Pub Date : 2019-01-02DOI: 10.1080/18186874.2019.1577145
C. H. Vhumbunu
Abstract This article examines African regional integration—its birth during the decolonisation phase, its evolution, and the accompanying dynamics—against the background of intensifying globalisation. It critically analyses the complexities associated with African economic integration whilst taking stock of the challenges, successes, and progress made so far. The focus is on analysing how the different—and often-times overlapping—visions, commissions, and omissions of the OAU and AU, political leaders, civil society, and international players have shaped and influenced the nature, form, content, and direction of the continental integration agenda since its inception via-à-vis accelerating globalisation currents. In terms of methodology, secondary data sources are used for analysis. The article argues that, whilst noticeable progress has been made in African regional integration, intensifying globalisation forces are complicating the process. Consequently, economies struggle to cope with increased global competition for trade and investments, the proliferation of multilateral trade agreements, the exposure of vulnerable domestic industries, the weakening capacity of infrastructure, decreasing policy space, and competing interests with regard to decision-making. The findings presented in the article facilitate an understanding of the trials, tribulations, and triumphs of African regional economic integration, which is fundamental in pursuit of the African vision and African dream.
{"title":"African Regional Economic Integration in the Era of Globalisation: Reflecting on the Trials, Tribulations, and Triumphs","authors":"C. H. Vhumbunu","doi":"10.1080/18186874.2019.1577145","DOIUrl":"https://doi.org/10.1080/18186874.2019.1577145","url":null,"abstract":"Abstract This article examines African regional integration—its birth during the decolonisation phase, its evolution, and the accompanying dynamics—against the background of intensifying globalisation. It critically analyses the complexities associated with African economic integration whilst taking stock of the challenges, successes, and progress made so far. The focus is on analysing how the different—and often-times overlapping—visions, commissions, and omissions of the OAU and AU, political leaders, civil society, and international players have shaped and influenced the nature, form, content, and direction of the continental integration agenda since its inception via-à-vis accelerating globalisation currents. In terms of methodology, secondary data sources are used for analysis. The article argues that, whilst noticeable progress has been made in African regional integration, intensifying globalisation forces are complicating the process. Consequently, economies struggle to cope with increased global competition for trade and investments, the proliferation of multilateral trade agreements, the exposure of vulnerable domestic industries, the weakening capacity of infrastructure, decreasing policy space, and competing interests with regard to decision-making. The findings presented in the article facilitate an understanding of the trials, tribulations, and triumphs of African regional economic integration, which is fundamental in pursuit of the African vision and African dream.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116664365","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 : 2019-01-02DOI: 10.1080/18186874.2019.1587587
Bongani Nyoka
Abstract In classical anthropology, the term “ethnography” refers to the scientific description of races. Yet, Archie Mafeje uses the concept of ethnography in what seems to be two ways. On the one hand, ethnography, such as he conceives of it, has socio-cultural connotations. It is his preferred substitute for the nebulous concept of “culture”. On the other hand, by ethnography he seems to refer to the idea of non-disciplinarity. In other words, the concept of ethnography becomes the substitute candidate for the social sciences, as they are conventionally known. Either the concept carries both meanings or Mafeje simply equivocates. This article discusses Mafeje's concept of ethnography. First, the article contextualises the discussion by providing a broad outline of his theoretical orientation. Second, given that his use of the concept of ethnography departs from that of an anthropological research method, the concept is explained and outlined. The remainder of the article demonstrates how Mafeje sets this concept to work by discussing his study of the tributary mode of production of the pre-colonial interlacustrine kingdoms of the Great Lakes region.
{"title":"The Concept of Ethnography in Mafeje","authors":"Bongani Nyoka","doi":"10.1080/18186874.2019.1587587","DOIUrl":"https://doi.org/10.1080/18186874.2019.1587587","url":null,"abstract":"Abstract In classical anthropology, the term “ethnography” refers to the scientific description of races. Yet, Archie Mafeje uses the concept of ethnography in what seems to be two ways. On the one hand, ethnography, such as he conceives of it, has socio-cultural connotations. It is his preferred substitute for the nebulous concept of “culture”. On the other hand, by ethnography he seems to refer to the idea of non-disciplinarity. In other words, the concept of ethnography becomes the substitute candidate for the social sciences, as they are conventionally known. Either the concept carries both meanings or Mafeje simply equivocates. This article discusses Mafeje's concept of ethnography. First, the article contextualises the discussion by providing a broad outline of his theoretical orientation. Second, given that his use of the concept of ethnography departs from that of an anthropological research method, the concept is explained and outlined. The remainder of the article demonstrates how Mafeje sets this concept to work by discussing his study of the tributary mode of production of the pre-colonial interlacustrine kingdoms of the Great Lakes region.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121520223","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 : 2019-01-02DOI: 10.1080/18186874.2019.1614468
Nomusa Zimu-Biyela
Abstract The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.
