Zimbabwe’s Look East Policy particularly the country’s relations with China has drawn the attention of the media, academics, and scholarly literature. The introduction of the unwritten Look East Policy in 2003 saw the deepening of relations between Zimbabwe and countries in Southeast Asia, the Far East, and the Middle East. However, the literature focuses largely on Zimbabwe-China relations that were boosted by the Forum on China-Africa Cooperation at the broader level. Leaning on the Afrocentric theoretical framework the article analysed Mugabe’s Look East Policy in the context of Iran. The paper also leaned on Mugabeism which represents the ideology and personality of Mugabe as an influential political figure that dominated Zimbabwe’s political landscape and shaped the country’s policy direction at the domestic and international levels. Methodologically, the paper used desktop qualitative research that relied on primary and secondary sources. The article adopted Foreign Policy Analysis as an analytical tool and drew from Afrocentricity and Mugabeism as conceptual frameworks to shape the understanding of Zimbabwe’s foreign policy towards Iran. It contributes to the discourse on Mugabe’s Look East Foreign Policy which had focused largely on the challenges, failures and success of the Policy in the context of Zimbabwe-China relations. Alternatively, the paper analysed the role played by Mugabe as an individual decision-maker on the Policy in the context of Zimbabwe-Iran relations. It established that Zimbabwe-Iran relations were driven by Mugabe as an individual decision-maker. The Policy was informed by Mugabe’s disdain towards neoliberalism, his bad history with the West and as a proponent of an economy that is driven by Africans based on their historical and material conditions. The Policy is also attributed to Mugabe’s stubbornness and authoritarian characteristics. Keywords: Mugabe, Look East Policy, Iran, Afrocentricity, Mugabeism
{"title":"Mugabe’s Look East Policy in the Context of Iran: Afrocentricity and Mugabeism","authors":"Dominic Maphaka","doi":"10.38159/ehass.20234146","DOIUrl":"https://doi.org/10.38159/ehass.20234146","url":null,"abstract":"Zimbabwe’s Look East Policy particularly the country’s relations with China has drawn the attention of the media, academics, and scholarly literature. The introduction of the unwritten Look East Policy in 2003 saw the deepening of relations between Zimbabwe and countries in Southeast Asia, the Far East, and the Middle East. However, the literature focuses largely on Zimbabwe-China relations that were boosted by the Forum on China-Africa Cooperation at the broader level. Leaning on the Afrocentric theoretical framework the article analysed Mugabe’s Look East Policy in the context of Iran. The paper also leaned on Mugabeism which represents the ideology and personality of Mugabe as an influential political figure that dominated Zimbabwe’s political landscape and shaped the country’s policy direction at the domestic and international levels. Methodologically, the paper used desktop qualitative research that relied on primary and secondary sources. The article adopted Foreign Policy Analysis as an analytical tool and drew from Afrocentricity and Mugabeism as conceptual frameworks to shape the understanding of Zimbabwe’s foreign policy towards Iran. It contributes to the discourse on Mugabe’s Look East Foreign Policy which had focused largely on the challenges, failures and success of the Policy in the context of Zimbabwe-China relations. Alternatively, the paper analysed the role played by Mugabe as an individual decision-maker on the Policy in the context of Zimbabwe-Iran relations. It established that Zimbabwe-Iran relations were driven by Mugabe as an individual decision-maker. The Policy was informed by Mugabe’s disdain towards neoliberalism, his bad history with the West and as a proponent of an economy that is driven by Africans based on their historical and material conditions. The Policy is also attributed to Mugabe’s stubbornness and authoritarian characteristics.\u0000\u0000Keywords: Mugabe, Look East Policy, Iran, Afrocentricity, Mugabeism","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examined the contribution of workplace or schooling harmony to the functionality and high performance of secondary schools in the form of learners consistently producing brilliant results. The paper was motivated by diverse discourses about how the presence of a cordial and cooperative mood among schoolmates generates the spirit of collegiality and collectivism within secondary school learners. The paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this paper is: why are myriad secondary schools not utilising schooling harmony to promote institutional functionality which leads to good learner performance? An interviewing technique and narrative enquiry were utilised to generate data. Out of the population of 16 public secondary schools in one of the circuits in Sekhukhune district in Limpopo Province, South Africa, six were conveniently sampled. In each of the schools, only representatives of the teacher components in the School Governing Body and Chairpersons of the Representative Council of Learners were selected as research participants. Altogether there were 12 research participants. Findings revealed that considering the dynamic nature of educational institutions workplace or schooling harmony could be a product of multi-facetted occurrences in an institution. Issues such as a sense of insecurity, a product of an identity crisis, the harrowing pain of growing up without a father, the impact of denial by a blood father, the absence of enlightened school leadership, mocking by fellow learners and becoming a victim of grade repetition were found to cause learner anger outbursts which negatively impacted institutional harmony. Based on the findings, the researcher recommended that public educational institutions prioritise the provision of counselling and psycho-social support to victims of workplace or schooling disharmony to restore their emotional and mental stability. Such stability could enable those learners to cope with their schooling duties just like the rest of others. The contribution of this paper to scholarship is in terms of unveiling how effectively managed schooling or workplace harmony could contribute to institutional functionality and high performance of secondary schools. Keywords: Competition, Functionality, Harmony, Identity, Leadership, Security, Workplace.
