The partidariza��o has been central to state formation in postcolonial Angola. Previous research has highlighted how the MPLA has used its control of the postcolonial state to subvert its institutions. This article analyses how changes in the balance and distribution of power in Angola have led to different reconfigurations of partidariza��o over time. Whereas partidariza��o emerged as a tool of co-optation, first under President Neto and later under President Dos Santos, it was subsequently also crucial to securing the MPLA�s viability under the multiparty system. Finally, when the balance of power shifted towards Dos Santos in the post-war period, partidariza��o became an essential tool for the President to assert his personal control over the party and the state. Ultimately, it is argued that this new dimension of partidariza��o has contributed to the demise of President Dos Santos as calls for reform started to emerge from civil society.
{"title":"The political economy of partidariza��o within the postcolonial state in Angola","authors":"Fernandes Wanda","doi":"10.5871/jba/010s6.099","DOIUrl":"https://doi.org/10.5871/jba/010s6.099","url":null,"abstract":"The partidariza��o has been central to state formation in postcolonial Angola. Previous research has highlighted how the MPLA has used its control of the postcolonial state to subvert its institutions. This article analyses how changes in the balance and distribution of power in Angola have led to different reconfigurations of partidariza��o over time. Whereas partidariza��o emerged as a tool of co-optation, first under President Neto and later under President Dos Santos, it was subsequently also crucial to securing the MPLA�s viability under the multiparty system. Finally, when the balance of power shifted towards Dos Santos in the post-war period, partidariza��o became an essential tool for the President to assert his personal control over the party and the state. Ultimately, it is argued that this new dimension of partidariza��o has contributed to the demise of President Dos Santos as calls for reform started to emerge from civil society.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71152463","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}
There is increasing recognition across all public issues, from the Covid-19 pandemic to the climate crisis, that taking into account a range of types of evidence is essential to good decision-making. It remains far less clear how such evidence, especially that from the humanities, might be gathered and incorporated into public reasoning and what might need to change to enable that to happen. Storylistening provides a framework for the theory and practice of gathering narrative evidence to inform decision-making, especially in relation to public reasoning, as part of a pluralistic evidence base. The framework consists of four cognitive and collective functions of stories that render them of value to decision making: modelling, points of view, identities and anticipation. By describing how to put storylistening into practice, this commentary highlights how the humanities and advisory structures need to evolve, with implications for narrative studies and for the public humanities more broadly.
{"title":"Storylistening: a case study in how to include the humanities in evidence provided for public reasoning","authors":"Sarah Dillon, C. Craig","doi":"10.5871/jba/010.021","DOIUrl":"https://doi.org/10.5871/jba/010.021","url":null,"abstract":"There is increasing recognition across all public issues, from the Covid-19 pandemic to the climate crisis, that taking into account a range of types of evidence is essential to good decision-making. It remains far less clear how such evidence, especially that from the humanities, might be gathered and incorporated into public reasoning and what might need to change to enable that to happen. Storylistening provides a framework for the theory and practice of gathering narrative evidence to inform decision-making, especially in relation to public reasoning, as part of a pluralistic evidence base. The framework consists of four cognitive and collective functions of stories that render them of value to decision making: modelling, points of view, identities and anticipation. By describing how to put storylistening into practice, this commentary highlights how the humanities and advisory structures need to evolve, with implications for narrative studies and for the public humanities more broadly.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71149848","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 article explores the use of Swahili for education in Tanzania, focusing on rural areas where Swahili is not the main language of the community. Current language policy mandates Swahili as the exclusive Medium of Instruction at primary level throughout the country. However, findings reported here show that in parts of rural Tanzania, children learn Swahili only after a substantial period of being at school, meaning that Swahili does not support early childhood education nor equality of outcomes. Children experience difficulties with progression in learning and teacher-dominated classes can be observed. The study also finds unequal performance in national examinations based on the language of the community, and a prevalence of grade repetition in some settings. It calls for a policy which appreciates the role of community languages and an approach which sees multilingualism as a resource to be harnessed both inside and outside the classroom.
