Angola’s civil war in the mid-1970s has an important role to play in the ongoing debate within the diplomatic history community over how best to explain American foreign policy. As such, this dissertation uses the Angolan crisis as a case study to investigate and unravel the reasons for the American covert intervention on behalf of two pro-Western liberation movements: the National Front for the Liberation of Angola (FNLA), led by Holden Roberto, and Jonas Savimbi’s National Union for the Total Independence of Angola. That Angola is a late 20th century example of foreign intervention is not disputed. However, the more significant and difficult questions surrounding this Cold War episode, which are still debated and which directly relate to the purpose of this study, are first, “Why did the United States involve itself in Angola when it had previously ignored Portugal’s African colonies, preferring to side with its NATO partner and to maintain its distance from Angola’s national liberation movements?” Was it really, as the Ford Administration asserted, a case of the United States belatedly responding to Soviet expansionism and Kremlin-supported aggression by Agostinho Neto’s leftist Popular Movement for the Liberation of Angola (MPLA). Secondly, “Exactly when did the United States intervene, and was this intervention largely responsible for the ensuing escalation of violence and external involvement in Angola affairs?” In other words, as suggested by the House Select Committee on Intelligence, was the Soviet Union’s intervention in response to the American decision to allocate $300,000 to Holden Roberto’s National Front in January 1975? If so, then contrary to the Ford Administration’s official account of the crisis, the United States - and not the Soviet Union - was the initial provocateur in the conflict that left the resource-rich West African nation in a ruinous, perpetual state of warfare into the early 21st century.

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PhD (African Studies) / Centre for African Studies / The aim of this study is to examine existing secondary material to determine whether there is agreement concerning the acclaimed migration of the Africans across the Limpopo River into South Africa. This is done by determining, in an interwoven analytical manner, whether there is possible existing credible evidence that could be applied to examine the claim espoused by Sir George Mc Call Theal. The cause of the disparity amongst the whites and blacks in the country seems to have an historical origin that dates back to the epochs of colonialism and imperialism, which spanned centuries. These movements resulted in the apparently unfair foreign land ownership, which was carried out at the expense of the African blacks, such as the Bakone, Vhangoṋa and Banguni, to date. For one to determine the validity of foreign land acquisition in a foreign country like South Africa; research is required in order to find the genesis, credibility and justification of the total soil ownership by foreigners; which as stated, was conducted at the expense of the majority of Africans who possess no land, living in abject poverty, suffering from unemployment and treated with inequality. The brutal colonial efforts and the untested African migration remains an elusive problem that should be tested scientifically to confirm or negate, when precisely the Africans came; who saw them come, and what made them leave their original countries, if any. This in a perpetual cardinal point of the ‘north’ being occupied moving in ‘waves’ with no witnesses. This study seeks to examine why the naturalised foreign Europeans are better off in the country, in everything.

The mimicry of Europe and United States of America (US) in South African psychology in the early 1900s and the continual presence of Euroamericanised psychology continues to marginalise Black, poor, and working-class people. In this dissertation, I investigated the misalignment of counselling and clinical psychologists’ professional training, specifically the first-year Masters psychology training programme with the South African socio-political context. To counter the usual reliance on hegemonic Euroamerican-centric approaches I elaborated on an Africa(n)-centred perspective so as to make sense of the training of counselling and clinical psychologists in the South African context. I argued that the Africa(n)-centred perspective was pluriversal (accepting of multiple epistemologies), endogenous (developing from within), and focuses on Africans not as the excluded Other but rather as the Subject at the centre of their lifeworlds. I elucidated curriculum practices within the professional training programmes as part of the investigation into the intransigence of Euroamerican-centric epistemologies in the professional training curriculum. I conducted in-depth semi-structured interviews with 23 people, 8 of whom were course coordinators and 15 intern psychologists. The participants were from 5 universities falling into the 4 generic categories: Historically Black University (HBU), Historically White Afrikaans-speaking University (HWASU), merged university (MU), and Historically White English-speaking University (HWESU). For my analysis, I employed what I termed an Africa(n)-centred critical discourse analysis, which builds on the discursive turn in psychology, taking seriously the talk of people in the reproduction of socially unjust practices. All the interviews with the course coordinators and intern psychologists were dominated by talk of race and the Professional Board for Psychology. The interviews yielded a number of discourses, namely: 1) meritocracy, 2) diversity (which referenced issues of race, gender, and curriculum), 3) access, exclusion and privilege as related to language, 4) class, and 5) relevance (including social, market, and cultural relevance, with cultural relevance spoken about in relation to the curriculum). I conclude the dissertation by gesturing towards a constructive engagement (by which I mean a building) of an Africa(n)-centred professional training of counselling and clinical psychologists. / Psychology / Ph. D. (Psychology)

