Revolution, established the process for creating, and the components of, a disciplinary paradigm. This "scientific revolution" has evolved to become the standard for determining a field's claim to disciplinary status. In 2001 and 2003, Ama Mazama, used Kuhn's model to establish the disciplinary status of Africology, through the categorical structuring of the Afrocentric Paradigm. Though her work conclusively made the claim that Africology is a legitimate academic discipline, still more work remained in effort to meet other criterion set forth by Kuhn. Through the use of content analysis, this work extends Mazama's work by addressing four additional areas of paradigm development that was established by Kuhn: (1) the scientific revolutionary moment for the discipline; (2) the nature of consensus among the scholars of the discipline; (3) the intellectual identity of the discipline's scholars; and (4) the distinct intellectual behavior of the discipline's scholars as seen through their evolved epistemic and methodological tradition. This work also reconfirms Africology's fidelity to the roots of the original Black Studies Movement, identifies independent intellectual tools for Black Studies scholars, identifies Afrocentric excellence and rigor, and provides an instructive tool for burgeoning Afrocentric Scholars.
Temple University--Theses
6
Pycroft, Hayley. "Beyond Afrocentricism and Orientalism contemporary representations of transnational identities in the works of Nontsikelelo "Lolo" Veleko and Tracy Payne." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002216.
Full textAbstract:
South African photographer Nontsikelelo “Lolo” Veleko and South African painter Tracy Payne explore different ways of communicating African realities. The visual imagery of these two artists focuses a lot on movement, challenging the rigidity of boundaries set by Western social constructs. In their work, Veleko and Payne critique the limitations of terms such as “authenticity.” It is extremely difficult to portray shifting notions of contemporary African identity in light of the stain of colonial philosophies which have, in times past, exoticised and appropriated the African body and ascribed conventions of “authenticity” to African representations. Undermining the burden of Western boundaries1, Veleko and Payne redefine what it means to operate in Africa today. Veleko seeks additional cultural realities to complicate her identity as a woman living in Africa while Payne uses concepts of movement to question the validity of structures which advocate an either/ or binary such as “East” and “West” and “masculinity” and “femininity”. By subtly merging aspects of these binaries in their representations, Veleko and Payne bring transnational possibilities to light by undermining the restrictions inscribed in the social and political history of (South) Africa with regard to collective and individual identities. Constructs of gender have contributed to a heightened sense of “African” “masculinity,” forming a stereotype of the African body which is difficult to break free from. Considering the notion of transnationalism and the issue of moving beyond boundaries, borrowing aspects of different cultures in attempt to better define a sense of self, Veleko and Payne engage in the sampling of different lifestyles and perspectives to better define their individualities. This thesis seeks to provide an analysis of the visual language used by Veleko and Payne to promote fluid “African” identities.
7
Harris, Stephanie Nichole James. "The Politics of Teaching History: Afrocentricity as a Modality for the New Jersey Amistad Law – the Pedagogies of Location, Agency and Voice in Praxis." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/431936.
Full textAbstract:
African American StudiesPh.D.
This study examines how legislated policy, the New Jersey Amistad Bill, and the subsequently created Amistad Commission, shifted the mandated educational landscape in regard to the teaching of social studies in the state of New Jersey—by legislative edict and enforcement, within every class in the state. Through a century of debates, reforms, and legislations, there has been a demand to include the contributions, achievements, and perspectives of people of the African Diaspora that deconstruct the European narrative of history. It is my belief that the formation of an educational public policy that is reflective of the Afrocentric paradigm in its interpretation and operation, such as the Amistad law, with subsequent policy manifestations that result in curriculum development and legalized institutionalization in classrooms across the country is central to creating the curriculum that will neutralize mis-education and will help American students to obtain an understanding of African American agency and the development of our collective history. The Amistad Commission, created by legal mandate in the state of New Jersey in 2002, is groundbreaking because it is a legal decree in educational policymaking that codifies the full infusion and inclusion of African American historical content into New Jersey’s K-12 Social Studies curriculum and statewide Social Studies standards. This infusion, directed by the executive leadership team, is a statewide overhaul and redirection for Social Studies and the Humanities in all grades in every district throughout the state. The Commission’s choice of the Afrocentric theoretical construct—a cultural-intellectual framework that centers the African historical, social, economic, spiritual and political experience as pertains to any intellectual experience involving Africans and people of African descent—as its organizing ethos and central ideology was central in framing the resulting curriculum products and programmatic directives. This study’s conclusive premise in utilization of the Afrocentricity construct is evidenced in the Amistad curriculum’s Afrocentric tenets: de-marginalization of African historical contribution and agency; the importance of voice and first person narrative when transcribing history, and how shifting of —as in, correcting—the entire Eurocentric structure is important. Rather than an additive prescription of historical tokenisms, or a contributive prescription that does not allow for a centralized locality from within the culture, Afrocentricity allows for a cultural ideology when applicable to the Amistad law. Thus the use of Afrocentricity in the implementation of the Amistad law transforms the entire narrative of American history in the state of New Jersey, one of the original thirteen colonies. The study seeks to remedy the void of research as to how the incorporation of the particular theoretical framework of Afrocentricity impacted the decision guiding the policy directives, programmatic and the curriculum outcomes within the implementation of the New Jersey Amistad Commission mandate. The case study asserts that the Afrocentric theory was put into praxis when operationalizing the New Jersey Amistad law and the work of the Amistad Commission. It chronicles the history of similar mandates focused on the incorporation of African American history in American classrooms that led to the Amistad law. It also enumerates the Amistad law’s subsequent operationalization and curriculum development efforts elucidating practical application of the Afrocentric theory. It has direct implications for teacher education, practicing teachers, and policymakers interested in understanding how Afrocentricity and its tenets are paramount in curriculum development efforts, especially as it pertains to New Jersey, New York, and Illinois. These three states have passed legislations that have attempted to proactively remedy their educational policies. The disparities in knowledge and education about African diaspora people in our Social Studies classrooms are targeted by these states.
Temple University--Theses
8
Benedicto, Ricardo Matheus. "Afrocentricidade, educação e poder: uma crítica afrocêntrica ao eurocentrismo no pensamento educacional brasileiro." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29032017-161243/.
Full textAbstract:
Esta tese tem por objetivo contribuir para uma melhor compreensão do papel do eurocentrismo no pensamento educacional brasileiro. Para tanto orientado pela filosofia afrocêntrica de Abdias do Nascimento, Molefi Kete Asante, Marimba Ani e pelos trabalhos de Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson e Wade Nobles realizamos uma crítica afrocentrada do pensamento educacional de Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Paulo Freire e Darcy Ribeiro bem como dos modelos educacionais defendidos e implementados por estes importantes pensadores da educação do país. Para reforçar esta crítica, este trabalho avalia a maneira pela qual a intelectualidade afro-brasileira compreendeu e reagiu aos sistemas de educação desenvolvidos por aqueles intelectuais. Nossa análise também mostrou que o modelo eurocêntrico de educação implantado no país tem como um de seus principais objetivos manter o poder e a hegemonia branca europeia. Em uma sociedade orientada e organizada pela ideologia da supremacia branca os não brancos descendentes de africanos e indígenas não têm poder, e desse modo, como conclusão deste trabalho, argumentamos que somente um modelo educacional quilombista (afrocentrado) é capaz de oferecer uma educação que atenda de modo satisfatório às necessidades dos afro-brasileiros.This thesis aims to contribute to a better understanding of the role of Eurocentrism in the Brazilian educational thinking. For both guided by afrocentric philosophy of Abdias do Nascimento, Molefi Kete Asante, Marimba Ani and by the works of Cheikh Anta Diop, Asa Hilliard, Carter G. Woodson and Wade Nobles we performed an afrocentric review of the educational thought of Rui Barbosa, José Veríssimo, Fernando de Azevedo, Anísio Teixeira, Darcy Ribeiro and Paulo Freire and the educational models advocated and implemented by these important thinkers of education in the country. To reinforce this criticism, this work assesses the manner in which Afro-Brazilian intellectuals understood and reacted to education systems developed by those thinkers. Our analysis also showed that the Eurocentric model of education implemented in the country has as one of its main objectives to maintain the power and white European hegemony. In a society oriented and organized by ideology of white supremacy non-whites descendants of Africans and Indians have no power, and thereby, at the conclusion of this study, argue that only the quilombista educational model (afrocentric) is able to offer an education that meets satisfactorily the needs of Afro-Brazilians.
9
Chamberlin, William B. "From “Egyptian Darkness” to the Condemnation of Blackness: The Biblical Exodus and the Religious and Philosophical Origins of Racism." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/530982.
Full textAbstract:
African American StudiesM.A.