{"title":"Managing Workplace Harmony as a Contributor to Institutional Functionality: A Case Study of the Sekhukhu in Limpopo Province, South Africa","authors":"N. Modiba","doi":"10.38159/ehass.20234144","DOIUrl":"https://doi.org/10.38159/ehass.20234144","url":null,"abstract":"This paper examined the contribution of workplace or schooling harmony to the functionality and high performance of secondary schools in the form of learners consistently producing brilliant results. The paper was motivated by diverse discourses about how the presence of a cordial and cooperative mood among schoolmates generates the spirit of collegiality and collectivism within secondary school learners. The paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this paper is: why are myriad secondary schools not utilising schooling harmony to promote institutional functionality which leads to good learner performance? An interviewing technique and narrative enquiry were utilised to generate data. Out of the population of 16 public secondary schools in one of the circuits in Sekhukhune district in Limpopo Province, South Africa, six were conveniently sampled. In each of the schools, only representatives of the teacher components in the School Governing Body and Chairpersons of the Representative Council of Learners were selected as research participants. Altogether there were 12 research participants. Findings revealed that considering the dynamic nature of educational institutions workplace or schooling harmony could be a product of multi-facetted occurrences in an institution. Issues such as a sense of insecurity, a product of an identity crisis, the harrowing pain of growing up without a father, the impact of denial by a blood father, the absence of enlightened school leadership, mocking by fellow learners and becoming a victim of grade repetition were found to cause learner anger outbursts which negatively impacted institutional harmony. Based on the findings, the researcher recommended that public educational institutions prioritise the provision of counselling and psycho-social support to victims of workplace or schooling disharmony to restore their emotional and mental stability. Such stability could enable those learners to cope with their schooling duties just like the rest of others. The contribution of this paper to scholarship is in terms of unveiling how effectively managed schooling or workplace harmony could contribute to institutional functionality and high performance of secondary schools. Keywords: Competition, Functionality, Harmony, Identity, Leadership, Security, Workplace.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a result of the increasing unemployment rate amongst youth in South Africa, this study sought to investigate revenue generating strategies aimed at sustaining universities financially in the long run whilst focusing primarily on placing graduates in employment opportunities emanating from business start-ups or business partnerships led by universities.Under the theme of developing university revenue strategies that create graduates’ work opportunities, two research questions aimed to address the role of universities in supporting graduates’ business start-ups. The study examined how university-led graduates’ initiatives could serve as a significant contributor to the university’s third income strategy, whilst simultaneously reducing youth unemployment, which is currently one of the biggest challenges in the South African economy. The focus was on all twenty-six South African public universities using secondary data that was already publicly available. A positivist epistemology, using a quantitative research method, was used when statistically testing the first key research question which was conducted by demonstrating the strength of statistical association between two variables through applying the Pearson’s correlation test. Thereafter, in the second research question forecasting technique determined how universities can realize benefits aimed at generating extra revenue from investment contributions made towards graduates’ investment initiatives through forecasting anticipated targeted Returns on Investments. Key findings demonstrated that there was a significant association between each university’s net profit and the graduates produced, and the funding subsidy from the South African government in higher education also confirms this practice. The forecasting approach using the Excel Solver equation was possible to apply in addressing the target return on investment. This implied providing positive guidance in solidifying executive decisions to strategize allocating a university profit proportion as the basis of financing capital resources supporting university-led graduates’ initiatives for creating work opportunities. Keywords: Revenue, Funding, South Africa, Publica Universities.
