No description available.

Numerous historical reports written by Spaniards in the Americas during the Early Colonial Period describe public life. However, less is known about quotidian lives during this period. In the Mexican state of Oaxaca, a region encompassing dozens of cultural groups, little is known about the everyday life of Mixtecs and how they reacted towards the newly established Spanish authority in their households. When they arrived at Achiutla, one of the biggest religious centres of ancient Oaxaca (Byland 2008), the Spaniards imposed their power on the public sphere, using religion and economy amongst others (Terraciano 2001:294, 340). My objective is to study the Mixtecs’ reaction to the arrival of Spaniards in the region by using paleoethnobotany to study foodways and how Achiutla’s inhabitants negotiated the arrival of new food items and to what level they accepted, incorporated, and resisted them. This study presents the traditional Mixtec and Spanish foodways and the important role they played in their beliefs, traditions, and identities. I present elements supporting the claim that certain Spaniards might have tried to modify Indigenous foodways in the Americas, while others believed it was preferable for Spaniards and Indigenous people to eat different foods. This study also presents other results obtained in Colonial foodways studies made in the Americas and in the Mixteca Alta region. This study includes the analysis of 27 paleoethnobotanical samples, 22 of them being macrobotanical remains obtained from light fractions and 5 of them coming from microbotanical residues extracted from artifacts. All these samples were collected by Jamie Forde in 2013 at San Miguel Achiutla in the course of the PASMA archaeological project and come mainly from two terraces (10 and 13) likely occupied by Mixtec nobility. By combining samples coming from the Postclassic and the Early Colonial Periods, this study establishes the Mixtec diet prior to the arrival of Europeans in the region, enabling a better comparison between the two. This study supports the idea that the Mixtec diet likely remained the same at Terraces 10 and 13 during the Postclassic and the Early Colonial Periods. Two genera dominate the paleoethnobotanical assemblage: Chenopodium sp. (pazote, apazote) and Amaranthus sp. (huisquelite or quelite), the presence of which demonstrates continuity through times. I assess different scenarios that might explain the absence of European introduced plant species at Achiutla, cautiously presenting a hypothesis linked to Mixtec colonial resistance. / Thesis / Master of Arts (MA)

No description available.

No description available.

Presented herein is a detailed study of London Town, a tobacco port in Anne Arundel County, Maryland established during the British colonial period in North America. Long defunct, the town has been the subject of archaeological excavations since 1995. This research was undertaken to answer questions regarding the town's history, economic system, and its role in the local economy: what was the nature of the town; who lived in the town; and what were the forces that caused the town to grow and subsequently fail? Answering these questions has revealed a comprehensive portrait of London Town's undocumented past. This research proves that London Town played an important role in the economic development of Maryland and Anne Arundel County. It was one of many towns established in 1683 by the Maryland Assembly in the "Act for the Advancement of Trade." Only a small number of these towns survived beyond the colonial period. Those tobacco towns that have disappeared have been labelled the "lost towns" of Maryland by local historians and archaeologists: few of these towns have been studied in any detail. This study of London Town combines historical and archaeological research to illustrate the impact that outside forces such as war, market pressures, and regional development had on its growth and existence. This work documents the history of London Town and its role in the colonial mercantile system during the eighteenth century and is presented as a case study for future comparison.

Magister Legum - LLM / South Africa

Indiana University-Purdue University Indianapolis (IUPUI)

Magister Educationis - MEd / Cost-sharing is neither a new subject nor a recent practice in the financing of students’ higher education in Zimbabwe. The practice of cost-sharing in Zimbabwe’s higher education dates back to the colonial period. Unlike those African countries that have historically had free higher education, in Zimbabwe cost-sharing has always been part of its higher education financing formulae. As a result, whereas the challenge in other African countries has been to shift from free higher education to cost-sharing, the challenge in Zimbabwe has been that of moving from one cost-sharing model to another. While Zimbabwe has experimented with various cost-sharing strategies, literature on the country’s experiences with the practice is limited. This study fills the knowledge gap by identifying and accounting for the shifts in the conception and practice of cost-sharing in the financing of students’ higher education in Zimbabwe. Consistent with the study’s focus on describing and understanding historical processes (shifts in cost-sharing policy over time) in higher education financing in Zimbabwe, a qualitative approach was adopted to gather and analyze data. In particular, the study used an historical research design to identify and account for the policy shifts in higher education financing in Zimbabwe from 1957 to 2009. The scope of the study was limited to student funding in the public university sector. The study used documents as the major sources of data, while interviews and focus group discussions with key actors in higher education financing in Zimbabwe provided additional data to validate data generated from document sources. The study demonstrates that Zimbabwe adopted cost-sharing in higher education financing at the very point of inception of the first university in the country, the University College of Rhodesia and Nyasaland, which is now the University of Zimbabwe in 1957. Starting (in 1957) with a deferred tuition fee policy that was complemented by a mortgage type loan system and government grants, a confluence of global, national and local forces combined in specific fashion in specific historical epochs over time to ‘negotiate’ and ‘renegotiate’ the student funding models. It is further shown that during the colonial era, while the cost-sharing model rode on the back of a favourable Government loan and grant system aimed at promoting access to higher education, the racist basis of colonial education policies created bottlenecks that severely curtailed access to higher education by the majority black population. Colonial education policy iii regimes deliberately limited the feeding streams into university enrolments by black students, resulting in a proportional mismatch between the number of white students entering university and that of black students. Thus, during the colonial era, access to higher education was largely a function of the ‘barrier’ system in African education that defined inequality between whites and Africans. Independence in 1980 saw the new socialist government embracing the loan and grant based cost-sharing model and further implementing radical measures to democratize access to education. However, the increase in student numbers and in higher education institutions, coupled with poor loan recovery, and the ascendancy of neoliberalism at about the turn of the twenty-first century presented serious challenges to the state’s capacity to adequately fund higher education. In the process, the loan and grant system declined gradually and was eventually replaced by an upfront tuition fee policy that took a toll on access to higher education. Noting the inadequacies of policy interventions through the introduction of the Cadetship Scheme, the ‘successor’ to the loan and grant system, the study recommends the resuscitation of the loan system. It is however, important that such reintroduction of the loan system be predicated on the development of a robust framework that ensures that loans are allocated to students who are in real financial need and that there is in existence, effective and efficient loan recovery machinery.

