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This ethnographic study reveals how financial self-help groups (burial societies and credit groups) are islands of hope for Xhosa migrants living in the townships and squatter camps of Cape Town, South Africa. Many are caught up in a sea of insecurity, unemployment, murder, rape, AIDS, and social conflict, entangled with apartheid politics as well as post-apartheid development. Particularly women create these de-politicized social spaces to feel secure and trusted, and know that money is subject to their control. This intimate account challenges romanticized views on urban poverty and solidarity groups. It explores the anxiety among members, the fragility of trust and solidarity, as well as the emergence of conflicts with kin, household members, and neighbours, over desperately needed money.
Xhosa (African people) --- Mutual funds --- Amaxosa (African people) --- Kāpiri (African people) --- Koosa (African people) --- Xosa --- Xosa (African people) --- Ethnology --- Nguni (African people) --- Investment companies --- Investment trusts --- Open-end mutual funds --- Profit-sharing trusts --- UITs --- Unit investment trusts --- Unit trusts --- Investments --- Investment clubs --- Economic conditions. --- Xhosa (Peuple d'Afrique) --- Sociétés d'investissement --- Conditions économiques
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Zulu (African people) --- Dakota Indians --- Nadowessioux Indians --- Naudowessie Indians --- Nawdowissnee Indians --- Sioux Indians --- Wahpakoota Sioux Indians --- Indians of North America --- Siouan Indians --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Government relations --- Cross-cultural studies. --- Wars --- History
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This book provides a detailed narrative of the Kat River Settlement in the Eastern Cape of South Africa during the nineteenth century. The settlement was created by the British to use the Khoekhoe as a living barrier between the Cape Colony and the amaXhosa. It was fought over with some regularity, however, and finally broken up after some of the Khoekhoe joined the amaXhosa in their war against the colony. Nevertheless, in the time that the settlement existed, the Khoekhoe both created a fertile landscape in the valley and developed a political theology of great importance for the evolution of South Africa. They were also the subjects of - and participants in - the major debates leading to the introduction of a liberal constitution for the Cape in 1853. The history of the settlement is thus crucial in understanding the development of both colonial racism and the creation of the colony's non-racial democracy.
Khoikhoi (African people) --- Xhosa (African people) --- Amaxosa (African people) --- Kāpiri (African people) --- Koosa (African people) --- Xosa --- Xosa (African people) --- Ethnology --- Nguni (African people) --- Hottentot (African people) --- Hottentots --- Khoe (Khoikhoi people) --- Khoi (African people) --- Khoikhoin (African people) --- Khoisan (African people) --- History. --- Kat River Valley (South Africa) --- South Africa --- Kat Valley (South Africa) --- Race relations --- Political aspects. --- History --- Arts and Humanities
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This book examines the active role played by Africans in the pre-colonial production of historical knowledge in South Africa, focusing on perspectives of the second king of amaZulu, King Dingane. It draws upon a wealth of oral traditions, izibongo, and the work of public intellectuals such as Magolwane kaMkhathini Jiyane and Mshongweni to present African perspectives of King Dingane as multifaceted, and in some cases, constructed according to socio-political formations and aimed at particular audiences. By bringing African perspectives to the fore, this innovative historiography centralizes indigenous African languages in the production of historical knowledge.
Zulu (African people) --- History. --- Historiography. --- Dingane, --- Africa, Southern --- Politics and government --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Dingaan, --- Dingana, --- Dingane kaSenzangakhona Zulu, --- Ethnology --- Nguni (African people) --- Africa, Sub-Saharan-History. --- History, Modern. --- Social history. --- Civilization-History. --- History of Sub-Saharan Africa. --- Modern History. --- Social History. --- Cultural History. --- Descriptive sociology --- Social conditions --- Social history --- History --- Sociology --- Modern history --- World history, Modern --- World history --- Africa, Sub-Saharan—History. --- Civilization—History.
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"Youth and Identity Politics in South Africa examines the ambiguities, contradictions, and negotiations involved in the participation of Zulu youth in the anti-apartheid struggle and their role in the formation of post-apartheid social identities. The author of the book, Sibusisiwe Nombuso Dlamini, spent four years in Greater Durban, working and talking with youth during the critical period that stretched from 1990 to 1994. Writing primarily about male youth, Dlamini begins her study with a discussion of three main influences on black youth culture: the internal divisions within black culture at large, the resistance of all black groups to the apartheid state, and the split between the political groups, resulting in the creation of the United Democratic Front (UDF), the African National Congress (ANC), and Inkatha."--Jacket
Youth, Black --- Zulu (African people) --- Identity politics --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Identity (Psychology) --- Politics of identity --- Political participation --- Black youth --- Negro youth --- Political activity --- Ethnic identity. --- Politics and government --- Political aspects --- KwaZulu-Natal (South Africa) --- South Africa --- Politics and government. --- Jeunesse noire --- Zoulous --- Activité politique --- Identité ethnique. --- Politique et gouvernment --- Afrique du Sud --- KwaZulu-Natal (Afrique du Sud) --- Politique et gouvernement --- Politique et gouvernement.