This thesis examines of the religious and philosophical origins of racism, arguing that anti-black, anti-African racism has its origins in the biblical account of the ancient Israelites’ exodus from Egypt and the events recounted in the Hebrew scriptures. It begins with an examination of the nature of racism itself, considering how the contemporary experience of and scholarship about racism can illuminate the search for racism’s historical origins. Contemporary experience has taught us that the functioning of racism often operates independently of the explicit racial prejudice coupled with power once thought to comprise it. This understanding has been reflected in scholarship that has examined how racism has functioned through hierarchical discourse, a concept which is defined and analyzed at some length. Following this examination comes a “genealogical” tracing of hierarchical discourse about African phenomena in the Western-dominated academy, leading to the centrality of the religious concept of idolatry in the making of racist accounts of African phenomena. Finally, the thesis concludes with a chapter on the mytho-historical exodus event, which gave birth to this concept of idolatry, analyzing the meaning and significance of the event in the making of racist discourse. This thesis demonstrates that a broader understanding of racism as an outgrowth of a worldview necessarily hostile to alternatives, when applied to the study of the historical development of racism, paints a far more convincing and complete portrait of the origins of racism, its historical development, and its present functioning than studies based on a more narrow understanding of racism.
Temple University--Theses
10
Flannery, Maria Ifetayo. "Locating 'Africa' Within the Diaspora: The Significance of the Relationship Between Haiti and Free Africans of Philadelphia Following the Haitian Revolution." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/381869.
Full textAbstract:
African American StudiesPh.D.
The purpose of this study is to produce an Africological model that lends attention to epistemological questions in African diaspora research through theoretical and culturally based analysis, ultimately to aid the historical and psychological restoration of Africans in diaspora. This work reflects the theoretical and historic stream of scholarship that centers geographic Africa as the adhesive principle of study in shaping and understanding the cultural and political ally-ship between different African diasporic communities. My aim is to illustrate what Africa represents in diaspora and how it was shaped in the conscious minds and actions of early Africans in diaspora from their own vantage point. Secondly, through a case study of the intra-diasporic relationship between Haiti and free Africans of Philadelphia following the Haitian Revolution, this work lays precedence for the expansion of an African diasporic consciousness. The significance of the intra-diasporic relationship is in the mutual recognition that Haitians and Africans in North America considered themselves a common people. Moreover, they developed an international relationship during the early 19th century to serve their mutual interest in African freedom and autonomous development despite Western expansion. My research locates Africa as the place of origin for dispersed and migrating African diasporic communities, operating as a binding source. In this study Africa is explored as a cognitive and geo-political cultural location for African people in diaspora. I support that African diasporic communities exist as extended African cultural locations of awareness which can and have been negotiated by communities depending on their agency, support, and circumstance to achieve collective goals.
Temple University--Theses
11
Noman, Abu Sayeed Mohammad. "Africological Reconceptualization of the Epistemological Crises in Postcolonial Studies." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491533.
Full textAbstract:
African American StudiesPh.D.
“Africological Reconceptualization of the Epistemological Crises in Postcolonial Studies” aims at investigating the epistemological problems and theoretical inconsistencies in contemporary post-colonial studies. Capitalizing the Afrocentric theories of location, agency, and identity developed by Molefi Kete Asante and Ama Mazama, this research takes Afrocentricity beyond the Africological analysis of African phenomenon and demonstrates its applicability in resolving issues that concern human liberation irrespective of race, class, gender, and nationality. To do so, this project juxtaposes the theories of Edward Said, Homi Bhabha, and Gayatri Spivak with the Afrocentric theories of Molefi Asante and Ama Mazama, and demonstrates that the application of Afrocentric methods can help answering severe allegations against postcolonialism raised by a number of critics from within the school itself. Issues concerning spatial and temporal location of the term post-colonial, commodity status of post-colonialism, and crises in the post-colonial pedagogy can be addressed from an Afrocentric perspective based on a new historiography. To support the proposed arguments, the paper provides an Afrocentric analysis of some postcolonial works and shows how the very radical stance of postcoloniality has been neutralized by the Western academy. Simultaneously, the research also shows, despite being ridiculously disparaged as essentialist and racist, Afrocentricity is fundamentally radical and quintessentially emancipatory in its relentless fight against misrepresentation, pseudoscience, and injustice in the name of objective scholarship perpetrated by Eurocentric intellectuals—particularly from Asia and Africa.
Temple University--Theses
12
Morakinyo, Olusegun Nelson. "A historical and conceptual analysis of the African Programme in Museum and Heritage Studies (APMHS)." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5648_1346401876.
Full textAbstract:
In 1998 the University of the Western Cape together with the University of Cape Town, and the Robben Island Museum introduced a Post-graduate Diploma in Museum and Heritage Studies. This programme was innovative in that not only did it bring together two universities in a programme where the inequalities of resources derived from their apartheid legacies was recognised, but it also formally incorporated an institution of public culture that was seeking to make a substantial imprint in the post-apartheid heritage sphere as part of its structure. In 2003 this programme attracted substantial funding from the Rockefeller Foundation and was rebranded as the African Program in Museum and Heritage Studies (APMHS). While this rebranding of the programme might seem to be innocently unproblematic and commendable as part of the effort at re-insertion of South Africa into Africa after the isolation of apartheid, an analysis of the concepts employed in the rebranding raises serious theoretical, conceptual, and disciplinary questions for heritage studies as an academic discipline and for its connections with other fields, especially the interdisciplinary study of Africa. What are the implications of a programme that brings together the concepts of ʹAfrican-Heritage-Studiesʹ? Does the rebranding signify a major epistemological positioning in the study of Africa or has it chosen to ignore debates on the problematic of the conjunction of the concepts? This study address these issues through a historical and philosophical analysis of the programme, exploring how it was developed both in relation to ideas of heritage and heritage studies in Africa and, most importantly by re-locating it in debates on the changing meaning of
ʹAfricaʹ in African studies.
13
Wright, Donela C. "The Home as Refuge: Locating Homeplace Theory Within the Afrocentric Paradigm." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/391281.
Full textAbstract:
African American StudiesPh.D.
This project will expand and extend the current concept of homeplace, as offered by cultural critic and scholar bell hooks. In doing so, it will assess the various ways that home has been constructed by persons of African descent, and suggests that homeplace is a form of maroonage that is manifested both physically and psychologically. In addition to conceptually theorizing on homeplace, this project will also introduce Homeplace Theory, a theoretical prescriptive to the issue of diminished and erased cultural consciousness amongst persons of African descent. Additionally, this project will explain the historical and socio-cultural role the Africana woman plays in the creation and maintenance of homeplace. By privileging Afrocentricity as the primary theoretical thrust, Homeplace Theory finds an intellectual home within the Afrocentric Paradigm with the addition of Afrocentric principles in the creation and explanation of Homeplace Theory. Afrocentricity also validates the subjective inquiry of African derived phenomena. In this regard, this project fortifies the intellectual subjective investigation of the Afrocentric enterprise within the discipline of Africology/Africana Studies/African American Studies.
Temple University--Theses
14
Robinson, Michael Collins. "An Impact Study On Afrocentric Christianity." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1589226134275341.
Full text
15
Gammage, Justin Terrance. "FIGHTING FOR ECONOMIC STABILITY IN A TIME OF UNCERTAINTY: AFRICAN AMERICAN ECONOMIC DEVELOPMENT IN PHILADELPHIA 1940 - 1970." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149402.
Full textAbstract:
African American StudiesPh.D.
The central problem that this research seeks to engage is the non-implementation of an Afrocentric movement for African American economic advancement. A wealth of research has explored external and internal factors that cause inequalities in wealth among African Americans and their White counterparts, but there has yet to be an adequate program that addresses African American poverty. The lack of an Afrocentric program has contributed to the formation of African American communities plagued by economic challenges. Social factors such as structural racism, poor educational institutions, generational transfer of poverty, urban removal etc. has had devastating effects on African Americans' opportunities of accumulating wealth. While wealth alone will not solve all issues that face African Americans, addressing economics realities from a social, political, and historical perspective will assist with the current movement for African American economic empowerment and contribute to the economic dimension of the struggle for African liberation. In focusing on economics, this research seeks to contribute to African liberation by providing a detailed Afrocentric historiographical perspective, an empirical analysis of current economic realities, and a model for economic liberation.
Temple University--Theses
16
Reddick, Bonnie Lynn. "Lifting as We Climb: African American Women's Education Experience in the Ivory Tower." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/9.
Full textAbstract:
This study uses mixed methods to examine the experiences of African American women in doctoral programs. 102 African American women completed an on-line survey, and twenty women participated in one-on-one interviews. As an African American female, the researcher is interested in comparing the experiences of African American women: critiquing, analyzing and interpreting similarities and points of divergence in their experiences, and articulating stories of triumph and struggle, using a narrative style. This study confirms that Black women have experienced success in doctoral programs. Some of the participants had meaningful and supportive mentors. They have had limited exposure to Black faculty and/or scholarship. The participants in this study illuminate the dynamics inherent in their relationships with their dissertation committee members, particularly the chairs of their respective committees. In addition, this study explores the discordant relationship between Black female graduate students and Black female dissertation committee members. A majority of the participants were unfamiliar with the term Afrocentricity. They did not fathom that Afrocentricity could be used as a methodological or theoretical framework. All the participants exhibited at least one tenet of Afrocentricity. They are testimonies of the veracity of the Sankofian principles of looking back, reclaiming, and retelling their collective stories. These stories serve as inspiration for some and models of commitment for others.