Orientador: Jose Claudinei Lombardi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T10:25:45Z (GMT). No. of bitstreams: 1 Menardi_AnaPaulaSeco_D.pdf: 2368786 bytes, checksum: a060ac06c2ff41c81351f911f01d3ccb (MD5) Previous issue date: 2010 / Resumo: O presente trabalho trata sobre a educação na Literatura de Viagem e na Literatura Jesuítica, buscando trazer à tona o seu caráter ideológico. Entendemos por Literatura de Viagem o conjunto de obras, sejam elas escritas por colonizadores, aventureiros, comerciantes, naturalistas ou exploradores, que trazem informações e imagens que deram à Europa uma visão do Novo Mundo através de uma experiência própria proporcionada pela viagem. E por Literatura Jesuítica, os muitos escritos deixados pelos membros da Companhia de Jesus em diferentes formatos: cartas, sermões, narrativas, relatórios, tratados, informativos. Os relatos produzidos pelos viajantes e jesuítas estrangeiros que estiveram no Brasil ao longo dos séculos XVI e XVII são testemunhos fundamentais das viagens e dos contatos estabelecidos com os habitantes do Novo Mundo, sendo uma parte integrante do próprio quadro do processo de conquistas e colonização. Os europeus foram os primeiros a construírem um conhecimento referente à educação no Brasil, entendida tanto no sentido amplo: enquanto conhecimento e observação dos costumes e da vida social, civilidade, polidez, cortesia, cultura socialização e sociabilidade, como também no sentido mais restrito: como meio de adquirir formação e desenvolvimento físico, intelectual, religioso e moral, na sua forma institucionalizada, no sentido mesmo de instrução, de ensino, escolarização. A forma como viajantes e jesuítas estrangeiros, mais especificadamente europeus, observaram, interpretaram, registraram e construíram um conhecimento acerca da educação estão ligadas, direta e indiretamente, a uma visão de mundo socialmente condicionada, representando, portanto, a visão de mundo do branco ocidental civilizado e cristão. Os relatos dos viajantes e jesuítas estrangeiros são expressões ideológicas que refletem as concepções de colonização, sociedade e educação de seu tempo, servindo tanto aos propósitos da Coroa portuguesa como também da Igreja reformada. A questão que se colocou para este trabalho foi justamente como alguns viajantes e jesuítas que estiveram no Brasil nos séculos XVI e XVII e observaram a sociedade colonial brasileira construíram imagens, forjaram interpretaram a sociedade brasileira, articularam informações, fatos e idéias, elaboraram teorias, de forma a expressar uma concepção ideológica de sociedade, religião e educação. Ou seja, como construíram e reproduziram um conhecimento a respeito da educação no Brasil, através de suas obras, buscando desvendar o caráter ideológico desses escritos resultantes das viagens. / Abstract: The present work regards the Education in Travel Writing and Jesuit Literature, seeking to bring out its ideological nature. Travel Writing is all works written by colonizers, adventurers, traders, naturalists and explorers who have information and images that gave Europe a vision of the New World through an experience provided by the trip. And Jesuit literature, the many writings left by members of the Society of Jesus in different formats: letters, sermons, narratives, reports, treaties, information. The reports produced by the Jesuits and foreign travelers who visited Brazil during the sixteenth and seventeenth centuries are evidence of the fundamental travel and contacts established with the inhabitants of the New World, and is part of the very framework of the conquest and colonization. The Europeans were the first to build a knowledge related to education in Brazil, as understood in the broad sense: as knowledge and observation of manners and social life, civility, politeness, courtesy, culture, socialization and sociability, but also in the narrower sense: as a means to gain training and physical, intellectual, religious and moral, in its institutionalized form, in the same sense learning and acquisition of knowledge. The way that travelers and foreign Jesuits, more specifically the Europeans ones, observed, interpreted, recorded and built a knowledge of education are linked, directly and indirectly, to a worldview socially conditioned, and thus become the world view of Western White civilized and Christian. The accounts of foreign travelers and Jesuits are ideological expressions that reflect the views of colonization, society and education of his time, serving both the purposes of the Portuguese crown, but also of the Reformed Church. The question asked for this work was just as some travelers and missionaries who came to Brazil in the sixteenth and seventeenth century and found the Brazilian colonial society constructed images, forged interpreted the Brazilian society, articulated information, facts and ideas, developed theories of order to express an ideological conception of society, religion and education. That is, as constructed and reproduced knowledge about education in Brazil, through his works, trying to uncover the ideology of these writings of journeys. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Magister Legum - LLM / Land allocation and administration is a crucial role for traditional leaders, because it has remained one of the few de facto powers and sources of influence still available to them in their areas of jurisdictions.1 This role has been played by traditional leaders from time immemorial. Furthermore, the Constitution of the Republic of South Africa recognises the existence of traditional leaders.2 Moreover, the Constitution seeks to integrate the institution of traditional leadership by expecting national legislation to be put in place so that the roles of traditional leaders are known in society.3 However, roles with regard to the allocation and administration of land by traditional leaders have not been promulgated in legislation. Therefore, this research will look at the issues of land allocation and administration by traditional leadership in the democratic dispensation.