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Born into a Xhosa royal family around 1792 in South Africa, Jan Tzatzoe was destined to live in an era of profound change-one that witnessed the arrival and entrenchment of European colonialism. As a missionary, chief, and cultural intermediary on the eastern Cape frontier and in Cape Town and a traveler in Great Britain, Tzatzoe helped foster the merging of African and European worlds into a new South African reality. Yet, by the 1860's, despite his determined resistance, he was an oppressed subject of harsh British colonial rule. In this innovative, richly researched, and splendidly written biography, Roger S. Levine reclaims Tzatzoe's lost story and analyzes his contributions to, and experiences with, the turbulent colonial world to argue for the crucial role of Africans as agents of cultural and intellectual change.
Xhosa (African people) --- Missionaries --- Christian biography --- Social change --- Change, Social --- Cultural change --- Cultural transformation --- Societal change --- Socio-cultural change --- Social history --- Social evolution --- Christian life --- Christianity --- Christians --- Church biography --- Ecclesiastical biography --- Biography --- Religious biography --- Amaxosa (African people) --- Kāpiri (African people) --- Koosa (African people) --- Xosa --- Xosa (African people) --- Ethnology --- Nguni (African people) --- Kings and rulers --- History --- Tzatzoe, Jan, --- Political and social views. --- South Africa --- Africa, South --- Colonization. --- Ethnic relations
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Elizabeth Thornberry uses historical evidence to shed light on South Africa's contemporary epidemic of sexual violence. Drawing on over a thousand cases from a diverse set of courts, Thornberry reconstructs the history of rape in South Africa's Eastern Cape, from the precolonial era to the triumph of legal and sexual segregation, and digs deep into questions of conceptions of sexual consent. Through this process, Thornberry also demonstrates the political stakes of disputes over sexual consent, and the ways in which debates over the regulation of sexuality shaped both white and black politics in this period. From customary authority to missionary Christianity and humanitarian liberalism to segregationism, political claims implied theories of sexual consent, and enabled distinctive claims to control female sexuality. The political history of rape illuminates not only South Africa's contemporary crisis of sexual violence, but the entangled histories of law, sexuality, and politics across the globe.
Rape --- Sexual consent --- Xhosa (African people) --- Amaxosa (African people) --- Kāpiri (African people) --- Koosa (African people) --- Xosa --- Xosa (African people) --- Ethnology --- Nguni (African people) --- Consent (Law) --- Sexual ethics --- Assault, Criminal (Rape) --- Assault, Sexual --- Criminal assault (Rape) --- Nonconsensual sexual intercourse --- Sexual assault --- Offenses against the person --- Sex crimes --- History. --- Law and legislation --- Political aspects --- Sexual behavior --- Forced sexual intercourse --- Forced sexual penetration --- Penetration, Forced sexual --- Sexual intercourse, Forced --- Sexual intercourse, Nonconsensual --- Sexual penetration, Forced
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This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.
Self-managed learning. --- Blended learning. --- Case-based reasoning. --- Group work in education. --- Teachers --- Zulu (African people) --- Education --- Training of. --- Education. --- Amazulu (African people) --- Isizulu (African people) --- Kafirs (African people) --- Zulus --- Zunda (African people) --- Ethnology --- Nguni (African people) --- Teacher education --- Teacher training --- Teachers, Training of --- Cooperative learning --- Group method in teaching --- Group teaching --- Teaching --- Case-based learning --- Reasoning --- Hybrid learning --- Learning --- Self-directed learning --- SML (Self-managed learning) --- Employees --- Organizational learning --- Training of --- large-group teaching --- cooperative learning --- problem-based learning --- academic writing --- case-based teaching --- blended learning --- self-directed learning --- Autodidacticism --- Autonomy --- Mathematics --- South Africa --- Zulu language
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Xhosa (African people) --- Nationalism --- Regions & Countries - Africa --- History & Archaeology --- Consciousness, National --- Identity, National --- National consciousness --- National identity --- International relations --- Patriotism --- Political science --- Autonomy and independence movements --- Internationalism --- Political messianism --- Amaxosa (African people) --- Kāpiri (African people) --- Koosa (African people) --- Xosa --- Xosa (African people) --- Ethnology --- Nguni (African people) --- #SBIB:324H72 --- #SBIB:328H413 --- #SBIB:39A11 --- #SBIB:39A73 --- Politieke verandering: conflictlijnen, nationalisme/federalisme --- Instellingen en beleid: Zuid-Afrika --- Antropologie : socio-politieke structuren en relaties --- Etnografie: Afrika --- Ciskei (South Africa) --- Ciskeian Territory --- Ciskeian Territory (South Africa) --- Republic of Ciskei (South Africa) --- iRiphabliki ye Ciskei (South Africa) --- Politics and government. --- Xhosa (African people). --- Nationalism.
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