{"title":"On the suitability of Swahili for early schooling in remote rural Tanzania: do policy and practice align?","authors":"Gastor Mapunda, Hannah Gibson","doi":"10.5871/jba/010s4.141","DOIUrl":"https://doi.org/10.5871/jba/010s4.141","url":null,"abstract":"This article explores the use of Swahili for education in Tanzania, focusing on rural areas where Swahili is not the main language of the community. Current language policy mandates Swahili as the exclusive Medium of Instruction at primary level throughout the country. However, findings reported here show that in parts of rural Tanzania, children learn Swahili only after a substantial period of being at school, meaning that Swahili does not support early childhood education nor equality of outcomes. Children experience difficulties with progression in learning and teacher-dominated classes can be observed. The study also finds unequal performance in national examinations based on the language of the community, and a prevalence of grade repetition in some settings. It calls for a policy which appreciates the role of community languages and an approach which sees multilingualism as a resource to be harnessed both inside and outside the classroom.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"172 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71151140","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 article introduces four research papers that were written for the final report of the British Academy Future of the Corporation programme. It focuses on three areas � corporate law, measurement, and finance. The overarching concept that the programme has developed is of corporate purpose being about creating profitable solutions to problems of people and planet, not profiting from producing problems for either. Adoption and implementation of this requires corporate law to reflect the extension of the boundaries of the firm beyond their conventional ones of property ownership and contractual claims to include the impact that the firm has on others. That should be incorporated in measurement systems that determine the success and profit of a company and in particular account for the costs of rectifying and remedying detriments that it inflicts on others. The purpose of financial systems and institutions in this context is to ensure that the necessary financial resources and forms of investor engagement are available to allow firms to deliver on their purposes. Finally, several cases studies illustrate the extent to which companies are implementing meaningful purposes and the challenges they face in doing so.
{"title":"The research background to the final report of the Future of the Corporation programme on �Policy & Practice for Purposeful Business�","authors":"C. Mayer","doi":"10.5871/jba/010s5.001","DOIUrl":"https://doi.org/10.5871/jba/010s5.001","url":null,"abstract":"This article introduces four research papers that were written for the final report of the British Academy Future of the Corporation programme. It focuses on three areas � corporate law, measurement, and finance. The overarching concept that the programme has developed is of corporate purpose being about creating profitable solutions to problems of people and planet, not profiting from producing problems for either. Adoption and implementation of this requires corporate law to reflect the extension of the boundaries of the firm beyond their conventional ones of property ownership and contractual claims to include the impact that the firm has on others. That should be incorporated in measurement systems that determine the success and profit of a company and in particular account for the costs of rectifying and remedying detriments that it inflicts on others. The purpose of financial systems and institutions in this context is to ensure that the necessary financial resources and forms of investor engagement are available to allow firms to deliver on their purposes. Finally, several cases studies illustrate the extent to which companies are implementing meaningful purposes and the challenges they face in doing so.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71151192","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}
Senegal is a West African country that is highly diverse and multilingual on a societal and individual level. Multilingualism is used in most interactions of peoples� everyday lives in a translanguaging fashion. Yet, beside some small efforts, the only official language in the institutional sector and education remains French. However, educational systems and language policies do not reflect the reality of the people they are created for since monolingualism often only plays a minor role in their lives. Based on empirical data collected in the Casamance, this article focuses in particular on these issues through displaying multilingualism as an adapting system that moves within the social environments while integrating different languages, intermixed in a way that is appropriate for its speakers in respective situations. On the basis of case examples, concepts are presented for the reinforcement of multilingualism with potential to strengthen local languages and cultures from the inside out.
{"title":"Which multilingualism do you speak? Translanguaging as an integral part of individuals� lives in the Casamance, Senegal","authors":"Miriam Weidl","doi":"10.5871/jba/010s4.041","DOIUrl":"https://doi.org/10.5871/jba/010s4.041","url":null,"abstract":"Senegal is a West African country that is highly diverse and multilingual on a societal and individual level. Multilingualism is used in most interactions of peoples� everyday lives in a translanguaging fashion. Yet, beside some small efforts, the only official language in the institutional sector and education remains French. However, educational systems and language policies do not reflect the reality of the people they are created for since monolingualism often only plays a minor role in their lives. Based on empirical data collected in the Casamance, this article focuses in particular on these issues through displaying multilingualism as an adapting system that moves within the social environments while integrating different languages, intermixed in a way that is appropriate for its speakers in respective situations. On the basis of case examples, concepts are presented for the reinforcement of multilingualism with potential to strengthen local languages and cultures from the inside out.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71151231","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}
Due to complex and adverse effects of rapid urbanisation, conventional infrastructure networks in the Global South tend to be stretched in their capacity to deliver. Over the years, different studies have examined how diverse populations manage to operate successfully (albeit with constraints and limitations) despite limits on formal networks. However, most attempts have studied large and central cities at the expense of small and marginal cities. In this article, I make a case for learning from marginal cities and populations in the Global South. I highlight the need to understand better how the urban poor in smaller and marginal cities not only navigate and negotiate the absence and inadequacy of formal infrastructure, but also put together a semblance of viable life through modest, creative and sometimes improvised infrastructural and technological interventions. This, I argue is important for drawing appropriate lessons for tackling infrastructure, particularly in an age where sustainable solutions to urban and infrastructural challenges are bound to emanate not just from technical experts, but also from directly affected populations themselves.
