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Books on the topic 'Gcaleka (African people) – Employment'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Consult the top 24 books for your research on the topic 'Gcaleka (African people) – Employment.'

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1

Willing migrants: Soninke labor diasporas, 1848-1960. Ohio University Press, 1997.

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2

A working people: A history of African American workers since emancipation. Rowman & Littlefield, 2013.

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3

Mogalakwe, Monageng. Inside Ghanzi freehold farms: A look at the conditions of farm workers. Ministry of Local Government and Lands, Applied Research Unit, 1986.

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4

Holland, Killian. The Maasai on the horns of a dilemma: Development and education. Gideon S. Were Press, 1996.

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5

Labour & employment law in Zimbabwe: Relations of work under neo-colonial capitalism. Zimbabwe Labour Centre and Institute of Commercial Law, University of Zimbabwe, 2006.

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6

Kisaka, Ann Nangulu. The development of traditional industries in Bungoma District, 1850-1960: The case of the Babukusu, a preliminary report. University of Nairobi, Dept. of History, 1988.

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7

Cain, Glen George. Black-white differences in employment of young people: An analysis of 1980 census data. University of Wisconsin-Madison, 1987.

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8

Tate, Eliza I. T. To take a stand: Leadership in the work force indifferent to ethnic people of color. ESP Publishers, 2002.

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9

M, Foster J. Getting ahead: What poor people think about their chances of earning their way out of poverty. Greater Washington Research Center, 1988.

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10

S, Sigogo Ndabezinhle, and Sigogo Ndabezinhle S. Lapho intsha isivukile. College Press, 1999.

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11

Blackmon, Douglas A. Slavery by another name: The re-enslavement of Black people in America from the Civil War to World War II / Douglas A. Blackmon. Doubleday, 2008.

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12

Diemer, Jeroen. The Barakwena of the Chetto area: Living in a game reserve. Dept. of Cultural Anthropology, University of Utrecht, 1996.

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13

United States Commission on Civil Rights. Hearing before the United States Commission on Civil Rights: Enforcement of the Indian Civil Rights Act : hearing held in Phoenix, Arizona, September 29, 1988. The Commission, 1990.

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14

Hearing before the United States Commission on Civil Rights: Enforcement of the Indian Civil Rights Act : hearing held in Phoenix, Arizona, September 29, 1988. The Commission, 1990.

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15

Imo State (Nigeria). Ministry of Information and Culture., ed. Igbo economics: Papers presented at the 1989 Ahiajoku lecture (Onugaotu) colloquium. Ministry of Information and Culture, 1989.

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16

(Photographer), Darcy Padilla, Edward G. Rendell (Foreword), and Leslie Stiles (Preface), eds. Voices (Voices (African American And Latina Women In Pennsylvania Share Their Stories Of Success, Pennsylvania Commission For Women). Harrowood Books, 2006.

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17

(Firm), University Publications of America. Papers of the Naacp. Univ Pubns of Amer, 1997.

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18

The Lost Promise of Civil Rights. Harvard University Press, 2007.

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19

Case, Jennifer M., Delia Marshall, Sioux McKenna, and Mogashana Disaapele. Going to University: The Influence of Higher Education on the Lives of Young South Africans. African Minds, 2018. http://dx.doi.org/10.47622/9781928331698.

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Around the world, more young people than ever before are attending university. Student numbers in South Africa have doubled since democracy and for many families, higher education is a route to a better future for their children. But alongside the overwhelming demand for higher education, questions about its purposes have intensified. Deliberations about the curriculum, culture and costing of public higher education abound from student activists, academics, parents, civil society and policy-makers. We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out. This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them. The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in – and cares about – universities.

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20

Archer, Richard. The World of Hosea Easton and David Walker. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676643.003.0001.

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Hosea Easton and David Walker described and analyzed racism in New England during the late 1820s. New England had initially been more receptive to its black population than were other sections of the United States, but as their populations of free people of African descent dramatically increased, states began to reverse themselves. By the 1820s, laws forbade free people of African descent from marrying whites, employment was limited to the most menial jobs, and education—where available—was inadequate. African Americans could not serve on juries or hold public office. Their housing opportunities were restricted, and they were segregated in church seating. They were barred from theaters, hotels, hospitals, stagecoaches, and steamships. Worst of all, whites denied blacks their humanity. Their belief that people of color were inferior to themselves underlay slavery and racism.