{"title":"Revenue Strategies that Encourage Graduates’ Funding Initiatives in South African Public Universities","authors":"Ayanda Princess Nongogo, Pfano Mashau","doi":"10.38159/ehass.20234145","DOIUrl":"https://doi.org/10.38159/ehass.20234145","url":null,"abstract":"As a result of the increasing unemployment rate amongst youth in South Africa, this study sought to investigate revenue generating strategies aimed at sustaining universities financially in the long run whilst focusing primarily on placing graduates in employment opportunities emanating from business start-ups or business partnerships led by universities.Under the theme of developing university revenue strategies that create graduates’ work opportunities, two research questions aimed to address the role of universities in supporting graduates’ business start-ups. The study examined how university-led graduates’ initiatives could serve as a significant contributor to the university’s third income strategy, whilst simultaneously reducing youth unemployment, which is currently one of the biggest challenges in the South African economy. The focus was on all twenty-six South African public universities using secondary data that was already publicly available. A positivist epistemology, using a quantitative research method, was used when statistically testing the first key research question which was conducted by demonstrating the strength of statistical association between two variables through applying the Pearson’s correlation test. Thereafter, in the second research question forecasting technique determined how universities can realize benefits aimed at generating extra revenue from investment contributions made towards graduates’ investment initiatives through forecasting anticipated targeted Returns on Investments. Key findings demonstrated that there was a significant association between each university’s net profit and the graduates produced, and the funding subsidy from the South African government in higher education also confirms this practice. The forecasting approach using the Excel Solver equation was possible to apply in addressing the target return on investment. This implied providing positive guidance in solidifying executive decisions to strategize allocating a university profit proportion as the basis of financing capital resources supporting university-led graduates’ initiatives for creating work opportunities.\u0000\u0000Keywords: Revenue, Funding, South Africa, Publica Universities.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examined the trajectory of Zimbabwe’s gold trade as a soft power strategy towards survival in the brutal global economic environment and explored the concomitant implications this has had on the country’s relations with the global North. Moreover, the paper demystified the Gold Mafia documentary as a means to taint Zimbabwe’s economic survival efforts. Of particular importance is how the neo-imperialist forces co-opted, criminalised and demonised Zimbabwe’s efforts to engage in gold trade with friendly states including China, United Arab Emirates and South Africa among others. In the Aljazeera documentary dubbed Gold Mafia, an attempt was made through plain media propaganda to make Zimbabwe’s governmental institutions accomplices in illicit gold trade and leakages. The idea was to make Zimbabwe appear as a country that lacks transparency and accountability in addition to non-conformity to the so-called international standards which are a mere popularisation of the Western established monopoly. Against this backdrop, it can be argued that the documentary was a means to a political end; the end being to demonise Zimbabwe’s soft power interventionist tact. Furthermore, the objective of the propaganda was to further isolate Zimbabwe as well as to chase away potential investors. With this said, this paper constitutes an epistemic contribution to knowledge on Zimbabwe’s soft power survival strategies, neo-imperialist counterstrategies and the way forward towards sustaining survival in the hostile global environment. Keywords: Gold Trade, Soft Power, Zimbabwe, Gold Mafia.