{"title":"On tackling infrastructure: the need to learn from marginal cities and populations in the Global South","authors":"P. Guma","doi":"10.5871/jba/010.029","DOIUrl":"https://doi.org/10.5871/jba/010.029","url":null,"abstract":"Due to complex and adverse effects of rapid urbanisation, conventional infrastructure networks in the Global South tend to be stretched in their capacity to deliver. Over the years, different studies have examined how diverse populations manage to operate successfully (albeit with constraints and limitations) despite limits on formal networks. However, most attempts have studied large and central cities at the expense of small and marginal cities. In this article, I make a case for learning from marginal cities and populations in the Global South. I highlight the need to understand better how the urban poor in smaller and marginal cities not only navigate and negotiate the absence and inadequacy of formal infrastructure, but also put together a semblance of viable life through modest, creative and sometimes improvised infrastructural and technological interventions. This, I argue is important for drawing appropriate lessons for tackling infrastructure, particularly in an age where sustainable solutions to urban and infrastructural challenges are bound to emanate not just from technical experts, but also from directly affected populations themselves.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71149871","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}
African children are often reported in news and publications as child soldiers, dabbling in drug use, indoctrinated to commit violent assaults, and living in poverty. While these occurrences have been recorded in conflicts around the continent, the dominance of such narratives erases both the active and silent roles children play in advancing peace through everyday childhood practices. The generalisation creates a single and narrow description of the African child. This article explores the peace-making practices of Ghanaian children in their homes, communities, schools, and other spaces and seeks to understand why and how these roles are downplayed. The article proposes ways of shoring up this powerful image of African children through their socio-cultural environments and indigenous knowledge. It is important that the narrative of Ghanaian childhood is re-told to reflect these potential peace-making perspectives because they have implications for citizens� participation, and stability in Ghana.
{"title":"Children as peacemakers in transforming everyday conflicts in Ghana","authors":"Ruby Quantson Davis","doi":"10.5871/jba/010s2.219","DOIUrl":"https://doi.org/10.5871/jba/010s2.219","url":null,"abstract":"African children are often reported in news and publications as child soldiers, dabbling in drug use, indoctrinated to commit violent assaults, and living in poverty. While these occurrences have been recorded in conflicts around the continent, the dominance of such narratives erases both the active and silent roles children play in advancing peace through everyday childhood practices. The generalisation creates a single and narrow description of the African child. This article explores the peace-making practices of Ghanaian children in their homes, communities, schools, and other spaces and seeks to understand why and how these roles are downplayed. The article proposes ways of shoring up this powerful image of African children through their socio-cultural environments and indigenous knowledge. It is important that the narrative of Ghanaian childhood is re-told to reflect these potential peace-making perspectives because they have implications for citizens� participation, and stability in Ghana.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71150563","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}
In Kenya, the cultural practices and experiences of both children and teachers are marginalised in the education system. The education system remains predominantly authoritarian with an underlying colonial framework. Often, in local and global spaces, there is an exclusion of the vital experiences and knowledge that East African students acquire from collaborative daily lives in their homes and communities. These crucial skills should be integrated into their classroom learning to decolonise education and liberate the engagement of East African students. This model of learning, which is based on the Harambee approach, is a proposal based on my ethnographic PhD study conducted in a rural community in Kenya. The study included interviews and a focus group with teachers, and observations of students. The proposed concept captures the need for all key stakeholders to participate actively in policymaking and practice review, to accommodate the needs of all students and their teachers. The Harambee approach includes the social-cultural experiences of children. Additionally, dialogic engagement would be an inclusive strategy to emancipate the autonomy of students.