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21

Marzagalli, Silvia. The French Atlantic World in the Seventeenth and Eighteenth Centuries. Edited by Nicholas Canny and Philip Morgan. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199210879.013.0014.

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The French were major actors in the creation of an Atlantic world. From the sixteenth century onwards, the Atlantic sphere provided employment for thousands of French sailors, sustained a large merchant community, and supplied much capital. In the following two centuries, cities and ports involved in Atlantic trade emerged and prospered. French imperial policy was a source of permanent tensions — between colonists and authorities in Versailles; planters, free coloured, and slaves; France and other European colonial powers — leading eventually to the progressive loss of the French empire in the course of the eighteenth century. Although French colonial trade and movements of people increased considerably over this period — the French West Indies provided Europe with huge quantities of sugar and coffee produced by an increasing number of African slaves — the French Atlantic world was never confined within its imperial boundaries. After the loss of Haiti, the French empire in the Americas was reduced to Guadeloupe, Martinique, and Guyana, where slavery was abolished in 1848.

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22

Lichtenstein, Nelson. Herbert Hill. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037856.003.0020.

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This chapter presents a portrait of Herbert Hill, who identified himself as “an unreconstructed abolitionist.” As labor secretary of the National Association for the Advancement of Colored People (NAACP), he was a combatant in a war against men and women who, by history, politics, and religion, should have been in his camp. Hill was a brilliant and determined crusader who made the most of the limited legal remedies available against workplace discrimination in the 1950s and 1960s. He brought actions before the National Labor Relations Board to decertify unions that violated the nondiscrimination provision in federal contracts, and he carried cases against both labor unions and employers to state antidiscrimination commissions. Hill consciously fashioned this employment rights campaign after the larger NAACP fight to dismantle de jure segregation and discrimination in education, housing, and at the ballot box. He drafted an effective and widely distributed NAACP Labor Manual that described the complex gamut of discrimination tactics in the workplace and advised African Americans that the NAACP was ready to aid them in their fight against such inequities.

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23

Jeske, Christine. The Laziness Myth. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501752506.001.0001.

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When people cannot find good work, can they still find good lives? By investigating this question in the context of South Africa, where only 43 percent of adults are employed, this book invites readers to examine their own assumptions about how work and the good life do or do not coincide. The book challenges the widespread premise that hard-work determines success by tracing the titular “laziness myth,” a persistent narrative that disguises the systems and structures that produce inequalities while blaming unemployment and other social ills on the so-called laziness of particular class, racial, and ethnic groups. The book offers evidence of the laziness myth's harsh consequences, as well as insights into how to challenge it with other South African narratives of a good life. In contexts as diverse as rapping in a library, manufacturing leather shoes, weed-whacking neighbors' yards, negotiating marriage plans, and sharing water taps, the people described in the book will stimulate discussion on creative possibilities for seeking the good life in and out of employment, in South Africa and elsewhere.

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24

Archer, Richard. Jim Crow North. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676643.001.0001.

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The struggle to overcome Jim Crow was part of a larger movement for equal rights in antebellum New England. Using sit-ins, boycotts, petition drives, and other initiatives, African American New Englanders and their white allies attempted to desegregate schools, transportation, neighborhoods, churches, and cultural venues. They worked to secure the franchise, improve educational opportunities, enlarge employment prospects, remove prohibitions against mixed marriages, and protect fugitive slaves from recapture. Above all they sought to be respected and treated as equals in a reputedly democratic society. Despite widespread racism, by the advent of the Civil War, African American men could vote and hold office in every New England state but Connecticut. Schools, except in the largest cities of Connecticut and Rhode Island, were integrated; railroads, stagecoaches, hotels, and cultural venues (with occasional aberrations) were free from discrimination; people of African descent and of European descent could marry one another and live peaceably; and fugitive slaves were safer in New England than in any other section of the United States. Most African Americans in New England, nonetheless, were mired in poverty, and that is the barrier that prevented full equality, then and now.

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