{"title":"Survival in a Hostile Global Environment: Zimbabwe’s Alternative Gold Trade as a Soft Power Interventionist Tact","authors":"Sadiki Maeresera","doi":"10.38159/ehass.20234143","DOIUrl":"https://doi.org/10.38159/ehass.20234143","url":null,"abstract":"This paper examined the trajectory of Zimbabwe’s gold trade as a soft power strategy towards survival in the brutal global economic environment and explored the concomitant implications this has had on the country’s relations with the global North. Moreover, the paper demystified the Gold Mafia documentary as a means to taint Zimbabwe’s economic survival efforts. Of particular importance is how the neo-imperialist forces co-opted, criminalised and demonised Zimbabwe’s efforts to engage in gold trade with friendly states including China, United Arab Emirates and South Africa among others. In the Aljazeera documentary dubbed Gold Mafia, an attempt was made through plain media propaganda to make Zimbabwe’s governmental institutions accomplices in illicit gold trade and leakages. The idea was to make Zimbabwe appear as a country that lacks transparency and accountability in addition to non-conformity to the so-called international standards which are a mere popularisation of the Western established monopoly. Against this backdrop, it can be argued that the documentary was a means to a political end; the end being to demonise Zimbabwe’s soft power interventionist tact. Furthermore, the objective of the propaganda was to further isolate Zimbabwe as well as to chase away potential investors. With this said, this paper constitutes an epistemic contribution to knowledge on Zimbabwe’s soft power survival strategies, neo-imperialist counterstrategies and the way forward towards sustaining survival in the hostile global environment. Keywords: Gold Trade, Soft Power, Zimbabwe, Gold Mafia.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139170921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.38159/ehass.202341310
N. Matiso
Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities. Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.
{"title":"Social Transformation in English First Additional Language Teaching and Learning Classrooms: Multilingual Pedagogy","authors":"N. Matiso","doi":"10.38159/ehass.202341310","DOIUrl":"https://doi.org/10.38159/ehass.202341310","url":null,"abstract":"Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities.\u0000\u0000Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.38159/ehass.202341216
S. Fasanmi
The teaching profession in Nigeria has been relegated to the background such that most people feel ashamed of identifying with the profession. Worst still, educational institutions have compromised professionalism by employing graduates who did not undergo the Teacher-Education Programme (TEP). Most of such people merely took the teaching job just to make a living, thus endangering the scholarship for teaching and learning. The Teaching Practice Exercise (TPE) is one of the components of the TEP which all pre-service teachers are expected to undergo for a period of twelve weeks at two different times. The research thus set out to analyse the level of professionalism in teaching practice and the readiness of pre-service teachers for scholarship in teaching and learning. The descriptive survey research design was adopted for this study. A purposive sampling technique was used to select 56 lecturers and 1000 students from the Obafemi Awolowo University, Nigeria. A self-designed questionnaire was used to collect data for analysis using descriptive statistics. The study found that the preparatory processes leading to the TPE by pre-service teachers were satisfactory. However, pre-service teachers were faced with the challenge of a lack of confidence in the classroom which hindered their performance. The lecturers who served as supervisors for the pre-service teachers in their various schools also had challenges with transportation costs as the University has no provision for them in this regard. The study recommended the need for supervisors to provide moral support for pre-service teachers to ensure professionalism. There is also the need for incentives to be provided for supervisors to assist them in performing efficiently. The study therefore emphasized the need for professionalism to be incorporated into the teacher education programme for the purpose of improving the quality of teaching and learning. Keywords: Teaching, Profession, Professionalism, Pre-Service Teachers, Scholarship, Learning.