{"title":"Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa","authors":"Nomusa Zimu-Biyela","doi":"10.1080/18186874.2019.1614468","DOIUrl":"https://doi.org/10.1080/18186874.2019.1614468","url":null,"abstract":"Abstract The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"316 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115917354","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 : 2019-01-02DOI: 10.1080/18186874.2019.1635505
Mabitja Moeta, R. Mogale, S. E. Mgolozeli, M. Moagi, Varshika Pema-Bhana
Abstract Traditional health knowledge and practices remain the primary source of health services for most African communities. Despite this, the training of health professionals in South African higher education institutions remains underpinned on paradigms based on Western medicine, adversely perpetuating health disparities and widening the gap between health professionals and African health service users. This research describes the views of African traditional knowledge holders, traditional health practitioners, health sciences academics, and nursing students on how African traditional health knowledge and practices can be integrated into health sciences curricula. In this qualitative study, we purposively selected a panel of experts as participants and collected data via a discussion forum. Ideas that stood out from the discussions include the nature of transformation as starting from within, barriers to the co-existence of African and biomedical health systems, and strategies to facilitate integration. This venture has revealed that the successful integration of African traditional health knowledge and practices into existing nursing curricula will require a concerted effort from all stakeholders in order to transform and recognise the value of African traditional medicine. Lessons learnt from adopting an imbizo approach for discussions include improved collaboration and the levelling of power differentials. We recommend that more studies on decolonisation within the African context adopt this methodology to ascertain and strengthen its viability.
{"title":"Integrating African Traditional Health Knowledge and Practices into Health Sciences Curricula in Higher Education: An Imbizo Approach","authors":"Mabitja Moeta, R. Mogale, S. E. Mgolozeli, M. Moagi, Varshika Pema-Bhana","doi":"10.1080/18186874.2019.1635505","DOIUrl":"https://doi.org/10.1080/18186874.2019.1635505","url":null,"abstract":"Abstract Traditional health knowledge and practices remain the primary source of health services for most African communities. Despite this, the training of health professionals in South African higher education institutions remains underpinned on paradigms based on Western medicine, adversely perpetuating health disparities and widening the gap between health professionals and African health service users. This research describes the views of African traditional knowledge holders, traditional health practitioners, health sciences academics, and nursing students on how African traditional health knowledge and practices can be integrated into health sciences curricula. In this qualitative study, we purposively selected a panel of experts as participants and collected data via a discussion forum. Ideas that stood out from the discussions include the nature of transformation as starting from within, barriers to the co-existence of African and biomedical health systems, and strategies to facilitate integration. This venture has revealed that the successful integration of African traditional health knowledge and practices into existing nursing curricula will require a concerted effort from all stakeholders in order to transform and recognise the value of African traditional medicine. Lessons learnt from adopting an imbizo approach for discussions include improved collaboration and the levelling of power differentials. We recommend that more studies on decolonisation within the African context adopt this methodology to ascertain and strengthen its viability.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129776971","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 : 2019-01-02DOI: 10.1080/18186874.2019.1642770
B. Ngcamu, E. Mantzaris
Abstract The year 1994 saw South Africa having a black president, in the person of Nelson Mandela, for the first time in its history. It was also the first time that black South Africans voted, since prior racist laws denied them this right. These developments created hope for betterment in the political, economic, and social lives of black South Africans. However, other Africans in the rest of the continent also found hope for better prospects in this new situation, and this saw Africans from outside South Africa flocking to the country. Soon, tensions, caused by resentment on the part of South Africans, who saw their fellow Africans as invaders taking their jobs and livelihoods, spilled over into conflicts that became known as “xenophobic”. In this article we argue that the media did not inform the world about these conflicts in a dispassionate and objective way, as they are expected to do. Instead of helping audiences to better appreciate the issues at hand, the media exacerbated the conflicts through sensational reporting. Through an examination of certain sections of the media in KwaZulu-Natal, this article demonstrates how the media failed to live up to their commitment to the public. The study provides an insight into government agencies at the local level and the importance of involving the local print media in their social cohesion programmes. It aspires to fill the void of research at the local level through a case study on xenophobic influences in townships in the KwaZulu-Natal province.
