O Programa de Reflexões e Debates para a Consciência Negra é um projeto político-pedagógico que desenvolveu uma metodologia de implementação da Lei n. 10.639 de 2003 em todas as disciplinas que compõem o currículo escolar do ensino médio. Esse projeto é realizado em uma unidade escolar de formação de ensino médio, situada no bairro de Quintino Bocaiúva, zona norte, da cidade do Rio de Janeiro, entre os anos de 2004 e 2008, especificamente no turno da noite. A promulgação dessa lei criou a obrigatoriedade de inserção dos conteúdos de História Africana e Cultura Afro-brasileira, nos currículos escolares em âmbito nacional. A partir da metodologia desenvolvida pelo Programa de Reflexões e Debates para a Consciência Negra, investigam-se, no presente trabalho, os sujeitos educativos, as práticas pedagógicas, a cultura escolar e as tensões e negociações cotidianas que ocorreram no processo de realização dessa nova proposta curricular. Para a realização desta análise foram utilizadas como aporte teórico-metodológicos teorias de Análise de Discurso (AD), estudos culturais sobre currículo e estudos etnográficos dos espaços educativos, para se compreender o contexto escolar e suas (re)configurações. As análises revelaram que a implementação da lei provocou a construção e reconstrução interna de estratégias e metodologias de trabalho. E que estas ações institucionalizaram internamente esta prposta curricular como missão institucional escolar, e ao mesmo tempo, a projetou para fora dos muros escolares criando diálogos e parcerias com demais setores da sociedade. / The Reflections Program and Debates for the Black Consciousness is a political-pedagogical project that developed a methodology for implementation of Law No. 10,639 of 2003 in all disciplines that comprise the curriculum of the school. This project is carried out in a school unit training school located in the neighborhood of Quintino Bocaiúva, north of the city of Rio de Janeiro, between the years 2004 and 2008, especially on the night shift. The enactment of this law created the mandatory inclusion of the contents of African History and Afro-Brazilian Culture, in school curricula nationwide. Based on the methodology developed by Reflections and Debate Program for Black Consciousness, can be investigated in this study, subjects educational, teaching practice, school culture and everyday tensions and negotiations that occurred in the process of realization of this new proposal curriculum. To conduct this analysis were used as the theoretical and methodological theories of Discourse Analysis (DA), cultural studies and ethnographic studies on curriculum of educational spaces, to understand the school context and its (re) configuration. The analysis revealed that the implementation of law caused the internal construction and reconstruction strategies and metologias work. And these actions internally institutionalized this curriculum as institutional mission school, and at the same time, the projected outside the school walls creating dialogues and partnerships with other sectors of society.

The What If Collection is a visual narrative that confronts white supremacy, the social, economic, and political ideology used to subjugate black civilization via colonial rule and enslavement in history and via structural racism today. Many white people have been socialized into a racial illiteracy that fosters white supremacy. This racial illiteracy fails to realize and understand the destructive effects of Western dominance on the rest of the world, particularly on past and present Africa and her diaspora. In response, utilizing discursive design, the collection constructs a counter-story that depicts a shift in the power structure in which the white oppressor is placed in the historical experience of the black oppressed. Moving forward from the past, a contemporary society is visualized where black people are the dominant force.