{"title":"Analysing the Level of Professionalism in the Teaching Practice Exercise for Pre-service Teachers in Nigeria","authors":"S. Fasanmi","doi":"10.38159/ehass.202341216","DOIUrl":"https://doi.org/10.38159/ehass.202341216","url":null,"abstract":"The teaching profession in Nigeria has been relegated to the background such that most people feel ashamed of identifying with the profession. Worst still, educational institutions have compromised professionalism by employing graduates who did not undergo the Teacher-Education Programme (TEP). Most of such people merely took the teaching job just to make a living, thus endangering the scholarship for teaching and learning. The Teaching Practice Exercise (TPE) is one of the components of the TEP which all pre-service teachers are expected to undergo for a period of twelve weeks at two different times. The research thus set out to analyse the level of professionalism in teaching practice and the readiness of pre-service teachers for scholarship in teaching and learning. The descriptive survey research design was adopted for this study. A purposive sampling technique was used to select 56 lecturers and 1000 students from the Obafemi Awolowo University, Nigeria. A self-designed questionnaire was used to collect data for analysis using descriptive statistics. The study found that the preparatory processes leading to the TPE by pre-service teachers were satisfactory. However, pre-service teachers were faced with the challenge of a lack of confidence in the classroom which hindered their performance. The lecturers who served as supervisors for the pre-service teachers in their various schools also had challenges with transportation costs as the University has no provision for them in this regard. The study recommended the need for supervisors to provide moral support for pre-service teachers to ensure professionalism. There is also the need for incentives to be provided for supervisors to assist them in performing efficiently. The study therefore emphasized the need for professionalism to be incorporated into the teacher education programme for the purpose of improving the quality of teaching and learning.\u0000\u0000Keywords: Teaching, Profession, Professionalism, Pre-Service Teachers, Scholarship, Learning.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Albeit the Rome Statute does not recognise the immunity of incumbent presidents before the International Criminal Court (ICC), prosecuting sitting presidents of non-parties states has become a debacle. Accordingly, despite the decisions of the Supreme Court of Appeal of South Africa and the Pre-Trial Chamber II of the ICC against non-compliance of South Africa and Jordan respectively in the arrest of Al Bashir as the serving President of Sudan, Al Bashir has never been tried even now as a former president because no state is willing to arrest and surrender him. The main defence for not cooperating with the Court is that the serving president, especially of non-states parties still enjoys immunity recognised by customary international law. Accordingly, while Article 27 of the Rome Statute is not applicable to non-state parties as argued by these states, Article 98 is applicable even though these arguments have been categorically rebutted by the Court. Consequently, since the Al Bashir case remains a prototype for state cooperation and the prosecution of serving heads of state before the ICC, this might become the fate of Vladimir Putin as serving head of state of the Russian Federation. This article used qualitative research methods and argues that without state cooperation in matters of arrest and surrender of sitting heads of state and other senior state officials to the ICC, the court’s effort to realise justice for crimes against humanity will remain largely unsuccessful under international criminal law. Keywords: State cooperation, Putin’s arrest warrant, Al Bashir case, International Criminal Court, non-state parties to the Rome Statute.
