The anti-colonial struggles in lusophone Africa were the most internationalized wars on the continent. Involved were people from across the globe and across the socioeconomic and political spectrums - Chinese Communists and Portuguese right-wing dictators, American black nationalists in the urban North and South African white supremacists, cold warriors and human rights activists. The Mozambique Liberation Front (FRELIMO), was the only national liberation movement in the 1960s to receive aid from the United States, the Soviet Union, and the People's Republic of China. I contend that, because both FRELIMO and Portugal relied on support from the international community to wage war for over a decade (1964-1975), the anti-colonial wars in lusophone Africa were not only armed struggles, but also cultural and rhetorical battles. FRELIMO's program of socialist revolution which heralded human rights and social justice through education, non- racialism and gender equality resonated with the international shift to the left of the 1960s. Counterpoised were the Portuguese right-wing corporative dictatorship which espoused a "Lusotropical" civilizing mission for its African overseas provinces, and the white supremacist regimes of Southern Rhodesia and South Africa that militarily and economically dominated Southern Africa. This dissertation focuses particularly on the relationship between FRELIMO and the activists of the black freedom struggle and the New Left in the United States. It will show the significant contributions that American activists made to Mozambican liberation, as well as the impact that this transnational movement had on the entire Southern African region, on U.S. foreign policy, and on the United States' domestic social and political landscapes. I explore issues of colonialism, nationalism, and modernity within a cold war context using the lenses of race, class, and culture in the United States and southern Africa during the long Sixties. I also examine the significance of religious organizations and the moral imperative that underpinned the global advocacy supporting southern African independence. The development of a transnational network of activists that reached from rural Africa to the White House provided the leverage needed for southern Africans and their international allies to topple the Portuguese dictatorship and, eventually, end South African apartheid. / History

Ruth First was an activist, journalist and sociologist trained by experience and credentialed by her numerous publications. Having lived most of her adult life as an intellectual and activist, First died in August 1982 at the hands of a regime and its supporters who intensely detested all these pursuits. This research project sketches the intellectual contributions made by the South African sociologist during her time at the Centre of African Studies at Eduardo Mondlane University, Mozambique. Her life like the newspaper she edited in the early 1970s was a Fighting Talk and this research project is about celebrating that life and valorising some of the life’s work that she left behind. Making use of qualitative research methods such as archiving, semi-structured interviews and contents analysis, this thesis sought to document Ruth First’s intellectual interventions while at the Centre of African Studies. Engaging with her work while she was in Mozambique and inserting her intellectual contributions, which like those of many African scholars have given way to debates from the global North, into our curriculum would perhaps be the real refutation of the assassin's bomb. This engagement is also crucial as it extends much further than the striking accolades which take the form of buildings and lectures established in her honour.

Archival legislation is a crucial tool for the public sector to ensure the management, preservation and access of a country’s national documentary heritage. In Mozambique, archival legislation has been enacted which sets the scene for records appraisal and disposition, as well as classification schemes and retention schedules for administrative records of governmental bodies falling under the auspices of the Act. As a result, public agencies in Mozambique are required by the archival legislation to adopt a systematic and organized approach to the management of their records from creation to disposal. Despite this, the records management processes of many public entities in Mozambique have remained ineffective and inefficient. This study utilized the record life cycle concept as a framework to assess the state of implementation of the National Archives and Records Management Act at Eduardo Mondlane University (EMU) in Mozambique. The study applied a quantitative research approach with triangulation of data collection tools, namely, questionnaire and document analysis. The study revealed that EMU has only established one central records appraisal and disposal committee for its directorate units, which has not coped with the records management demands from other academic units such as faculties, schools and research centers. In most of the academic units the records management staff were not involved in the training, records appraisal and disposal processes, as well as in the destruction and/or transfer of records to the Mozambique Historical Archives (MHA), as required by legislation. The study concludes that most EMU units do not comply with archival legislation resulting in few provisions of the Act being implemented. The study therefore recommends that the records management function at EMU should put in place the basic procedures of control for records management systems with the leadership taking a proative role in the strategic planning, budgeting and monitoring. A further empirical study on the assessment of the state of implementation of the National Archives and Records Management Act throughout the entire public sector in Mozambique is recommended. / Information Science / M. Inf. (Archival Science)

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M.A. (Linguistics)

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M. A. (Linguistics)

Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective model for the development of translation and interpreting competence in students. To address this problem, the present study seeks to find a practical model for the training of Mozambican professional translators and interpreters at BA Honours level that can guide the design of conducive curricula. The critical question the study attempts to answer is: What model for developing translation and interpreting competence could lead to an effective curriculum design that best meets the employment needs of Mozambican students? To this end, the study has been designed as action-research because this design enables better understanding and improvement of training processes (Cravo & Neves 2007). Three data collection tools are used to generate both qualitative and quantitative data from over 120 participants, namely: (i) a survey, (ii) an English translation test and (iii) a sample of archived Portuguese translations produced by former students. The survey findings suggest the need for a model whereby translators and interpreters are trained simultaneously within the same programme. Moreover, the results of macro- and micro-textual analysis show that, overall, the translation competence of former students is poor, suggesting that the current curriculum at UEM is failing to produce BA Honours translation/interpreting professionals. The proposed solution would be a curriculum based on a new integrated translation and interpreting competence development model with the following four pillars: communicative competence, general knowledge, strategic competence and service provision. / Nangona iyunivesithi iEduardo Mondlane University (UEM) inembali kwizifundo zesidanga esiphakamileyo (BA Honours) kuqeqesho lwabaguquleli neetoliki eMozambique, le yunivesithi ayikabi namzekelo unguwo nosebenzayo ekuphuhliseni izakhono zokuguqula nokutolika kubafundi bayo. Ukukhawulelana nale ngxaki olu phando lujolise ekufumaneni owona mzekelo usebenzayo onokusetyenziswa nonokuthi ube sisikhokelo kuyilo lwekharityhulam yesidanga esiphakamileyo iBA Honours esithatha iminyaka emine ekuqeqesheni abafundi babe ngabaguquleli neetoliki eziphume izandla zaseMozambique. Umbuzo ongundoqo nozanywa ukuphendulwa lolu phando ngulo: Ngowuphi umzekelo wokuphuhlisa izakhono zokuguqulela nokutolika onokukhokelela kuyilo lwekharityhulam esebenzayo nefezekisa iimfuno zengqesho zabafundi baseMozambique? Kungoko olu phando luye lwasebenzisa indlela yokuphanda ekuthiwa yi-action research eyenza kube lula ukuqonda nokuphucula iinkqubo zoqeqesho (Cravo & Neves 2007). Kuye kwasetyenziswa iindlela ezintathu zophando ukufumana ulwazi kubathathi-nxaxheba abali-120 ezizezi: (1) uvavanyo lwezimvo, (ii) uvavanyo lwenguqulelo yesicatshulwa esibhalwe ngesiNgesi kunye (iii) neenguqulelo zesiPhuthukezi ezenziwe ngabafundi bangaphambili ezigciniweyo. Iziphumo zeemvavanyo zezimvo zibonisa ukuba kufuneka kukho umzekelo onokusetyenziswa ekuqeqesheni abaguquleli neetoliki ngaxeshanye phantsi kwenkqubo enye. Ukongeza koku, iziphumo zohlalutyo lwesicatshulwa zibonise ukuba izakhono zokuguqulela zabafundi bangaphambili azikho mgangathweni, nto leyo ethetha ukuba ikharityhulam esetyenziswayo eUEM iyasilela ekukhupheni abaguquleli neetoliki ezinobuchule neziziincutshe. Isisombululo esicetyiswayo ke ngoko, sesokuba kubekho ikharityhulam ehlangeneyo eza kuphuhlisa izakhono zabaguquleli neetoliki esekelwe kwiintsika ezine ezizezi: isakhono sonxibelelwano, ulwazi jikelele, isakhono sobuchule kunye nokunikezwa kweenkonzo. / Nakuba iNyuvesi i-Eduardo Mondlane University (i-UEM) isinomlando omude kakhulu wokuqeqesha abahumushi notolika ezingeni leziqu ze-BA Honours eMozambique, le nyuvesi ayikabi nayo indlela esebenzayo yokuthuthukisa amakhono ezitshudeni kwezokuhumusha nokutolika. Ukubhekana nale nkinga lolu cwaningo kuhloswe ngalo ukuthola indlela esebenzayo yokuqeqesha ongoti babahumushi notolika baseMozambique ezingeni leziqu ze-BA Honours (iziqu zeminyaka emine) ezingahlahla indlela yokuklama uhlelo lwezifundo olungasiza kule nkinga. Umbuzo omkhulu lolu cwaningo oluzama ukuwuphendula ngothi: Iyiphi indlela yokuthuthukisa amakhono okuhumusha nokutolika engaholela ekuklanyweni kohlelo lwezifundo olungahlangabezana nezidingo zokuqasheka kwezitshudeni zaseMozambique? Ukufeza le nhloso, lolu cwaningo lusebenzisa uhlelo lokucwaninga olubizwa nge-action-research ngoba luyasiza ekuqondeni kangcono nasekuthuthukiseni inqubo yokuqeqesha (Cravo & Neves 2007). Kusetshenziswa amathuluzi amathathu okuqoqa imininingobunjalo nemininingobuningi evela kubabambiqhaza abangaphezu kwabayi-120, okuyilokhu: (i) ngohlolocwaningo (i-survey), (ii) ngesivivinyo sesihumusho sesiNgisi (iii) nangesampula lezihumusho zesiPutukezi zabafundi baphambilini. Okutholakale kulo uhlolocwaningo kuveza isidingo sendlela yokuqeqesha abahumushi notolika kanyekanye ohlelweni lokufundiswa olufanayo. Ngaphezu kwalokho, imiphumela yokuhlaziywa kwemibhalo nezimo eyabhalwa ngaphansi kwazo ibonisa ukuthi, ngokubanzi, amakhono okuhumusha abafundi baphambilini awamahle, okuyinkomba yokuthi uhlelo lwezifundo lwamanje e-UEM luyehluleka ukukhiqiza ongoti bokuhumusha nokutolika ezingeni le-BA Honours. Isixazululo esiphakanyiswayo ngesendlela entsha esuselwa ekuthuthukiseni amakhono edidiyela ukuhumusha nokutolika, enalezi zinsika ezine ezilandelayo: amakhono kwezokuxhumana, ulwazi ngokubanzi, ikhono lokusebenzisa amasu, nokuhlinzekwa kwezidingo. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)