1 Abstract A Group of revolutionaries led by Fidel Castro has been struggling to overthrow the Cuban President Fulgencio Batista since the half of 1950s. After they succeeded on New Year's Eve 1959 the Revolutionary Cuban Government changed strategy in all aspects of the state administration. One of the most visible change happened in the sector of foreign policy. Cuba began to act not only as a sovereign country in relation to the neighbouring states which led to the conflict with the United States, but also began to actively export her model of revolution. The main initiators in this turn were Ernesto "Che" Guevara and Fidel Castro. The first region where Havana attempted to export the revolution was Latin America. Nevertheless, all attempts failed during 1960s. At the same time, the process of decolonisation in Africa visited by Guevara in the middle of 1959 was in progress. In Egypt, he established his first contacts with revolutionary leaders and subsequently informed Havana about the situation. The socialist character of a number of revolutionary movements was close to Cubans, so they started to widen relationship with them. First aid to Africa was sent by Cuban government at the end of 1961 to Algeria which fought for independence on France since 1954. Strengthening of relations between Havana and...

My study is a theoretical intervention of the South African contemporary visual art of Mary Sibande. It focuses on the figure of Sophie representing the maid in three series; namely, Sophie-Elsie, Sophie-Merica, and Sophie-Velucia. The study applies Frantz Fanon’s thought to the understanding of the figure of Sophie while emphasising the themes of naming, the human subject, and presence-absence. The theoretical framework of this thesis is a decolonial epistemic theory, which is used as a lens to understand Fanon’s political thoughts. I argue that the themes of naming, human subject, and presenceabsence are inherent in Fanon’s thought. These thematic areas give a better understanding of the existential questions of the figure of Sophie in the antiblack Manichean world. It is important to unpack the figure of Sophie as a Manichean figure who represents the crossing of two different worlds – the white world and the black world, Africa and Europe. The study highlights the importance and relevance of reviving Fanon’s thought concerning decolonial contemporary African art and establishing other tools of interpretation necessary to understand decolonial aestheSis. The thrust of this thesis is to deploy decolonial epistemic theory as a theoretical framework to the Fanonian understanding of the figure of the three Sophies that embody the modern/colonial predicament of the figure of the maid and blackness. / Art History, Visual Arts and Musicology / Ph. D (Art)

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This study concerns itself with how Afrikan masculinities were (perspective on the past), what they are now (perspectives on the present) and what they can, ideally, become (perspectives on the future). By employing a decolonial and Afrocentric approach of deconstructive and critical theory, transdisciplinarity and Afrikological perspectives, the study’s objective is to understand the impact of coloniality on Afrikan masculinities. Coloniality, in this context, refers to the impact of historical colonization, enslavement, Apartheid on (South) Afrikan societies, including how the after-effects and their multiple consequences for changes in (South) Afrikan culture, economy, politics, communities, families and individuals have impacted on the notions about, and roles of, Afrikan men. Further to this, the study seeks to understand the role of Afrikan culture in shaping solutions to problems identified, in the form of an innovative philosophy of education towards relevant Afrikan masculinities. Applying Participatory Action Research (PAR) as research methodology, the study examines how Afrikan masculinities are seen, understood and envisioned by Afrikan men and women. Empirical research was conducted with a co-research team in Mangaya village, Thulamela Municipality in Limpopo Province, South Afrika. Findings from the study were coded, cross-analysed, triangulated with literature and a number of discussions and dialogues, and eventually developed into concepts for emerging theory and practical interventions. The study found that many Afrikan men are caught between expectations to what they should become and systemic obstacles to fulfil these expectations. As a result of colonial injustices – and their many after-effects, many Afrikan men have become confused about their identity, irresponsible in their behavior, “broken” in their self-perception (and in the eyes of the world) and in deficit of Afrikan values as guidelines for meaningful, Afrikan manhood. Essential solution-concepts found were for Afrikan men to deepen their self-knowledge, seek healing, empowerment and engage in re-learning of indigenous guidelines. These concepts have been expressed through nine lessons, serving as an innovative, educational philosophy for Afrikan manhood. A mixtape featuring brief, motivational messages for young Afrikan men against a musical soundtrack was produced as a direct outcome of the study. / Educational Studies / D. Ed. (Philosophy of Education)