{"title":"States Cooperation in Arresting Senior State Officials and Sitting Heads of State under International Criminal Law: Quo Vadis ICC","authors":"Paul S. Masumbe","doi":"10.38159/ehass.20234138","DOIUrl":"https://doi.org/10.38159/ehass.20234138","url":null,"abstract":"Albeit the Rome Statute does not recognise the immunity of incumbent presidents before the International Criminal Court (ICC), prosecuting sitting presidents of non-parties states has become a debacle. Accordingly, despite the decisions of the Supreme Court of Appeal of South Africa and the Pre-Trial Chamber II of the ICC against non-compliance of South Africa and Jordan respectively in the arrest of Al Bashir as the serving President of Sudan, Al Bashir has never been tried even now as a former president because no state is willing to arrest and surrender him. The main defence for not cooperating with the Court is that the serving president, especially of non-states parties still enjoys immunity recognised by customary international law. Accordingly, while Article 27 of the Rome Statute is not applicable to non-state parties as argued by these states, Article 98 is applicable even though these arguments have been categorically rebutted by the Court. Consequently, since the Al Bashir case remains a prototype for state cooperation and the prosecution of serving heads of state before the ICC, this might become the fate of Vladimir Putin as serving head of state of the Russian Federation. This article used qualitative research methods and argues that without state cooperation in matters of arrest and surrender of sitting heads of state and other senior state officials to the ICC, the court’s effort to realise justice for crimes against humanity will remain largely unsuccessful under international criminal law. Keywords: State cooperation, Putin’s arrest warrant, Al Bashir case, International Criminal Court, non-state parties to the Rome Statute.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Religious diversity is increasing in many societies around the world. As more countries become multi-religious, there are growing challenges in how religious identities are defined and civic rights of religious groups are protected. This research examined approaches adopted in three diverse multi-religious societies – India, Nigeria and Canada – to balance religious identities and civic participation. Through analysis of government policies, court rulings and interviews with religious leaders, the study identified sources of tension between religious communities and evaluated different models employed. The findings suggested that while the separation of religion and State helps protect against religious domination, it does not adequately accommodate religious practices or minority rights. Equal treatment policies are valuable but may not sufficiently recognize cultural differences. Accommodation of religious norms provides inclusiveness but risks endorsing certain beliefs over others. Additionally, collective rights need to be balanced with individual freedoms to ensure full civic participation across communities. The research contributes new insights into conceptualizing and operationalizing inclusive models that harness religious diversity’s positive role in democratic societies. Keywords: Religious Identities, Civic Rights, Civic Community, Religious Freedom, Religious Diversity, Inclusive Institutions, Religious Tolerance.
{"title":"A Comparative Case Study of Religious Identities and Civic Rights in Three Multi-Religious Societies","authors":"Abdussalam Alhaji Adam, A. Akanni","doi":"10.38159/ehass.20234139","DOIUrl":"https://doi.org/10.38159/ehass.20234139","url":null,"abstract":"Religious diversity is increasing in many societies around the world. As more countries become multi-religious, there are growing challenges in how religious identities are defined and civic rights of religious groups are protected. This research examined approaches adopted in three diverse multi-religious societies – India, Nigeria and Canada – to balance religious identities and civic participation. Through analysis of government policies, court rulings and interviews with religious leaders, the study identified sources of tension between religious communities and evaluated different models employed. The findings suggested that while the separation of religion and State helps protect against religious domination, it does not adequately accommodate religious practices or minority rights. Equal treatment policies are valuable but may not sufficiently recognize cultural differences. Accommodation of religious norms provides inclusiveness but risks endorsing certain beliefs over others. Additionally, collective rights need to be balanced with individual freedoms to ensure full civic participation across communities. The research contributes new insights into conceptualizing and operationalizing inclusive models that harness religious diversity’s positive role in democratic societies. Keywords: Religious Identities, Civic Rights, Civic Community, Religious Freedom, Religious Diversity, Inclusive Institutions, Religious Tolerance.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. A. Agyapong, Diana Adjei-Fianko, Emmanuel Agyei Kwafo, Emmanuel Foster Asamoah