17
Brooks, Zachary D. "Optimizing the Functional Utility of Afrocentric Intellectual Production: The Significance of Systemic Race Consciousness & Necessity of a Separatist Epistemological Standpoint." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500843.
Full textAbstract:
African American StudiesM.A.
This research aims to reinforce the functional aspect of the Afrocentric paradigm by coupling the development of Afrocentric consciousness with a systemic race consciousness so that the intellectual production coming out of the discipline of Africology can more practically address the needs of Afrikan people under the contemporary system of white supremacy. By examining strengths and limitations of some existing theories and concepts within Black Studies, the goal of this examination becomes to more effectively address the problems of the epistemic convergence Eurocentrism structurally imposes on Afrikan people seeking liberation. Through an examination of how the cultural logic of racism/white supremacy has determined the shape and character of institutions within the United States, this work will argue that the most constructive political disposition for an Afrocentrist to take is one of separatist nationalism. The argument being made is that this ideological component is a necessary catalyst to produce Afrocentric scholarship that has optimal functional utility toward the goal of achieving sustainable liberation for Afrikan people from the Maafa.
Temple University--Theses
18
Nicholas, Alice Lynn. "LIBERATORY EXPRESSIONS: BLACK WOMEN, RESISTANCE AND THE CODED WORD, AN AFRICOLOGICAL EXAMINATION." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/564310.
Full textAbstract:
African American StudiesPh.D.
Word coding can be traced to the ancient Kemetic practice of steganography (referring to hiding place or hidden message). Unless the reader is aware of the meaning, the Coded Word can often appear as just art. Afrocentric scholarship however, also incorporates the idea of functionality. Aesthetics, throughout African history, and to this day, serve a purpose. The beautiful quilts sewn by enslaved Black women served dual functions, as bed coverings and as symbols of resistance and liberation. The decorative wrought-ironwork found on gates and doors throughout the United States serves as a Sankofic reminder and protector. The highly coded language in the aesthetics of the Black Power/Black Arts Movement, shifted paradigms. Though the practice of word coding remains an active part of contemporary Black culture, there is a disconnection between the action and the aim (or function); a direct result of the destructive efforts of colonization. Today’s racially charged and oftentimes dangerous climate calls for a reexamination of word coding as a liberatory tool. I created the theory of the Coded Word to analyze three novels by Black women who are unique in their forms of word coding, just as they are characteristically distinct in their forms of expression. The findings for the three novels have resulted in the first three entries into the Glossary of the Coded Word, a resource to be used by Black people in resistance to oppression and in the struggle for liberation of all Black people.
Temple University--Theses
19
Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.
Full textAbstract:
This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).
Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.
Keywords: Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.
20
Noman, Abu Sayeed Mohammad. "POST-COLONIAL DISLOCATION AND AMNESIA: A CURE FROM MOLEFI KETE ASANTE'S AN AFROCENTRIC MANIFESTO." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216557.
Full textAbstract:
African American StudiesM.A.
'Post-colonial Dislocation and Amnesia: A Cure from Molefi Kete Asante's An Afrocentric Manifesto' aims at investigating the epistemological problems and theoretical inconsistencies in contemporary post-colonial studies. Capitalizing Molefi Kete Asante's theorizations on agency, location, identity, and history this project applies an Afrocentric approach in its reading of the post-colonial authors and theorists. While current postcolonial theory seems to be at stake with operationalizing many of its terms and concepts, the application of Afrocentric methods can help answering severe allegations raised by a number of critics against this discourse. Issues concerning spatial and temporal location of the term post-colonial, commodity status of post-colonialism, and crises in the post-colonial pedagogy can be addressed from an Afrocentric perspective based on a new historiography. To support the proposed arguments, the paper provides an extensive reading of two post-colonial writers from the Caribbean, and shows how they manipulate their apparent power in perpetuating the misrepresentations of the colonized people initiated by the colonial discourses. With a detailed discussion of the principles of Afrocentricity based on Asante's ground-breaking book An Afrocentric Manifesto, the paper proposes possible ways in which Afrocentric theory could be applied in addressing such misrepresentations and developing a true sense of identity for the oppressed people.
Temple University--Theses
21
Pereira, Patrícia da Silva. "Griot-educador : a pedagogia ancestral negro-africana e as infâncias, em um espaço de cultura afro-gaúcha." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134701.
Full textAbstract:
A pesquisa apresentada nesta Dissertação de Mestrado investiga o modo de produção de novos Griot’s, a partir de atividades afrocentradas, realizadas com crianças participantes das Oficinas “Semeando a História”, na ONG AfroSul/Òḍ óṃ ọdé, na cidade de Porto Alegre/RS. Através da perspectiva com uma inspiração pós-estruturalista e da metodologia de pesquisas com crianças, concebi-as como parceiras nesta pesquisa, buscando seus aceites expressos em palavras e atitudes, bem como dos Griot’s e demais participantes do local. Investigo como os modos de ser Griot influi diretamente nas atividades, nos discursos, nas relações entre as crianças, e destas com os adultos, subjetivando-as num modo de ser criança e de viver suas infâncias diferenciado e afrocentrado. Discuto os diferentes modos de ser criança ao longo da história e como a formação étnico-cultural da população brasileira fundamenta tais diferenças e as caracteriza. Constituo o modo de ser afro-gaúcho, um afrobrasileiro produzido a partir da convivência e das relações instituídas no espaço geográfico do estado do Rio Grande do Sul, a partir das diferentes etnias historicamente aqui residentes Evidencio as diversas atividades propostas às crianças, a partir das conversas, de uma oralidade basilar, que entremeia as propostas, e materializa as aprendizagens em outras formas de representações. Nestas infâncias múltiplas, e suas contribuições na produção destes novos sujeitos, crianças que percebem o mundo em sua diversidade e multiplicidade cultural e étnicorracial, encerra-se o desejo de ampliação das ações pensadas e planejadas para a manutenção das culturas ancestrais negro-africanas, afrobrasileiras e afro-gaúchas, potencializando a continuidade das tradições, em especial, da tradição dos Mestres dos Saberes e da Pedagogia Griot. Relato esta experiência vivida a partir de minhas experiências em família afrocentrada, num modo de ser partícipe da aprendizagem neste espaço de Pesquisa, num processo holístico da construção deste relato de si e do outro que estes Mestres dos Saberes utilizam para ensinar.The research presented in this Master's Dissertation investigates the Griot's new mode of production, from african-centred activities carried out with children participated in the workshops "Sowing History" in AfroSul/Ọdọmọdé NGO in the city of Porto Alegre / RS. Through the perspective with a poststructuralist inspiration and research methodology with children, conceived them as partners in this research, seeking their accepted expressed in words and actions, as well as the Griot's and other participants of the site. Investigate how the ways of being Griot directly influences the activities, in speeches, in relations between the children, and those with adults, subjectively them in a way to be a child and to live their differentiated and african-centred childhoods. Discuss the different ways of being child throughout history and how the ethnic and cultural background of the population bases such differences and features Consisting how to be african-gaucho, one Afro-Brazilian produced from living and relationships established in the geographical area of the Rio Grande do Sul state, from different ethnic groups historically living here. Made evident the various activities proposed to children from the conversation, a basic orality, which intersperses the proposals, and the learning embodied in other forms of representations. These multiple childhoods, and their contributions to the production of these new subjects, children who perceive the world in its diversity and cultural and étnicorracial multiplicity, closes the desire for expansion of thought and planned actions for the maintenance of black-African ancestral cultures, Afrobrazilian and african-gaucho, enhancing the continuity of traditions, in particular the tradition of the Masters of Knowledge and Griot Education. Report this lived experience from my experiences in afrocentrada family, a way of being a participant of learning in this search space, a holistic process of building this story of self and other that these Masters of Knowledge use to teach.
22
Francisco, Dominique K. "Out of Resistance Sparks Hope: An Afrocentric Rhetorical Analysis of Mothers of Slain Black Children." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592135067647318.
Full text
23
Scott, Mikana S. "AN AFROCENTRIC ANALYSIS OF SCHOLARLY LITERATURE ON THE CAYMAN ISLANDS: LOCATION THEORY IN A CARIBBEAN CONTEXT." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/272658.
Full textAbstract:
African American StudiesM.L.A.
This work addresses the following question: How has the prominent scholarly literature on the Cayman Islands promoted a discourse that serves to undermine the acknowledgment of African contributions as well as African self-identification in the country? Utilizing an Afrocentric inquiry, the method of content analysis was employed to interrogate selected texts using location theory. It was found that the majority of literature on the Cayman Islands, as well as the dominant ideology within the Caribbean has indeed undermined the acknowledgement of African contributions as well as African self-identification in the country. More scholarship is needed that examines the experiences of African descended people living in the Caribbean from their own perspective, and critically engages dislocated texts.
Temple University--Theses
24
Pellerin, Marquita Marie. "Perceptions of African Ameircan Females: An Examination of Black Women's Images in Rap Music Videos." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/139738.
