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The United States, during both the Jimmy Carter and Ronald Reagan administrations, pursued humanitarian relief in the Horn of Africa and East Africa with an eye towards Cold War politics. During the Carter administration the focus was on Ethiopia and the regime of Mengistu Haile Mariam, while during the Reagan administration the United States’ efforts were mainly targeted towards Sudan and the regime of Gaffar Nimeiry. In both instances, the United States was concerned with the politics of the Cold War, trying to create a more positive image of the U.S. abroad by relieving world hunger, while also propping up governments that supported U.S. interests during the Cold War against the Soviet Union.

Esta dissertação aponta para um caminho cuja trajetória é a busca e o entendimento da complexidade da arte e da cultura africana, especialmente da África subsaariana e, dessa forma, contribuir para uma reflexão sobre a formação da cultura brasileira nos seus modos de ser e de pensar, através das características atribuídas aos descendentes de africanos que para o Brasil foram trazidos na condição de escravos. Nosso ponto de partida é a religiosidade de matriz africana reinventada no Brasil, e o motivo pelo qual a escolhemos como base, sem nos aprofundarmos em seus significados, é que ela guarda, mesmo que recriados, traços importantes da linguagem e de um modo de ser que refletem uma maneira muito peculiar característica dos habitantes daquele continente. Aportando nossos estudos no citado território, especialmente nos sítios dos iorubás (Nigéria, principalmente), dos fons (Benim) e dos tchokwes (Angola e Congo), utilizamos a arte não somente como uma maneira de expressão da cultura, mas também apresentando a produção escultórica como uma forma de dialogar com a mitologia. História, arte, mitologia, ancestralidade, poesia e educação africana estão presentes nesta pesquisa que também visa contribuir com as Leis 10639/03 e 11.645/08, de ensino de história e culturas africanas e afro-brasileiras nas salas de aula. / This work points to a path whose trajectory is seeking and understanding of the complexity of art and African culture, especially Sub-Saharan Africa and thereby contribute to a reflection on the formation of Brazilian culture in their ways of being and thinking, through the characteristics attributed to the descendants of Africans who were brought to Brazil as slaves. Our starting point is the religiosity of African reinvented in Brazil, and the reason we chose as the base, without delving into their meanings, is that she keeps, even recreated important features of language and a way of being that reflect a very peculiar characteristic of the inhabitants of that continent. Bringing our studies in the said territory, especially in sites Yoruba (Nigeria, mostly), the fons (Benin) and tchokwes (Angola and Congo), we use the art not only as a way of expression of culture, but also showing the production sculpture as a form of dialogue with the mythology. History, art, mythology, ancestry, poetry and African education are present in this study also aims to contribute to the Laws 10639/03 and 11.645/08, teaching history and African cultures and african-Brazilian classrooms.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-24T12:12:24Z No. of bitstreams: 1 Janaína Grasso.pdf: 995299 bytes, checksum: bb133be94b741c878055e0487cec91bc (MD5) / Made available in DSpace on 2016-08-24T12:12:24Z (GMT). No. of bitstreams: 1 Janaína Grasso.pdf: 995299 bytes, checksum: bb133be94b741c878055e0487cec91bc (MD5) Previous issue date: 2016-02-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The referred dissertation analyses the Law 11.645/2008, wich modifies the Law 10.639/2003 and renders mandatory teaching os African History and Afro-Brasilian and Indigenous culture in the basic education curriculum. Considerations over the changs during the implementation period of the Law 11.645 will be presented, specially regarding higher education. The African History is the object under analysis in the research, thus it will be emphasized when such consideratios are presented. Through the analysis of the Universidade Federal de São Paulo (Unifesp) History graduation course syllabus and also a questionnaire handed to the responsible staff professor, it is intented to idenify how the curricular proposal, regarding the History graduation course, was affected by the analyzed Law. The theorists quoted in this research are: Michael Apple for the concepto of Curriculum; Nilma Lino Gomes for the concepto of Ethnic-racial Relations; Kabengele Munanga for Race, Ethnicity and Racism; and Paul E Little for the concepto of Territory. The results founds on this research indicate that a) the analyzed graduation course was established according to the former Law 10.639; b) the professor responsible for the African History subject has autonomy over the curricular syllabus and structures the course according to the Law 11.645, in that way the subject is mandatory in the History graduation course; c) teaching African History is not only an isolated tool for combating racism and resignifying notions of citzenship, but also a space of construction of memory, idenity and ancestry / O referente texto de dissertação discorre sobre a análise da Lei 11.645/08 que altera a Lei 10.639/03 e regulamenta a obrigatoriedade do ensino de História da África, cultura afro-brasileira e Indígena no currículo oficial da educação básica. Serão apresentadas considereçãos sobre as mudanças ocorridas no período de implementação, especialmente no que tange o currículo do ensino superior. A disciplina História da África é o objeto de análise dessa pesquisa e por esse motivo terá destaque nas considerações sobre a Lei 11.645/08. Por meio de análise da ementa curricular da disciplina História da África, da Universidade Federal de São Paulo – Unifesp, e questionário respondido pelo professor responsável de tal disciplina, objetiva-se identificar de que modo a Lei 11.645/08 interfere na proposta curricular da disciplina ofertada no curso de graduação em História. Os teóricos utilizados na pesquisa foram: Michael Apple para o conceito de Currículo; Nilma Lino Gomes, para Relações etnicorraciais; Kabengele Munanga para Raça, Etnia e Racismo, e Paul E. Little para o conceito de Território. Os resultados encontrados nesta pesquisa demonstram que a) O curso de História da univeridade analisada foi inaugurado em cumprimento da obrigatoriedade da anterior lei 10.639; b) O professor responsável pela disciplina tem autonomia sobre a ementa curricular e cumpre as disposições da lei 11.645, tendo História da África ofertada como disciplina obrigatória; c) o ensino de História da África por si só não é um instrumento isolado de combate ao racismo e ressignificação da noção de cidadania, porém pode ser um espaço de construção de memória, identidade e ancestralidade