This academic paper delved into the cultural and spiritual significance of the House of Joshua in Jewish and Christian traditions from a Pentecostal perspective. The enquiry employed qualitative research methods, including historical and textual analysis, and comparative analysis to analyze the House of Joshua in contemporary Jewish and Christian practices from various magnitudes. The study through analysis of historical documents, texts, and scriptures from both Jewish and Christian traditions investigated the historical context of the House of Joshua, its cultural symbolism, and its role in shaping the religious identities of both Jewish and Christian communities. The paper further explored the many ways in which the House of Joshua is understood and revered within these religious traditions. The study sheds light on the rich tapestry of Jewish and Christian traditions by highlighting the shared historical and theological connections between these religious communities while also recognizing their unique perspectives and interpretations. The study contributes to a deeper understanding of the house of Joshua’s continuing relevance in contemporary Jewish-Christian religious practices and beliefs by accenting their common ground and fostering interfaith dialogue. Keywords: Cultural, spiritual, Joshua, house of Joshua, Jewish, and Christian
{"title":"A Pentecostal Perspective of the Cultural and Spiritual Significance of the House of Joshua in Jewish and Christian Traditions","authors":"K. A. Agyapong, Diana Adjei-Fianko, Emmanuel Agyei Kwafo, Emmanuel Foster Asamoah","doi":"10.38159/ehass.20234137","DOIUrl":"https://doi.org/10.38159/ehass.20234137","url":null,"abstract":"This academic paper delved into the cultural and spiritual significance of the House of Joshua in Jewish and Christian traditions from a Pentecostal perspective. The enquiry employed qualitative research methods, including historical and textual analysis, and comparative analysis to analyze the House of Joshua in contemporary Jewish and Christian practices from various magnitudes. The study through analysis of historical documents, texts, and scriptures from both Jewish and Christian traditions investigated the historical context of the House of Joshua, its cultural symbolism, and its role in shaping the religious identities of both Jewish and Christian communities. The paper further explored the many ways in which the House of Joshua is understood and revered within these religious traditions. The study sheds light on the rich tapestry of Jewish and Christian traditions by highlighting the shared historical and theological connections between these religious communities while also recognizing their unique perspectives and interpretations. The study contributes to a deeper understanding of the house of Joshua’s continuing relevance in contemporary Jewish-Christian religious practices and beliefs by accenting their common ground and fostering interfaith dialogue.\u0000\u0000Keywords: Cultural, spiritual, Joshua, house of Joshua, Jewish, and Christian","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social work curricula frequently lack the inclusion of Religion, Faith and Spirituality (RFS). While faith and religious beliefs are often connected with professional calling, values, and practice, the integration of faith and social work practice is uncommon. This research explored the experiences of students in a Master of Social Work (MSW) program that integrated Christian faith throughout the curriculum and its effects on their spiritual understanding, development, and identity. A qualitative study of student responses was completed to gain insight into the impact of the curriculum on students’ spiritual growth, understanding, and views regarding the ethical integration of Christian faith and practice. The research findings confirmed the value of faith integration in social work education and helped inform the development of more effective curricula in faith-based settings. The results of this study may benefit other evangelical Christian universities seeking to increase students’ personal growth in faith as well as competencies and ethical practices as social workers. Keywords: Faith Integration, Christian Higher Education, Spirituality, Social Work
{"title":"An Exploratory Study on Integrating the Christian Faith in an Online Master of Social Work (MSW) Program Curriculum","authors":"David King, Toby Buchanan","doi":"10.38159/ehass.20234131","DOIUrl":"https://doi.org/10.38159/ehass.20234131","url":null,"abstract":"Social work curricula frequently lack the inclusion of Religion, Faith and Spirituality (RFS). While faith and religious beliefs are often connected with professional calling, values, and practice, the integration of faith and social work practice is uncommon. This research explored the experiences of students in a Master of Social Work (MSW) program that integrated Christian faith throughout the curriculum and its effects on their spiritual understanding, development, and identity. A qualitative study of student responses was completed to gain insight into the impact of the curriculum on students’ spiritual growth, understanding, and views regarding the ethical integration of Christian faith and practice. The research findings confirmed the value of faith integration in social work education and helped inform the development of more effective curricula in faith-based settings. The results of this study may benefit other evangelical Christian universities seeking to increase students’ personal growth in faith as well as competencies and ethical practices as social workers.\u0000\u0000Keywords: Faith Integration, Christian Higher Education, Spirituality, Social Work","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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