Full textAbstract:
African American StudiesPh.D.
Utilizing an Afrocentric methodological framework, this dissertation research seeks to examine the general public perceptions of African American women as reflected in rap music videos, and to determine how African American females perceive the images that are presented of them in rap music videos. This study explores Black women's representation through analyses of top ten rap music videos from January to September 2010 and conceptualizes the effects of these representations on Black female viewers. This study also explores the reception of Black women's images in rap music videos as they are potentially exported to other cultures. This project is a multi-method examination including questionnaires and focus group sessions, exploring the effect of rap music video content on the representation of African American women, society's perceptions of African American females, and how when given an opportunity to construct their own media image, how would African women be represented.
Temple University--Theses
25
Tyler, Ayana Diane. ""It takes a village to raise a child - It takes a campus to graduate a student" Exploring the Cultural Relevance of Student Development Models for African Americans in Higher Education." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/171863.
Full textAbstract:
Urban EducationEd.M.
This paper presents a synthesis of the literature related to cultural identity and college student development among African Americans in higher education. Racial and cultural identities for African American college students are an integral part of their student development and have been connected to a variety of positive outcomes such as succeeding in college. Currently, traditional student development models and theories, once considered applicable to all students, are being challenged on the grounds that they are not culturally sensitive. Furthermore, the diversification of the philosophical foundation of higher education is also being challenged on the grounds that its foundation is also based in one dominant worldview. Subsequently, the classical student development literature as well as the philosophical foundation of higher education is being disputed on the grounds that its theories have been generalized to all student populations from samples that were predominantly White, male, and middle class. The guiding question of this work seeks to uncover if an African American college student's racial identity can truly be accommodated and achieved at a university which utilizes college student development models based solely in a European framework. Both Eurocentric and Afrocentric models are discussed and suggestions on how to integrate Afrocentric worldviews into higher education are made.
Temple University--Theses
26
Maraj, Louis Maurice. "Black or Right: Anti/Racist Rhetorical Ecologies at an Historically White Institution." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524145658002913.
Full text
27
Hazelwood, Ashley Marie. "Teach Me, Toward Me: Returning the SISTAH to the SISTAH: Exploring the Use of Afrocentric Pedagogy and Andragogy for Black Women in the Higher Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505255/.
Full textAbstract:
The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.
28
Shai, Kgothatso Brucely. "An afrocentric critique of the United States of America's foreign policy towards Africa : the case of Ghana and Tanzania, 1990-2014." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/2610.
Full textAbstract:
Thesis (Ph. D. (International Politics)) -- University of Limpopo, 2016The United States of America’s (US) foreign policy towards Africa has been the subject for debate. This is partly because the country’s relationship with African countries is not consistent. By and large, such relations are shaped by a number of factors which include political orientation and material resources. Within this context, the present study uses case studies from two different parts of Africa to tease out US foreign policy towards Africa. This explorative study uses Ghana and the United Republic of Tanzania (hereafter referred to as Tanzania) as test cases to compare and critique the post-Cold War foreign policy of the US towards Africa. It does this by first analysing and constructing the theoretical material on the three pillars of the US Africa policy (oil, democracy and security) and subsequently, contemporaneously locating the US relationship with Ghana and Tanzania. Largely, the study carries a historical sensibility as it traces the US relationship with Ghana and Tanzania from as far as the colonial era. History is crucial in this regard because the past provides a sound basis for understanding the present and future. To add, in International Politics theory holds sway and history is used as a laboratory. In this thesis, the researcher proposes Afrocentricity as an alternative theoretical paradigm crucial in understanding US foreign policy towards Africa. As it shall be seen, such a paradigm (theoretical lens) remains critical in highlighting the peculiarity of the US relationship with Ghana and Tanzania. It is envisaged that a deeper understanding of the US foreign policy towards Ghana and Tanzania is achievable when its analysis and interpretation is located within a broader continental context of Africa. To realise the purpose of this study, the researcher relies methodologically on interdisciplinary critical discourse and conversations in their widest forms. With reference to the test cases for this study, the agenda for democratic consolidation features prominently on both of them while oil is only applicable to Ghana in this regard. In contrast, Tanzania distinguishes itself both as a victim of terrorism and equally so as a strategic partner on the US anti-terrorism efforts in East Africa. Yet, oil in West Africa’s Ghana is important for the US both as an economic resource and a strategic energy source during wartime periods. Overall the ‘differential’ foreign policy towards individual African states is also a significant observation which dispels the myth of a universal US foreign policy framework. Keywords: Africa, Afrocentricity, democracy, East Africa, foreign policy, Ghana, oil, security, Tanzania, United States of America, West Africa.
29
Robinson, Carl L. "Reconceptualizing the Implications of Eurocentric Discourse Vis-à-Vis the Educational Realities of African American Students With Some Implications for Special Education." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1083270345.
Full text
30
Souza, Renan Fagundes de. "DAS TEIAS DE ANANSE PARA O MUNDO – ÁFRICAS E AFRICANIDADES NA LITERATURA INFANTIL E JUVENIL CONTEMPORÂNEA EM LÍNGUA ESPANHOLA." Universidade Estadual de Ponta Grossa, 2017. http://tede2.uepg.br/jspui/handle/prefix/2370.
Full textAbstract:
Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-10-16T15:41:55Z
No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
Renan Fagundes.pdf: 14965955 bytes, checksum: fa383276f6bcac970603bf242121e506 (MD5)Made available in DSpace on 2017-10-16T15:41:55Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Renan Fagundes.pdf: 14965955 bytes, checksum: fa383276f6bcac970603bf242121e506 (MD5) Previous issue date: 2017-05-05
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
As reflexões que trago nesta dissertação têm por objetivo identificar os traços de africanidades na literatura infantil e juvenil em língua espanhola em seu contexto afro-diaspórico. Para apresentar tais traços de africanidades, tive que repensar, de que forma a matriz africana aparece nos contos em língua espanhola e em como consistem. Para isto, elenquei em forma de categorias de análise, as africanidades encontradas. Sendo estas categorias: As representações de Ananse; O poder e importância da palavra para as culturas africanas; Áfricas: memória e comunidade; A presença de animais/personagens. No que concerne ao desenvolvimento teórico e metodológico, parto do reconhecimento dos estudos clássicos que abordam a temática da literatura infantil e juvenil no decorrer da trajetória histórica deste gênero literário. Tais como: Támes (1990); Coelho (2000, 2006); Hunt (2010), entre outros/as. Todavia, me pauto principalmente nas discussões em relação à representação das personagens negras, como se detiveram as pesquisas de: Rosemberg (1985); Oliveira (2003, 2010); Gouvêa (2005); Jovino (2006); Araujo (2010, 2015); Debus (2012); entre outros/as. No tocante à elucidação teórica dos conceitos de africanidades(s) e afrocentricidade, quais são eixos norteadores desta pesquisa, se fez necessário estudos de cunho reflexivo dialogando-os com postulações de pesquisadores/as afro-brasileiros e africanos. Já, para a metodologia de análise dos contos, me baseio na práxis da africanidade, postulada por Silva (2008). Enegreço também que a análise se fará em uma perspectiva afrocentrada, priorizando base teórica afro-diaspórica. Em relação ao corpus deste estudo, as obras escolhidas foram: Anancy en Limón (2002), da Costa Rica e Multiculturalidad y Plurilingüismo – Tradición Oral y educación plurilingüe en África Central y Austral (2012), da Guiné Equatorial. Os resultados apontam que as pesquisas com literatura infantil e juvenil que discutem sobre representação de personagens negras, por mais que se tenha avanços ainda persistem resquícios de estereótipos como destacados por Rosemberg (1985), Oliveira (2003, 2010), Araujo (2010, 2015). Vale ressaltar o caráter didático e pedagógico das narrativas e importância da argumentação, articulação, desenvolvidos por Ananse, o poder da palavra, os animais e memória e comunidade para as culturas africanas.
The reflections I bring in this dissertation aim to identify the traits of Africanities in children's and young people's literature in the Spanish language in its Afro-Diasporic context. To present such traits of Africanities, I had to rethink how the African matrix appears in Spanish-language short stories and in what they consist. For this, I listened in the form of categories of analysis, the found africanities. Being these categories: The representations of Ananse; The power and importance of the word for African cultures; Áfricas: memory and community; The presence of animals / characters. With regard to theoretical and methodological development, I start from the recognition of the classical studies that approach the theme of children's and youth literature during the historical trajectory of this literary genre. Such as: Támes (1990); Coelho (2000, 2006); Hunt (2010), among others. However, I focus mainly on the issues regarding the representation of the black characters, the research of Rosenberg (1985); Oliveira (2003, 2010); Gouvêa (2005); Jovino (2006); Araujo (2010, 2015); Debus (2012); among others. With regard to the theoretical elucidation of the concepts of africanities and afrocentricity, which are the guiding axes of this research, it was necessary to carry out reflective studies by discussing them with postulations of Afro-Brazilian and African researchers. Already, for the methodology of analysis of short stories, I’m based on the African praxis, postulated by Silva (2008). I’m also explain that the analysis will be done in an afro centered perspective, prioritizing Afro-diasporic theoretical basis. Regarding the corpus of this study, the works chosen were: Anancy in Limón (2002), Costa Rica and Multiculturality and Plurilingualism - Oral Tradition and multilingual education in Central and Southern Africa (2012), from Equatorial Guinea. The results point out that the researches with children and young people's literature that discuss the representation of black characters, although there are still some vestige of stereotypes, as highlighted by Rosemberg (1985), Oliveira (2003, 2010), Araujo (2010, 2015 )). It is worth emphasizing the didactic and pedagogical character of the narratives and the importance of the argumentation, articulation, developed by Ananse, the power of the word, animals and memory and community for African cultures.