This thesis sets out to examine the role of the poems in Echo (a supplement to the Natal Witness) that were published between 1986 and 1994. I will be exploring these poems in the light of the political conflict that was taking place between Inkatha, on the one hand, and the United Democratic Front/Congress ofSouth African Trade Unions (UDF/COSATU), and later on the African National Congress (ANC), on the other. The introductory chapter will deal with the scope ofmy research. It will outline what it is that I will be researching and the direction of my research. I will also begin to introduce some of the key theoretical assumptions around izibongo (praise poetry) and some of its key definitions as a dominant tradition that influenced some of the Echo poets. Chapter Two will deal with the history of the Echo Poetry Corner itself. It looks at its early beginnings, who conceived the idea and why, and what the editorial policy of this page was. It will also shed some light on how complex issues, such as the originality and authenticity of the poems, were dealt with. The third chapter deals with the background to the political conflict in the Natal Midlands and in Pietermaritzburg in particular. It will be an analysis of violence, its origins and its interpretations, and will show how violence affected the people and the poets around Pietermaritzburg. In Chapter Four I will begin to critically analyse the poems, looking at various themes that were expressed in the poems. I will also define the role that these poems played in the political conflict, looking at whether they engaged with the reality of the time or tried to escape it. In conclusion, Chapter Five deals with my findings on the role that the Echo poems played during the political conflict. It will also address the issue of the role of the poet or poetry in a violent society. The positive role of poetry during war will also be dealt with. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

The 'Romanization' of the African provinces of Mauretania Tingitana and Mauretania Caesariensis was in fact a two-way process of exchange between Roman and African elements which resulted in a uniquely Romano-African civilization. The imperial cult highlights issues common to all Romanization processes, such as ruler-subject interaction and the role of local initiative in bringing about change, as well as unique issues such as the impact of politics on emperor-worship. The success of the imperial cult was hampered by the fact that only a select few - notably the wealthy local elite - derived direct benefit from the process, and by the fact that, because the pre-Roman Mauretaniae had no established ruler-cults, the imperial cult failed to assimilate with local tradition. As a result, the cult was unable either to make a decisive impact on the Romanization of the Mauretanians, or to achieve any real religious unity among them. / History / M.A. (Ancient History)

The Cape Town Orchestra has exerted a major influence on the development of orchestral music and musical culture not only in Cape Town but throughout South Africa. It was the first professional orchestra in South Africa and came into existence on 28 February 1914. The Orchestra's history has been divided into two main periods. During the first period, from 1914 to 1968, the Orchestra was known as the Cape Town Municipal Orchestra. During the second period, from 1969 until its final performance in 1997, the Orchestra was known as the Cape Town Symphony Orchestra. The Orchestra received financial support from the Cape Town Municipality throughout its existence. After receiving its final municipal grant in 1996 the Orchestra could not survive without financial assistance, and merged with the Capab Orchestra to become the Cape Town Philharmonic Orchestra. The Cape Town Philharmonic Orchestra gave. its inaugural performance on 1 April 1997. / Musicology / M.Mus.

Exploding on the American scene in 1906, Pentecostalism became arguably the most influential religious phenomenon of the twentieth century. Sparked by the Azusa Street Revival in Los Angeles, the movement grew rapidly throughout the United States and garnered global momentum. This study investigates the original Los Angeles Apostolic Faith Mission and the subsequent extension of the mission to South Africa through an examination of periodicals, mission records, and personal documents. Using the Apostolic Faith Mission of South Africa as a case study, this study measures the significance of print media in the emergence and evolution of the early Pentecostal movement. Based on historical analysis of more than 260 issues of the mission’s periodical, “The Comforter and Messenger of Hope,” this dissertation demonstrates how the publication served a variety of functions critical to the establishment of Pentecostalism in South Africa. As a work of cultural history, it situates the periodical within larger trends in South African culture and society. It illustrates how the periodical functioned simultaneously at the local and international level to standardize Pentecostal discourse and formulate an early Pentecostal identity. Finally, this dissertation argues that Pentecostal periodicals formed a transnational network of Pentecostal thought, connections, and support in the early twentieth century that influenced the development of Pentecostalism in the South African context.