{"title":"Harambee approach: towards decolonising East African education through capturing social-cultural ethos","authors":"E. Corrado","doi":"10.5871/jba/010s2.135","DOIUrl":"https://doi.org/10.5871/jba/010s2.135","url":null,"abstract":"In Kenya, the cultural practices and experiences of both children and teachers are marginalised in the education system. The education system remains predominantly authoritarian with an underlying colonial framework. Often, in local and global spaces, there is an exclusion of the vital experiences and knowledge that East African students acquire from collaborative daily lives in their homes and communities. These crucial skills should be integrated into their classroom learning to decolonise education and liberate the engagement of East African students. This model of learning, which is based on the Harambee approach, is a proposal based on my ethnographic PhD study conducted in a rural community in Kenya. The study included interviews and a focus group with teachers, and observations of students. The proposed concept captures the need for all key stakeholders to participate actively in policymaking and practice review, to accommodate the needs of all students and their teachers. The Harambee approach includes the social-cultural experiences of children. Additionally, dialogic engagement would be an inclusive strategy to emancipate the autonomy of students.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71150737","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}
How can human rights mechanisms better protect victims of torture? The article serves as an introduction to a special issue on torture and human rights protection. It argues that human rights protection is often thought about in a way that is both too narrow and too broad to provide effective responses to the needs of survivors of torture, their families and communities. The article proposes an approach that looks at protection from the perspective of the security of survivors rather than formal norms and mechanisms. Such a perspective cannot act as a magic bullet for human rights work, but it does create space for reflection on the problems and challenges of protection from violence, and for identifying what does work, for whom, and in what ways.
{"title":"Rethinking human rights protection: lessons from survivors of torture and beyond?","authors":"Steffen Jensen, T. Kelly","doi":"10.5871/jba/010s3.001","DOIUrl":"https://doi.org/10.5871/jba/010s3.001","url":null,"abstract":"How can human rights mechanisms better protect victims of torture? The article serves as an introduction to a special issue on torture and human rights protection. It argues that human rights protection is often thought about in a way that is both too narrow and too broad to provide effective responses to the needs of survivors of torture, their families and communities. The article proposes an approach that looks at protection from the perspective of the security of survivors rather than formal norms and mechanisms. Such a perspective cannot act as a magic bullet for human rights work, but it does create space for reflection on the problems and challenges of protection from violence, and for identifying what does work, for whom, and in what ways.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71150819","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}
Children in Africa are generally construed to be marginalised due to their minimal involvement in family decision-making processes. This article, which provides a worldview of childhood construction among the Fantse of Ghana, draws on the PhD dissertation and other research studies by the author and uses the social constructivist theory by Vygotsky and Meyer Fortes� stages in the developmental cycle in domestic groups to explore children�s social standing. The expectation in the academy is that many of the worldviews in African societies should be waning. However, they prevail in some rural and urban communities in Ghana today. Significantly, the larger context of Fantse social systems promotes peer-learning and acculturation among children. Therefore, even though some children may be marginalised, the emphasis placed on children�s voices ensures their participation in decision-making in matters affecting them. This article recommends that Fantse social systems should be considered for ensuring compliance with child rights policies in Ghana.
{"title":"Seen, heard and protected in their best interest: childhood construction within the worldview of the Fantse of Ghana","authors":"Alex J. Wilson","doi":"10.5871/jba/010s2.199","DOIUrl":"https://doi.org/10.5871/jba/010s2.199","url":null,"abstract":"Children in Africa are generally construed to be marginalised due to their minimal involvement in family decision-making processes. This article, which provides a worldview of childhood construction among the Fantse of Ghana, draws on the PhD dissertation and other research studies by the author and uses the social constructivist theory by Vygotsky and Meyer Fortes� stages in the developmental cycle in domestic groups to explore children�s social standing. The expectation in the academy is that many of the worldviews in African societies should be waning. However, they prevail in some rural and urban communities in Ghana today. Significantly, the larger context of Fantse social systems promotes peer-learning and acculturation among children. Therefore, even though some children may be marginalised, the emphasis placed on children�s voices ensures their participation in decision-making in matters affecting them. This article recommends that Fantse social systems should be considered for ensuring compliance with child rights policies in Ghana.","PeriodicalId":93790,"journal":{"name":"Journal of the British Academy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71150880","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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