31
Karlin, Michael. "Changing Narratives, Changing Destiny: Myth, Ritual and Afrocentric Identity Construction at the National Rites of Passage Institute." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/rs_theses/20/.
Full textAbstract:
Thesis (M.A.)--Georgia State University, 2009.Title from title page (Digital Archive@GSU, viewed June 24, 2010) Kathryn McClymond, committee chair; Timothy Renick, Gary Laderman, committee members. Includes bibliographical references (p. 73-76).
32
Robinson, Carl L. "Reconceptualizing the implications of Eurocentric discourse vis-á-vis the educational realities of African American students with some implications for special education." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1083270345.
Full text
33
Guerlotté, Charlotte. "Hip-hop, africanité, mixité : les représentations identitaires multiples chez les jeunes Guadeloupéens urbains." Thèse, 2016. http://hdl.handle.net/1866/18403.
Full textAbstract:
La Guadeloupe s’est construite avec la colonisation européenne à partir de la traite négrière, aux dépens des populations africaines, et de multiples vagues de travailleurs migrants (Indiens, Syriens, etc.). Certains auteurs conceptualisent les dynamiques identitaires et ethniques de ces populations soit par une construction identitaire mixte, la créolisation, en rupture avec « l’Ancien Monde » (Glissant, 1997 ; Bonniol, 2006, etc.), soit par une conception essentialiste, l’afrocentricité, en continuité avec l’Afrique, où l’aliénation des anciens empires coloniaux est dénoncée (Asante, 2007; Mazama, 1997). Comment les jeunes Guadeloupéens urbains d’aujourd’hui se représentent-ils leurs identités ? Participent-ils à ce débat idéologique ? Cette étude analyse treize entretiens semi-dirigés de jeunes d’une vingtaine d’années, résidant à Pointe-à-Pitre et ses périphéries urbaines et majoritairement issus de la culture hip-hop, ainsi qu’une série d’observations participantes réalisées dans les studios d’enregistrement de certains répondants (été 2014).
À travers leurs discours, l’ethnicité guadeloupéenne est représentée par une vision pluriethnique et parfois mixte, à une vision d’ascendance africaine. Les représentations créoles ou afrocentriques sont rares. Certains jeunes mettent en avant leur africanité et d’autres s’en éloignent en s’identifiant à des ancêtres esclaves ou à une mixité ethnique. La culture hip-hop a également une place importante dans leurs représentations identitaires. Finalement, il est difficile de faire ressortir une tendance générale dans leurs discours, tant leurs dynamiques identitaires sont variées. Ce mémoire démontre l’intérêt de mettre en valeur la diversité des représentations identitaires et l’importance de considérer les discours identitaires individuels plutôt que ceux collectifs présents notamment dans la créolisation ou l’afrocentricité.Guadeloupe was built around the slave trade of African people, European colonization, and multiple waves of migrant workers (Indians, Syrians, etc.). Some scholars conceptualize the ethnicities and identities of these populations as mixed and “new”; Creolization, where a link to the "Old World" is no longer relevant (Glissant, 1997: Bonniol 2006, etc.). Others see an essentialist notion of African identity, Afrocentricity, while old colonial empires’ cultural alienations are denounced (Asante, 2007: Mazama, 1997). How do young urban Guadeloupeans represent their own identities today ? Do they participate in this ideological debate through their identifications? This thesis is based on thirteen semi-structured interviews of youths in their twenties living in Pointe-à-Pitre and peripheral urban areas who mainly associate themselves with hip-hop culture, and a series of participant observations made in the recording studios of the project participants (summer 2014). Based on this research, I have concluded that Guadeloupe's collective identity can be represented as multiethnic, sometime comprised of a notion of mixed ethnicity, and often of African ancestry. However, representation of creole or afrocentric is rare. Moreover, some young people put forward their africanity, while others identify themselves with slave ancestors or mixed ethnicity. Hip-hop culture is also an important part of their identity representations. It is difficult to point out speech patterns because their identity dynamics are diversified. This study highlights the diversity of identity representations and the importance of considering individual identity dynamics rather than collective identity discourses present in particular in Creolisation or Afrocentricity
34
Mangeni, Andrew. "The marginalization of an indigenous master musician-teacher: Evalisto Muyinda—1939–1993." Thesis, 2019. https://hdl.handle.net/2144/38521.
Full textAbstract:
Marginalizing indigenous experts was common practice during the colonial period in Uganda, and it has continued to some extent today. This study was an attempt to reclaim the indigenous history unmentioned by many Western scholars who were quick to glean a vast amount of indigenous knowledge, yet failed to recognize or credit the intellectual expertise and contributions of indigenous experts.
The purpose of this study was to investigate the marginalization of an indigenous master-musician teacher as seen through the life experiences and career of Evalisto Muyinda (1916-1993).
With a musical career that spanned over fifty years, Mr. Muyinda served as a leading teacher and performer of indigenous Ganda music in various institutions. Muyinda's contributions to the field of indigenous (Ganda) music teaching are many, yet his expertise and contributions to music education have not been fully explored. He served as a court musician in Kabaka Muteesa II’s palace from 1939 to 1966; he was chief musician at the Uganda Museum from 1948 to 1984; and he was a lead musician and innovator in Uganda's national cultural troupe (the Heart Beat of Africa) from 1963 to 1981. Mr. Muyinda's legacy continues to exist through the scholarly work of various music educators, ethnomusicologists and indigenous performers of Ganda music, who all credit their learning to this expert musician. World music scholars such as Klaus Wachsmann, Lois Anderson, Gerhard Kubik, and Peter Cooke all studied and researched indigenous Ganda music under Muyinda’s guidance and tutelage.
In this study I examined Muyinda’s contributions to music education as a teacher and performer of indigenous (Ganda) music in twentieth century Uganda (1939-1993). Mr. Muyinda was a well-known resource for hundreds of indigenous Ganda folksongs that he used in teaching the akadinda and amadinda (xylophone) traditions to both local and foreign students. As a master musician-teacher, Muyinda also performed and taught indigenous music in several places in and outside Uganda. During Muyinda’s career and travels his music was recorded and archived in British and Viennese archival libraries, making these materials a useful resource for music educators and ethnomusicologists.
The methodology employed in gathering data for this study included personal interviews with people who interacted with Evalisto Muyinda during his life time. Archived printed materials were carefully examined and used to construct a sequence of significant events as they unfolded in Muyinda's life experiences and career. Although Muyinda was not an expert musician in the Western formal sense, his expertise in indigenous music enabled him to serve as an accomplished teacher and research associate to the many Western scholars who worked with him. Since the marginalization of an indigenous master-musician teacher is the central focus of this study, Afrocentricity was used as the most suitable theoretical framework to discuss an African subject and the historical discourse involved. The current study would be of interest to music practitioners, researchers and historians with an interest in the indigenous music and music education of Uganda and other countries with a similar history.
35
AKUA, CHIKE. "The Life of a Policy: An Afrocentric Case Study Policy Analysis of Florida Statute 1003.42(h)." 2017. http://scholarworks.gsu.edu/eps_diss/155.
Full textAbstract:
The purpose of this study is to examine how members of the community, educators, legislators, and members of the academy organized and mobilized to bring Florida Statute 1003.42(h) into being. This Afrocentric case study policy analysis centers African people, educators, and policymakers as agents, actors, and subjects with agency who determined that such legislation was needed and necessary for the education of African American students and all students. Data, in the form of document analysis, websites in the states of New York, New Jersey, Illinois, and South Carolina with similar laws, and Florida’s Commissioner’s Task Force on African American History, newspaper accounts, and interviews with key people involved in the creation of the Florida legislation, were analyzed using an Africological methodology. Findings include several major themes that emerged about educational curriculum content, intent, needs, and analysis relative to why this legislation was sponsored and passed including: (a) inaccuracy and omission, (b) correction and inclusion, (c) consciousness and competence, (d) policy and priority, (e) power and precedence. The final product includes a theory of Selective Memory Manipulation and a Paradigm for Afrocentric Educational Policy Production and Analysis.
36
Mafune, Kedibone Violet. "The depiction of vhuthu African philosophy in selected TshiVenda novels." Thesis, 2020. http://hdl.handle.net/10386/3384.