O Programa de Reflexões e Debates para a Consciência Negra é um projeto político-pedagógico que desenvolveu uma metodologia de implementação da Lei n. 10.639 de 2003 em todas as disciplinas que compõem o currículo escolar do ensino médio. Esse projeto é realizado em uma unidade escolar de formação de ensino médio, situada no bairro de Quintino Bocaiúva, zona norte, da cidade do Rio de Janeiro, entre os anos de 2004 e 2008, especificamente no turno da noite. A promulgação dessa lei criou a obrigatoriedade de inserção dos conteúdos de História Africana e Cultura Afro-brasileira, nos currículos escolares em âmbito nacional. A partir da metodologia desenvolvida pelo Programa de Reflexões e Debates para a Consciência Negra, investigam-se, no presente trabalho, os sujeitos educativos, as práticas pedagógicas, a cultura escolar e as tensões e negociações cotidianas que ocorreram no processo de realização dessa nova proposta curricular. Para a realização desta análise foram utilizadas como aporte teórico-metodológicos teorias de Análise de Discurso (AD), estudos culturais sobre currículo e estudos etnográficos dos espaços educativos, para se compreender o contexto escolar e suas (re)configurações. As análises revelaram que a implementação da lei provocou a construção e reconstrução interna de estratégias e metodologias de trabalho. E que estas ações institucionalizaram internamente esta prposta curricular como missão institucional escolar, e ao mesmo tempo, a projetou para fora dos muros escolares criando diálogos e parcerias com demais setores da sociedade. / The Reflections Program and Debates for the Black Consciousness is a political-pedagogical project that developed a methodology for implementation of Law No. 10,639 of 2003 in all disciplines that comprise the curriculum of the school. This project is carried out in a school unit training school located in the neighborhood of Quintino Bocaiúva, north of the city of Rio de Janeiro, between the years 2004 and 2008, especially on the night shift. The enactment of this law created the mandatory inclusion of the contents of African History and Afro-Brazilian Culture, in school curricula nationwide. Based on the methodology developed by Reflections and Debate Program for Black Consciousness, can be investigated in this study, subjects educational, teaching practice, school culture and everyday tensions and negotiations that occurred in the process of realization of this new proposal curriculum. To conduct this analysis were used as the theoretical and methodological theories of Discourse Analysis (DA), cultural studies and ethnographic studies on curriculum of educational spaces, to understand the school context and its (re) configuration. The analysis revealed that the implementation of law caused the internal construction and reconstruction strategies and metologias work. And these actions internally institutionalized this curriculum as institutional mission school, and at the same time, the projected outside the school walls creating dialogues and partnerships with other sectors of society.

No description available.

<p>This study aimed at investigating the divergence in attitudes between Saudi students who have lived in the United States for four years or more compared to Saudi students who have not lived outside Saudi Arabia for more than a three-month period. A survey was designed based on the main aspects of Saudi culture for this study as surveys are found to be the most common means for measuring attitudes. Two samples of Saudi students were recruited, one sample included students who have lived in the United States for four years or more, and the other sample consisted of those who have not lived outside Saudi Arabia for more than three months. A statistically significant difference between the two samples was found; students who have lived in the United States for four years or more were found to be more tolerant than those who have not lived abroad for more than three months towards the issue of sex segregation in mixed environments.<br> </p>

The present alphabetical Bibliography ranging from `Abdalla` to `Zhukov` includes old and new titles on Swahili Literature, Linguistics, Culture and History. Swahili Studies or \''Swahilistics\'' have grown strong since the mid-1980s when scholars started to increasingly engage in international networking, first by communicating through the newsletter Swahili Language and Society: Notes and News from Vienna (Nos. 1.1984-9.1992) and Antwerp (No. 10.1993) and then through the journal Swahili Forum published at the University of Cologne (Nos. I. 1994 - IX. 2002), not to mention the numerous conferences held in Dar es Salaam, Nairobi, London, Bayreuth and other places, and not to forget the achievements of the journal Kiswahili from Dar es Salaam as another steady medium of Swahili scholarship. Of course, this Bibliography is not the only one: other useful and specialized bibliographical information appeared in articles, surveys, reference books and larger studies, which are indicated in the following. Part of the titles have been extracted from these sources and integrated into the present Bibliography after having had a physical look at them. As this was not always possible, it seems still to be advisable and necessary to consult the indicated sources themselves when it comes to selecting one\''s base of research literature.