{"title":"Media Reporting, Xenophobic Violence, and the “Forgotten Dimensions”: A Case of Selected Areas in the KwaZulu-Natal Province","authors":"B. Ngcamu, E. Mantzaris","doi":"10.1080/18186874.2019.1642770","DOIUrl":"https://doi.org/10.1080/18186874.2019.1642770","url":null,"abstract":"Abstract The year 1994 saw South Africa having a black president, in the person of Nelson Mandela, for the first time in its history. It was also the first time that black South Africans voted, since prior racist laws denied them this right. These developments created hope for betterment in the political, economic, and social lives of black South Africans. However, other Africans in the rest of the continent also found hope for better prospects in this new situation, and this saw Africans from outside South Africa flocking to the country. Soon, tensions, caused by resentment on the part of South Africans, who saw their fellow Africans as invaders taking their jobs and livelihoods, spilled over into conflicts that became known as “xenophobic”. In this article we argue that the media did not inform the world about these conflicts in a dispassionate and objective way, as they are expected to do. Instead of helping audiences to better appreciate the issues at hand, the media exacerbated the conflicts through sensational reporting. Through an examination of certain sections of the media in KwaZulu-Natal, this article demonstrates how the media failed to live up to their commitment to the public. The study provides an insight into government agencies at the local level and the importance of involving the local print media in their social cohesion programmes. It aspires to fill the void of research at the local level through a case study on xenophobic influences in townships in the KwaZulu-Natal province.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116398838","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 : 2019-01-02DOI: 10.1080/18186874.2019.1610900
Zvisinei Moyo, J. Perumal
Abstract The persistent systemic inequalities inherent in cultural and traditional practices shape how society views women as leaders. This article reviewed the literature to highlight the needs, opportunities, constraints, and resources of disadvantaged schools and how this context influences the leadership practices of female primary school principals. Two questions guided the study: (1) What are the needs, opportunities, constraints, and resources of disadvantaged schools and how do they influence leadership practice? (2) How do female principals adapt their practices to their school contexts? An unbounded search was conducted to identify 22 publications, consisting of 17 peer-reviewed English-language journal articles, three book chapters, and two conference papers on female educational leadership in Zimbabwe. Systematic search criteria were strictly followed to obtain the publications from 2008 to 2018. Through the lens of an African feminist perspective, this study established that the features of a disadvantaged school context influence what female principals do and how they do it. It is important to note that principals craft strategies to expand the available resources while taking advantage of the opportunities at their disposal to manage constraints in order to meet the needs of their schools.
{"title":"Disadvantaged School Contexts and Female School Leadership in Zimbabwe","authors":"Zvisinei Moyo, J. Perumal","doi":"10.1080/18186874.2019.1610900","DOIUrl":"https://doi.org/10.1080/18186874.2019.1610900","url":null,"abstract":"Abstract The persistent systemic inequalities inherent in cultural and traditional practices shape how society views women as leaders. This article reviewed the literature to highlight the needs, opportunities, constraints, and resources of disadvantaged schools and how this context influences the leadership practices of female primary school principals. Two questions guided the study: (1) What are the needs, opportunities, constraints, and resources of disadvantaged schools and how do they influence leadership practice? (2) How do female principals adapt their practices to their school contexts? An unbounded search was conducted to identify 22 publications, consisting of 17 peer-reviewed English-language journal articles, three book chapters, and two conference papers on female educational leadership in Zimbabwe. Systematic search criteria were strictly followed to obtain the publications from 2008 to 2018. Through the lens of an African feminist perspective, this study established that the features of a disadvantaged school context influence what female principals do and how they do it. It is important to note that principals craft strategies to expand the available resources while taking advantage of the opportunities at their disposal to manage constraints in order to meet the needs of their schools.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132062162","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 : 2019-01-02DOI: 10.1080/18186874.2019.1625713
D. Zwane
Abstract South African tertiary institutions have supposedly been in a transitional state for decades. The country's universities profess the merits of the transformation occurring within their walls. Despite this purported embrace of decolonised scholarship, the reality is that there is great ambivalence towards it. The highly publicised reports of tensions and inequalities shatter the illusion of this intellectual utopia. Consequently, this article interrogates the major issues that are impeding this supposedly seamless transition to a decolonised higher education system. It presents the criticisms that are regularly raised by decolonisation advocates. Significantly, a notorious public dispute between two respected scholars is utilised as a case study. The incident illustrates institutional hypocrisy and validates the criticism levelled against South African universities. Essentially, the article's overarching objective is to highlight the discrepancy between the idyllic fantasy of a decolonised university and the reality being experienced by South African scholars.