Full textAbstract:
Thesis (Ph.D. (TshiVenda)) -- University of Limpopo, 2020This research study investigated the Vhuthu African philosophy in four selected Tshivenḓa novels, namely; A si Ene (Madima, 1954), Bulayo ḽo Ṱalifhaho (Magau, 1980), Thonga i Pfi Ndo Vhaḓa (Demana, 2015) and Ḽi a Kovhela (Mugwena, 2014) respectively. The Vhuthu philosophical principles formed the main part of the literature review in this study, which afforded the researcher the opportunity to read through, gain an understanding and develop a detailed analysis of the concept of Vhuthu as depicted in the aforementioned novels. Undergirded by the Afrocentricity Theory, this study foregrounds the depiction of African Vhuthu philosophy in the mentioned Tshivenḓa novels. The Afrocentric theoretical perspective centralises the agency of Africans and is geared towards drawing Africans from the margins to the centre in various spheres of society. This study illustrates how Vhuthu, as an essential tenet of African life and philosophy, is embraced by the Vhavenḓa. The study employed the qualitative approach, and used Textual Analysis in the analysis of data obtained from the four selected Tshivenḓa novels. In its investigation of the depiction of Vhuthu in the four selected Tshivenḓa novels, this study was framed within four main objectives of the study, namely: (i) to identify aspects that depict Vhuthu from the selected Tshivenḓa novels, (ii) to investigate the benefits of Vhuthu from the selected novels, (ii) to investigate the shortcomings of Vhuthu from the selected novels and, (iii) to establish the relevance of Vhuthu in present-day society. In the analysis of the selected novels, it was found that there were instances where the characters acted in accordance to the Vhuthu philosophical principles while in other instances, the characters somewhat contravened the Vhuthu philosophy. Overall, the study suggests that the Vhuthu philosophy must be included in the school curricula because, as the study argues, most people who act against the philosophy’s principles are largely the youth.
37
Moriah, Jemell. "PARTNERS FOR EMPOWERMENT OF PARENTS: EXPLORING A NEW AFROCENTRIC PARENTING PROGRAM IN HALIFAX REGIONAL MUNICIPALITY." 2011. http://hdl.handle.net/10222/14376.
Full textAbstract:
A major challenge facing parent educators and professionals who provide prevention and early intervention programs/services for people of colour, specifically Black families in Halifax Regional Municipality (HRM), is the lack of culturally relevant programs. An Afrocentric approach that incorporates concepts from the Empowerment and Ecological Systems theories will bridge this gap because it provides a framework for examining the impact of culture and race on Black family life and parenting. Reflecting on the African proverb, "it takes a village to raise a child", the study emphasizes the role of Black communities in supporting families for enhancing the healthy development of their children. The study examines Black parents' beliefs and goals about using racial socialization as a parenting strategy to address issues of race and discrimination that impact Black parenting. Findings indicate that parents in HRM are currently practicing some form of racial socialization, and are receptive to this model.
38
Lechaba, Leshaba Tony. "Textual analysis of selected articles from "The Thinker" magazine (2010-2016)." Diss., 2019. http://hdl.handle.net/10500/26314.
Full textAbstract:
This study investigates the representation of post-apartheid discourses and decolonial messages of The Thinker magazine. It further examines how the magazine in question confronts and negotiates the aftermath of apartheid and coloniality. Particularly, the nature of these discourses and narratives in the context of a new dispensation in South Africa. South Africa experienced the brunt of apartheid and it is currently still grappling with the condition of coloniality. The latter manifests itself into the dimensions of power, knowledge and being. For this reason, a de-linking option from coloniality and apartheid becomes imperative if a new consciousness, liberatory trajectory and social justice are to be attained. Accordingly, the study sought to determine whether African Renaissance could be used as a de-linking tool/option. Taking into account The Thinker‘s messages from the year 2010 to 2016, the study examines whether the magazine promotes a decolonisation narrative. The study sought to provide a contribution to knowledge insofar as discourses of decoloniality and social justice in South Africa are concerned. The study employs a cultural studies lens, in particular, the principle of radical contextualism and Steward Hall’s model of articulation. Cultural studies was used because of its transdisciplinary/interdisciplinary and flexible approach to social phenomenon under study. A mixed-methods approach in the form of a sequential transformative design was employed, however, the qualitative aspect (thematic analysis) was prioritised as dictated by the research question and objectives. It was proven in this study that quantitative elements can be applied successfully within a decolonial inquiry. Hence, the methodological contribution of the study in that regard. The study found that The Thinker highlights the continuation of the atrocities of coloniality and apartheid in post-apartheid South Africa. It is thus suggested by the text that a decolonial trajectory and thinking is needed given the aftermath of apartheid and the condition of coloniality. Furthermore, African Renaissance can be used to reaffirm and repudiate the dominant discourses of coloniality and apartheid if employed authentically by its proponents. However, the text points out the challenges that may hinder the processes of decolonization and liberation such as the self-serving and corrupt leadership that perpetuate the status quo at the expense of the interests of the people.Communication Science
M.A. (Communication)
39
Rapanyane, Makhura Benjamin. "An afrocentric critique of the foreign policy of republic of China towards Africa : case study of Zambia, 2010-2018." Thesis, 2020. http://hdl.handle.net/10386/3437.
Full textAbstract:
Thesis (M.A. (International Politics)) -- University of Limpopo, 2020The foreign policy of the Republic of China (PRC) has been a considerable subject for debate in the past two decades. This is because China has turned its attention towards Africa, seen with the establishment of Forum on China-Africa Cooperation (FOCAC) in the early 2000s. Another reason for this debate is found in the fact that after FOCAC’s initiation, China has managed to become the largest trade partner of the African continent and the second biggest economy in the past two decades. Generally, China-Africa relations are largely a by-product of economic and political orientations. In the context of the above, this study uses a case study design to critique the foreign policy of China towards Africa. This case study design uses Zambia as a test case to critique the post-2010 Chinese foreign policy towards Africa. This is done by constructing and analysing China’s Africa policy and subsequently, locating China’s International relations with Zambia. To a great extent, this study imparts historical sensibility as it locates China’s international relations with Zambia from as far as during the colonial period. The consideration of historicity in this study draws fundamentally from the fact that the past always provides a resonate basis for comprehending the present and the future. In this study, the researcher advocate for the utility of Afrocentricity as a substitute theoretical framework important in apprehending China’s foreign policy towards Africa. The adoption and utility of this paradigm in this study are informed highly by its ability in spotlighting and highlighting the Asian tiger (China)’s international relations with Zambia. It is believed in this study that a profound comprehension of China’s Zambia policy can be realised when such interpretations and analysis are deeply found in the continental context of the African continent. Equally important are the objectives of this study which were realised, methodologically, through the use of document review. In consideration of the case study of Zambia, It is important to highlight that China ground-roots its engagement with Zambia on several factors of which the leading are: investment, international legitimacy and market drive. To add, Zambia’s stable political and economic environments continue to play a key role in the two countries' interrelations. This is so, even though some of the Chinese companies operating in Zambia are still unfamiliar with the practice of Corporate Social Responsibility (CSR). Overall, the concept of CSR should be in the leading front when it comes to the operations of Chinese companies in Zambia’s economic stakeholders.
40
Langa, Nduduzo. "Investigating South Africa' foreign policy towards the SADC region : the case study of the Democratic Republic of Congo, 2009-2018." Thesis, 2020. http://hdl.handle.net/10386/3455.
Full textAbstract:
Thesis (M. A. (International Politics)) -- University of Limpopo, 2020South Africa’s foreign policy towards the Southern African Development Community (SADC) region, particularly during Thabo Mbeki’s tenure, has received substantial scholarly attention. Similarly, South Africa’s domestic political arena has been a subject of significant scholarly inquiry during Jacob Zuma’s tenure. Understandably, when one considers the domestic scandals that clouded Zuma’s presidency, the foreign policy of the Zuma administration, specifically towards the SADC region, has received underwhelming scholarly attention. Therefore, the present study is a contribution to the limited available studies on the Zuma administration’s foreign policy towards the SADC region. Noting the importance of the DRC in SADC region international relations, the DRC is used as a case study. The DRC’s experience of a seemingly ceaseless or recurrent conflict makes it a suitable case for the assessment of the Zuma administration’s foreign policy. This is because it would be difficult for a South Africa that is largely viewed as the SADC region’s regional leader to remain indifferent while a fellow SADC member state experiences continuous instability. To achieve its objectives, the study employed document review as a data collection method. The study found that South Africa under Zuma prioritised economic diplomacy. As such, it actively participated in the neutralisation, through military means, of rebel groups in the DRC. It would not be farfetched to submit that this was an attempt to create an environment that is more conducive to economic activity in the DRC so as to improve economic relations between the two countries. Keywords: South Africa, SADC, Foreign Policy, Democratic Republic of Congo, Zuma, Afrocentricity, Southern Africa.
41
Mandova, Evans. "Critical perspectives on selected Shona novelists' conceptualisation and depiction of the African communitarian worldview of Unhu (Humanity to others)." Thesis, 2016. http://hdl.handle.net/10500/22591.