Esta dissertação aponta para um caminho cuja trajetória é a busca e o entendimento da complexidade da arte e da cultura africana, especialmente da África subsaariana e, dessa forma, contribuir para uma reflexão sobre a formação da cultura brasileira nos seus modos de ser e de pensar, através das características atribuídas aos descendentes de africanos que para o Brasil foram trazidos na condição de escravos. Nosso ponto de partida é a religiosidade de matriz africana reinventada no Brasil, e o motivo pelo qual a escolhemos como base, sem nos aprofundarmos em seus significados, é que ela guarda, mesmo que recriados, traços importantes da linguagem e de um modo de ser que refletem uma maneira muito peculiar característica dos habitantes daquele continente. Aportando nossos estudos no citado território, especialmente nos sítios dos iorubás (Nigéria, principalmente), dos fons (Benim) e dos tchokwes (Angola e Congo), utilizamos a arte não somente como uma maneira de expressão da cultura, mas também apresentando a produção escultórica como uma forma de dialogar com a mitologia. História, arte, mitologia, ancestralidade, poesia e educação africana estão presentes nesta pesquisa que também visa contribuir com as Leis 10639/03 e 11.645/08, de ensino de história e culturas africanas e afro-brasileiras nas salas de aula. / This work points to a path whose trajectory is seeking and understanding of the complexity of art and African culture, especially Sub-Saharan Africa and thereby contribute to a reflection on the formation of Brazilian culture in their ways of being and thinking, through the characteristics attributed to the descendants of Africans who were brought to Brazil as slaves. Our starting point is the religiosity of African reinvented in Brazil, and the reason we chose as the base, without delving into their meanings, is that she keeps, even recreated important features of language and a way of being that reflect a very peculiar characteristic of the inhabitants of that continent. Bringing our studies in the said territory, especially in sites Yoruba (Nigeria, mostly), the fons (Benin) and tchokwes (Angola and Congo), we use the art not only as a way of expression of culture, but also showing the production sculpture as a form of dialogue with the mythology. History, art, mythology, ancestry, poetry and African education are present in this study also aims to contribute to the Laws 10639/03 and 11.645/08, teaching history and African cultures and african-Brazilian classrooms.

This timely book explores the troubled intertwining of religion, medicine, empire, and race relations in the early nineteenth century. John Rankin analyzes the British use of medicine in West Africa as a tool to usher in a “softer” form of imperialism, considers how British colonial officials, missionaries, and doctors regarded Africans, and explores the impact of race classification on colonial constructs. Rankin goes beyond contemporary medical theory, examining the practice of medicine in colonial Africa as Britons dealt with the challenges of providing health care to their civilian employees, African soldiers, and the increasing numbers of freed slaves in the general population, even while the imperialists themselves were threatened by a lack of British doctors and western medicines. As Rankin writes, “The medical system sought to not only heal Africans but to ‘uplift’ them and make them more amenable to colonial control . . . Colonialism starts in the mind and can be pushed on the other solely through ideological pressure.” / https://dc.etsu.edu/etsu_books/1089/thumbnail.jpg