{"title":"True versus False Transformation: A Discussion of the Obstacles to Authentic Decolonisation at South African Universities","authors":"D. Zwane","doi":"10.1080/18186874.2019.1625713","DOIUrl":"https://doi.org/10.1080/18186874.2019.1625713","url":null,"abstract":"Abstract South African tertiary institutions have supposedly been in a transitional state for decades. The country's universities profess the merits of the transformation occurring within their walls. Despite this purported embrace of decolonised scholarship, the reality is that there is great ambivalence towards it. The highly publicised reports of tensions and inequalities shatter the illusion of this intellectual utopia. Consequently, this article interrogates the major issues that are impeding this supposedly seamless transition to a decolonised higher education system. It presents the criticisms that are regularly raised by decolonisation advocates. Significantly, a notorious public dispute between two respected scholars is utilised as a case study. The incident illustrates institutional hypocrisy and validates the criticism levelled against South African universities. Essentially, the article's overarching objective is to highlight the discrepancy between the idyllic fantasy of a decolonised university and the reality being experienced by South African scholars.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117158946","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 : 2019-01-02DOI: 10.1080/18186874.2019.1642771
K. Prah
Abstract This article focuses on the postcolonial economies of Cameroon and Rwanda, two former colonies whose political economies have quintessentially come to define the present character, and nature, of the African state. The social and economic challenges they have faced as sovereign states present serious questions—for both Africans and people worldwide—regarding economic and political development. Are the economies of these states dependent on or independent of their colonial economic heritages? In this regard, are they state-run economies or free-market/mixed-market economies? If they are either of the two types, what has this meant for the states themselves, and how have their political regimes—whether created or inherited—implemented a free-market/mixed-market economy or responded to these economic realities? Through a comparative analysis, utilising primary and secondary sources and data sets, this article argues that the political evolution within these states, and the historical circumstances within which their economies came into being, created economies that have had paradoxical effects. Ultimately, it is argued that historical circumstance, populist politics, and international financial capitalism created neo-colonial economic realities within which Cameroon and Rwanda continue to develop.
{"title":"Cameroon and Rwanda: A Comparative Analysis of Their Postcolonial Economic Histories","authors":"K. Prah","doi":"10.1080/18186874.2019.1642771","DOIUrl":"https://doi.org/10.1080/18186874.2019.1642771","url":null,"abstract":"Abstract This article focuses on the postcolonial economies of Cameroon and Rwanda, two former colonies whose political economies have quintessentially come to define the present character, and nature, of the African state. The social and economic challenges they have faced as sovereign states present serious questions—for both Africans and people worldwide—regarding economic and political development. Are the economies of these states dependent on or independent of their colonial economic heritages? In this regard, are they state-run economies or free-market/mixed-market economies? If they are either of the two types, what has this meant for the states themselves, and how have their political regimes—whether created or inherited—implemented a free-market/mixed-market economy or responded to these economic realities? Through a comparative analysis, utilising primary and secondary sources and data sets, this article argues that the political evolution within these states, and the historical circumstances within which their economies came into being, created economies that have had paradoxical effects. Ultimately, it is argued that historical circumstance, populist politics, and international financial capitalism created neo-colonial economic realities within which Cameroon and Rwanda continue to develop.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130833205","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 : 2018-07-03DOI: 10.1080/18186874.2018.1522932
M. Rupiya
Abstract The era of Congolese political, socio-economic instability that has affected the central African region has returned, yet again. Nearly two decades after Joseph Kabila was installed as president of the Democratic Republic of Congo by the Southern African Development community (SADC), at the height of the regional central African war, following the assassination of his father, Laurent Desire Kabila, he has not shown any willingness to relinquish power. This is even so after the lapse of his constitutional mandates in December 2016, secured in 2006 and 2011. This continued reign, which is dependent on the repressive use of force by the state, has elicited spirited attempts by the political opposition, including the influential Catholic Church, calling for his immediate resignation. In response, the state has unleashed repression, which has resulted in fatalities and uprooted communities, resulting also in forced migration that destabilised the Great lakes sub-region. This article argues that the state reconstruction of Zaire, now the Democratic Republic of Congo, following the hurried departure of Mobutu Sese Seko, engineered by Laurent Kabila, and his son Joseph, has failed to take root, resulting in sub-regional instability that has engulfed, not only the Great lakes region, but also southern Africa as a whole.