Full textAbstract:
This study interrogates how Shona novelists conceptualise and depict the African communitarian worldview of unhu (humanity to others). The study relies on content analysis of selected Shona novels, critical reviews from various scholars, journals, newspapers and theses, augmented by interviews and questionnaires. The theoretical framework is guided by Afrocentricity and Africana Womanism which are pivotal to the explication of meaning from selected texts, with the view to examining whether or not the writers‟ portrayal and understanding of unhu helps Africa‟s socio-cultural and political liberation. Given that the African worldview of unhu celebrates virtues central to mutual social responsibility, mutual respect, trust, self-reliance, caring, among other attributes. These tenets help to revitalise and rejuvenate the decaying socio-cultural fabric of Zimbabwe. The study intimates that unhu principles could be fruitfully embraced in charting a dispensation in which all people of Zimbabwe could subordinate their personal interests to the interests, respecting one another, thus forging enduring peace and development while, at the same time, the leadership would be governed by democratic tenets espoused through unhu.African Languages
D. Litt. et Phil. (African Languages)
42
Adejumo-Ayibiowu, Oluwakemi Damola. "An afrocentric critique of the discourse of good governance and its limitations as a means of addressing development challenges in Nigeria." Thesis, 2018. http://hdl.handle.net/10500/24992.
Full textAbstract:
The current study is an African-centred critique of the idea of ‘good governance’; which since the 1990s, has been a prescription of the international development institutions for all development challenges facing developing countries. Despite almost two decades of implementation of good governance reforms in Nigeria, poverty, corruption and underdevelopment persist. The analysis showed that the limited involvement of local people in the design of donor-sponsored good governance reforms mainly produced a universal, donor-conceptualized good governance agenda, which did not fully capture local issues.
Given this, the main objective of the current study was to develop a cultural, context-specific governance model that shares local citizens’ understanding of governance, as well as, addresses challenges of governance at local levels in Nigeria. However, given the diversity of cultures in Nigeria and the uniqueness of each of them, this study only focused on Southwest Nigeria.
Afrocentricity is the theoretical framework for this study. Mainstream development theories have mainly guided the development efforts of African countries but these theories are based on the experience of the European countries and primarily seek their interests. Given the failure of Eurocentric development theories in Nigeria, this study deemed it fit to adopt a theoretical framework that is based on African experience and that seeks African interests. Afrocentricity is the only theory in which the centrality of African interests, principles, and perceptions predominate (Pellebon 2007: 174).
In terms of methodology, this study adopted the case study design. The study also used both the qualitative and quantitative methods of data collection. But the study was largely qualitative because it relied on participants’ interpretations. The inclusion of quantitative data was for purposes of expanding and complementing the interpretive information.
The study is significant because the findings provide agency to indigenous people in Nigeria by the voicing their perception of governance. The study also identified context-specific issues affecting governance in Nigeria, which were not captured in the donor’s universal good governance agenda. The study proposed how the principles that have enabled the effectiveness of traditional governance systems could be incorporated into formal governance to achieve better government performance. Most importantly, this study offers context-specific and people-centred recommendations to address Nigeria’s governance and development challenges. This study’s Afrocentric approach to the understanding of good governance is an epistemological rupture against the Eurocentric idea of good governance.Development Studies
PhD (Philosophy)
43
Tembo, Charles. "Post-independence Shona poetry, the quest and struggle for total liberation." Thesis, 2012. http://hdl.handle.net/10500/6106.
Full textAbstract:
This study pursues the quest and struggle for total liberation in post-independence Shona poetry. The study also relies on views of key respondents obtained through interviews and questionnaires. Couched and guided by Afrocentricity and Africana womanism, the study elucidates the politico-economic and socio-cultural factors that militate against Africa’s total liberation in general as well as women’s liberation, respectively. Simultaneously, critical judgments are passed on the extent to which poets immerse their art in African existential philosophy. The study is energized by the idea that pursuing the quest for authentic liberation provides a lens through which one can understand threats to Africa’s true liberation. It observes that poets and key informants largely attribute ersartz independence to internal problems. The researcher holds that it is problematic to hold a domesticated vision of the African condition to the extent that poets and other literary workers need to widen their canvas beyond fighting internal oppression and internationalise the struggle. The researcher argues that it is myopic and self-defeating to protest against Africa itself without giving adequate attention to the incapacitating hegemonic world system. Therefore, the poetry is lacking on its critique on domination. The centerpiece of the thesis is that in order to be purposeful and functional, poets need to grapple with both endogenous and exogenous factors that obstruct the march towards genuine liberation. The study also observes that in some instances poets produce cheap literature which is marked by a narrow and moralistic approach and this is attributable to the fact that poets lack a scientific vision in understanding reality. Concerning women’s authentic liberation, the commonly identified obstacles to women’s freedom are the male counterpart, self-depreciation, lack of education and culture. The study observes that women poets in Ngatisimuke (1994) and key respondents seem to approach gender relations from a feminist perspective and hence fail to situate women’s condition in the context of the history and culture that shape African gender relations. Women poets in Ngatisimuke fall short of internationalising their struggle in concert with the male counterpart such that their poetry degenerates into sponsored and misguided activism.African Languages
D. Litt. et Phil. (African Languages)
44
Howard, Philip Sean Steven. "The Double-edged Sword: A Critical Race Africology of Collaborations between Blacks and Whites in Racial Equity Work." Thesis, 2009. http://hdl.handle.net/1807/19323.
Full textAbstract:
In recent years, there has been a significant amount of new attention to white dominance and privilege (or whiteness) as the often unmarked inverse of racial oppression. This interest has spawned the academic domain called Critical Whiteness Studies (CWS). While the critical investigation of whiteness is not new, and has been pioneered by Black scholars beginning at least since the early 1900s in the work of W. E. B. Du Bois, what is notable about this new interest in whiteness is its advancement almost exclusively by white scholars. The paucity of literature centering the Black voice in the study of whiteness both suggests the lack of appreciation for the importance of this perspective when researching the phenomenon of racial dominance, and raises questions about the manner in which racial equity work is approached by some Whites who do work that is intended to advance racial equity.
This study investigates the context of racial equity collaborations between Blacks and Whites, responding to this knowledge deficit in two ways:
a) it centers the Black voice, specifically and intentionally seeking the perspectives of Blacks about racial equity collaborations
b) it investigates the nature and effects of the relationships between Blacks and Whites in these collaborative endeavours.
This qualitative research study uses in-depth interview data collected from ten Black racial equity workers who collaborate with Whites in doing racial equity work. The data makes evident that the Black participants find these collaborations to be necessary and strategic while at the same time having the potential to undermine their own agency. The study examines this contradiction, discussing several manifestations of it in the lives of these Black racial equity workers. It outlines the importance of Black embodied knowledge to racial equity work and to these collaborations, and outlines an epistemology of unknowing and a politics of humility that these Blacks seek in their white colleagues. The study also outlines the collective and individual strategies used by these Black racial equity workers to navigate and resist the contradictory terrain of their collaborations with Whites in racial equity work.
45
Mahasha, Thabo Widley. "African identity : the study of Zakes Mda 's Madonna of excelsior and Bessie Head's Maru." Thesis, 2014. http://hdl.handle.net/10386/1386.
Full textAbstract:
Thesis (M.A. (English Studies)) -- University of Limpopo, 2014This study discusses African identity as portrayed in Zakes Mda’s The Madonna of Excelsior (2002) and Bessie Head’s Maru (1971). It explores identity and its subcomponents within the South African context as asserted in these novels. Mda employs a retrospective communal voice that blends historical accounts with fiction in order to subvert and satirise apartheid nationalism. Head, on the other hand, constructs a positive image of feminine identity in the world characterised by tribalism, patriarchal system and stereotypical subjugation of women. She dismantles established racial and ethnic prejudice against minority groups and the underprivileged. The study applies a trilogy of theoretical framework to analyse and interpret selected data: Discourse Analysis, Text Analysis and Afrocentricity. It further examines a fluidity of identities in both social and political spheres and demonstrates how suppression of these identities affects individuals and nation states. It reveals that, as a microcosm of Africa, South Africa reflects atrocious injustices of the past, carried out in the form of colonisation and apartheid, bringing about a different kind of identity of the African people. These two novels take us back to the past so that we can understand the present and subsequently build Africa’s identity of the future. KEY CONCEPTS Afrocentricity; Identity; Discrimination; Miscegenation; Otherness; Hybridity; Animalistic Dehumanisation.
46
Nenduva, Aphios. "Investigating moral perversion in post-Independence Shona detective novels." Thesis, 2018. http://uir.unisa.ac.za/handle/10500/25689.