Finding appropriate and unique repertoire for the developing singer is a daunting task and ongoing challenge in the teaching profession. There are limited resources to help guide teachers in selecting varied, yet suitable repertoire that falls outside of the standard Western European musical canon. The early years, ages 17–21, are crucial to establishing a healthy and well-rounded vocal approach to singing, while also introducing the student to a wide variety of music. African-American art song is a great option for developing singers. Repertoire should allow a student to grow musically, vocally, and artistically according to the singer’s specific stage of learning and interests. Selecting repertoire through established criteria that considers the student’s personal and cultural interests (in addition to pedagogical needs) allows for a good foundation to support a healthy vocal development. Consideration of numerous elements, such as historical, musical, physical, emotional, and vocal characteristics offers a framework for a comprehensive approach in the selection process. In Literature for Teaching: A Guide for Choosing Solo Vocal Repertoire from a Developmental Perspective, Christopher Arneson provides a wonderful base for further study, and application into repertoire selection. Through the utilization of Arneson’s suggestions, I have created a rubric that quantifies key criteria important to the evaluation of repertoire. Through this rubric, a clear evaluation and assigned difficulty level is provided for each song in the collection. This compilation of songs is only the beginning to a proposed anthology entitled: African-American Art Song for the Developing Singer. Each song offers a historical and pedagogical summary that includes the following: composer and poet biographies, text and translations, basic form, original key and other keys available, performance notes, range, tessitura, suggested voice type, tempo suggestions, difficulty level, and other available editions. This unique anthology of African-American art song offers teachers with a resource that evaluates appropriate repertoire for developing singers, between the ages of 17–21, that is clearly accessible.

<p> This dissertation examines how poor black South African women in rural areas organize themselves to address their poverty situations and meet their practical needs &ndash; those that pertain to their responsibilities as grandmothers, mothers, and community members &ndash; and assesses their organizations' effectiveness for meeting women's goals. My research is based on two groups that are members of the South African Rural Women's Movement. They are the Sisonke Women's Club Group (SSWCG) and the Siyabonga Women's Club Group (SBWCG). A majority of these women are illiterate and were <i>de jure</i> or <i> de facto</i> heads of households. Based on interviews and participant observation, I describe and analyze the strategies that these women employ in an attempt to alleviate poverty, better their lives, and assist in the survival of their families, each other, and the most vulnerable members of their community. Their strategies involve organizing in groups to support each other's income-generating activities and to help each other in times of emergency. Their activities include making floor mats, beading, sewing, baking, and providing caregiving for members who are sick and for orphans. I conclude that, although their organizing helps meet practical needs based on their traditional roles as women, it has not contributed to meeting strategic needs &ndash; to their empowerment as citizens or as heads of households. </p>

The Congo Crisis of the early 1960s served as a satellite conflict between the United States and the Soviet Union during the Cold War. Scholars have argued about U.S. motivations and interests involved in the Congo Crisis. The major division between scholars is between those who contend the United States acted for national security reasons and those scholars who argue the United States desired to establish a neocolonial regime to protect economic interests pertaining to vast Congolese mineral wealth. The argument of this thesis is that the United States policy in the Congo between 1960 and 1965 focused on installing a friendly regime in the Congo in order to protect its national security interests. This argument lends to the introduction of a new term to classify U.S. actions: pseudocolonialism. The previous term, neocolonialism, denotes a negative connotation based on economic greed and does not satisfactorily explain the motivations of the United States. By examining the value to the United States of Congolese uranium and cobalt as well as Congolese geographic location, the singular explanation of economic greed is weakened.

This study seeks to clarify the identities of the Almoravid and Almohad Berber movements in the larger Crusade narrative. The two North African Islamic groups are often carelessly placed within the group identified as “Islam” in discussions about the series of military campaigns that took place not only in the traditional Holy Land but also throughout regions of the Mediterranean such as Spain; this generalized identifier of “Islam” is placed against a much more complex group of generally Christian parties, all of them seen as separate, unique groups under the umbrella identifier of Christianity. This foray into a late 13thcentury North African Arabic history of the two groups will attempt to build a more robust identity for the two groups. The way in which they were remembered by their immediate successors will reveal far more interesting parties than simply zealous Muslims waging jihad. Their presence in the region is primarily remembered by their military involvement with Christian forces in the region, though the history of Muhammad ibn Idhari, written around 1295, reveals the groups and their ideologies to be far more complicated than simply meets the eye.