{"title":"What Explains President Joseph Kabila’s Quest for a Third Term until Pressured to Reluctantly Relinquish Power, late in 2018?","authors":"M. Rupiya","doi":"10.1080/18186874.2018.1522932","DOIUrl":"https://doi.org/10.1080/18186874.2018.1522932","url":null,"abstract":"Abstract The era of Congolese political, socio-economic instability that has affected the central African region has returned, yet again. Nearly two decades after Joseph Kabila was installed as president of the Democratic Republic of Congo by the Southern African Development community (SADC), at the height of the regional central African war, following the assassination of his father, Laurent Desire Kabila, he has not shown any willingness to relinquish power. This is even so after the lapse of his constitutional mandates in December 2016, secured in 2006 and 2011. This continued reign, which is dependent on the repressive use of force by the state, has elicited spirited attempts by the political opposition, including the influential Catholic Church, calling for his immediate resignation. In response, the state has unleashed repression, which has resulted in fatalities and uprooted communities, resulting also in forced migration that destabilised the Great lakes sub-region. This article argues that the state reconstruction of Zaire, now the Democratic Republic of Congo, following the hurried departure of Mobutu Sese Seko, engineered by Laurent Kabila, and his son Joseph, has failed to take root, resulting in sub-regional instability that has engulfed, not only the Great lakes region, but also southern Africa as a whole.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114303380","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 : 2018-07-03DOI: 10.1080/18186874.2018.1533383
E. Shoko, M. Naidu
Abstract Informal practices to manage water resources are widely utilised in subsistence economies. However, there is a need for a more nuanced insight in respect of their processes for water social justice and peace among rural communities, with the less-developed formal resource management systems. This study explored peace-based informal practices, used in managing scarce natural water resources in a Zimbabwean rural setting. The study was guided by the qualitative methodology and employed semi-structured interviews and observations to establish how informal practices for sharing water resources have implications for peace in rural Mhondoro-Ngezi, Zimbabwe. Thematic analysis was employed in analysing the data, and procedures for formulating themes, by Creswell, were followed. The findings revealed the existence of several informal practices, anchored on the foundations for social justice. Cooperation around water resources was achieved through adherence to common rules, anchored on the philosophy of Ubuntu. The use of myths was an indirect way of conserving water for equity purposes by proscribing certain behaviour around shared water sources. We conclude that it is important for policy makers to observe these customary regulations in order to encourage and strengthen peaceful community co-existence.
{"title":"Peace-based Informal Practices around Shared Communal Water Resources in Tyrone Village of Mhondoro-Ngezi, Zimbabwe","authors":"E. Shoko, M. Naidu","doi":"10.1080/18186874.2018.1533383","DOIUrl":"https://doi.org/10.1080/18186874.2018.1533383","url":null,"abstract":"Abstract Informal practices to manage water resources are widely utilised in subsistence economies. However, there is a need for a more nuanced insight in respect of their processes for water social justice and peace among rural communities, with the less-developed formal resource management systems. This study explored peace-based informal practices, used in managing scarce natural water resources in a Zimbabwean rural setting. The study was guided by the qualitative methodology and employed semi-structured interviews and observations to establish how informal practices for sharing water resources have implications for peace in rural Mhondoro-Ngezi, Zimbabwe. Thematic analysis was employed in analysing the data, and procedures for formulating themes, by Creswell, were followed. The findings revealed the existence of several informal practices, anchored on the foundations for social justice. Cooperation around water resources was achieved through adherence to common rules, anchored on the philosophy of Ubuntu. The use of myths was an indirect way of conserving water for equity purposes by proscribing certain behaviour around shared water sources. We conclude that it is important for policy makers to observe these customary regulations in order to encourage and strengthen peaceful community co-existence.","PeriodicalId":256939,"journal":{"name":"International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123822857","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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