Full textAbstract:
Text in EnglishThe study unravels moral perversion in selected post-independence detective Shona novels. Moral perversion is a multi-faceted concept and the study focuses on corruption, sexual harassment, abuse of office, stealing, poaching and illegal manufacturing of intoxicating products as the key definers of moral perversion. Afrocentricity merged with Kawaida philosophy are the lenses used to pass critical judgements on the extent the selected literary practitioners portrayed literature rooted in the African ontological existence on moral perversion. Fictional works used as primary sources are Sajeni Chimedza (1984), Mutikitivha Dumbuzenene (1991), Munzwa mundove (1999) and Dandemutande, (1998). All the novels are set in the post-independence era in Zimbabwe when moral perversion is rife. The study is qualitative in nature and data was gathered using questionnaires and interviews from literary critics, publishers and novelists. Particular attention is paid on the causes of moral perversion, images of people in leadership positions and the implications of character assassination of leaders in relation to the development of purposeful literature. The study contends that moral insanity is an acknowledged problem in the post-independence era and novelists are portraying leaders as the chief culprits manning factionalism and unorthodox ways of acquiring resources at the expense of the majority of citizenry. Guided and informed by Afrocentricity, the study argues that novelists are raising pertinent issues although their views are myopic, simplistic and self-defeating because they are failing to see that the leaders are also victims who are victimizing other victims. Blaming the leadership on moral perversion ignoring the impact of colonialism, and neo-colonialism in shaping African personality creates more harm than good as this exonerates the imperialistic system of exploitation which impinges on African culture and personality. Therefore, the study argues that novelists erroneously blame individuals for the sins of a system. There is need to interrogate both external and internal factors to establish sustainable home-grown problem solving solutions to improve human condition and the development of functional literature in Africa.
African Languages
D. Litt. et Phil. (African Languages)
47
Gudhlanga, Enna Sukutai. "Gender and land ownership in Zimbabwean literature : a critical appraisal in selected Shona fiction." Thesis, 2016. http://hdl.handle.net/10500/24806.
Full textAbstract:
The study has been prompted by the gap that exists regarding gender and land in Zimbabwean fiction. The study therefore seeks to interrogate the gender and land ownership discourse in Shona fiction in relation to the current conflict of access to land by race, class and gender. The study therefore examines the following fictional works; Feso (1956), Dzasukwa-Mwana-Asina-Hembe (1967), Pafunge (1972), Kuridza Ngoma Nedemo (1985), Vavariro (1990) and Sekai Minda Tave Nayo (2005). Of significance is the fact that the selected fictional works traverse the different historical periods that Zimbabwe as a nation has evolved through. Apart from analysing the selected fictional works, the study also collected data through open-ended interviews and questionnaires to triangulate findings from the fictional works. The selected fictional writers present the different experiences of black Zimbabweans through land loss and the strategies taken by the indigenous people in trying to regain their lost heritage, the land. The exegesis of the selected fictional works is guided by Afro-centred perspectives of Africana Womanism and Afrocentricity. Findings from most of the selected fictional works reveals the selective exclusion of blacks, both male and female, from accessing land and other vital resources from the colonial right up to post-independence periods in Zimbabwe. The study observes that Shona traditional culture accorded both genders the requisite space in terms of land ownership in the pre-colonial period. The study also establishes that colonialism through its numerous legislations stripped black men and women of the fertile land which they formerly collectively owned. The study also establishes that disillusioned black men and women worked extremely hard to regain their lost land as reflected in the unsanctioned land grabs as well as the government sanctioned Fast Track Land Reform Programme. Recommendations for future research include the expansion of such research to include works of fiction in other languages as well as different genres. Future land policies stand to benefit from the inclusion of women in decision making since women the world over have been confirmed as workers of the land. This is likely to deal with the gender divide regarding land ownership patterns both within and outside Zimbabwe.African Languages
D. Litt. et Phil. (African Languages)
48
Masaka, Dennis. "Impact of Western colonial education in Zimbabwe's traditional and postcolonial educational system(s)." Thesis, 2016. http://hdl.handle.net/10500/20951.
Full textAbstract:
In this study, we employ the theory of deconstruction to challenge and reject the
contention that a knowledge paradigm was non-existent among the indigenous people of
Zimbabwe before the arrival of the colonisers. This is necessary because the imposition
of the colonisers’ knowledge paradigm was premised on the supposed absence of an
epistemology among the indigenous people. In defending the thesis that education and
indeed an epistemology was in existence among the indigenous people of Zimbabwe, we submit that education is part of any given culture. In the light of this, it becomes
untenable to deny the existence of education among the indigenous people of Zimbabwe
before the arrival of the colonisers. Knowledge ceases to be the exclusive preserve of the
colonisers. It must be noted that the imposition of the colonisers’ knowledge paradigm
was accompanied by the suppression and partial destruction of the epistemology of the
indigenous people.
The suppression and partial destruction of the indigenous people’s epistemological
paradigm is called epistemicide. The epistemicide that the colonisers inflicted on the
indigenous people led to the exclusive dominance of their knowledge paradigm in the
school curriculum at the expense of that of the indigenous people. In the light of this
status quo, we present transformation and Africanisation as corrective to the unjustified
dominance of the present day curriculum by the epistemological paradigm of the
colonisers. We argue that despite the commendable proposals contained in the Report of
the Presidential Commission of Inquiry into Education and Training (1999: 24) to
change the curriculum so that unhu/ubuntu becomes its organising principle and to allow
the co-existence of the indigenous people’s epistemological paradigm and others, in
practice the dominance of the colonisers’ epistemological paradigm remains in place. We
submit that the Africanisation of the curriculum is a matter of justice that demands the
end of the dominance of the knowledge paradigm of the colonisers and the co-existence
of the indigenous people’s knowledge paradigm and othersPhilosophy, Practical and Systematic Theology
D.Litt et Phil. (Philosophy)
49
Tinyani, Thivhulawi Eric. "Youth Moral Degeneration at Makuya area in the Vhembe District Municipality of the Limpopo Province, South Africa: An Afrocentric Approach." Thesis, 2018. http://hdl.handle.net/11602/1424.
Full textAbstract:
PhD (African Studies)Department of African Studies
Moral degeneration is rampant among the youth across the globe. Juvenile delinquency and diversified social ills are prevalent and manifesting moral degeneration among the youth. This study sought to explore youth moral degeneration at Makuya area in the Vhembe District, Limpopo Province, South Africa. The study is qualitative and exploratory in nature. Non-probability purposive sampling technique was used to select twenty-eight research participants comprised of the parents, educators, youth, religious leaders, traditional leaders, social workers and SAPS officials. Data was collected using unstructured face-to-face interviews and focus group discussions to gain insights of youth moral degeneration challenges. The narrative analysis method was used to analyse and interpret data. The study found that moral degeneration among the youth at Makuya area is rife and is exemplified by the high rate of teenage pregnancies, teen parenthood, school dropout, alcohol and substance abuse, bullying trends, vandalism and other criminal acts committed by the youth in the Makuya area. The study recommended the use of a multi-pronged comprehensive youth moral regeneration strategy which emphasises the restoration, among the others, humanness, love, discipline, integrity, respect for authority, promotion of accountability and responsibility.
NRF
50
Leshoele, Moorosi. "Pan-Africanism and African Renaissance in contemporary Africa: lessons from Burkina Faso’s Thomas Sankara." Thesis, 2019. http://hdl.handle.net/10500/26595.
Full textAbstract:
This study is about four interrelated key issues, namely, critique of Thomas Sankara as a
political figure and erstwhile president of Burkina Faso; examination of Pan-Africanism as a
movement, theory, ideology and uniting force for Africans and people of African descent
globally; evaluation of leadership and governance lessons drawn from Burkina Faso’s August
1983 revolution, its successes, challenges, and shortcomings, and lastly; it draws socioeconomic and developmental lessons from the Burkina Faso experience under Sankara’s
administration during the brief period from 1983 until his untimely assassination on 15 October
1987. The ousting of Blaise Compaore in October 2014 brought to the fore Sankara’s long
buried and suppressed legacy, and this is what, in part, led to me deciding to do a systematic
and thorough study of Sankara and the Burkina Faso Revolution. Two theories were used in
the study – Pan Africanism and Afrocentricity - because they together centre and privilege the
African people’s plight and agency and the urgent need for Africans to find solutions to their
own problems in the same way Sankara emphasised the need for an independent endogenous
development approach in Burkina Faso. Methodologically, a Mixed Methods Research (MMR)
approach was employed so as to exploit and leverage the strengths of each individual approach
and due to the complex nature of the phenomena studied. The study argues that the nerve centre
of developmental efforts in Burkina Faso was a self-propelled, self-centred, and endogenous
development model which placed the agency and responsibility, first and foremost, in the hands
of Burkinabe people themselves using their own internal resources to improve their lives.
Secondly, agrarian reforms were designed in such a way that they formed the bedrock of
economic self-reliance and industrial development in Burkina Faso. Lastly, overall findings of
the study indicate that the revolutionary cause and intervention in all critical sectors such as
education, health, and the economy were prioritised and the pace at which these sectors were
overhauled was crucial. Implication of these findings for development in Africa is that
development cannot be externally imported either through foreign direct investments or
through a straight-jacket policy transfer where African countries often borrow European
economic policies and try to implement them in drastically different contexts and historical
epochs.Political Sciences
Ph. D. (Philosophy)