Thesis (M.A.)--University of Toronto, 2005.

In 1996, Zimbabwean graphic designer Chaz Maviyane-Davies created a set of human rights posters which represent several articles of the Universal Declaration of Human Rights, from what he calls an “African perspective”. In this study I investigate how Maviyane-Davies has constructed ‘African-ness’ and probe what he refers to as the “alternative aesthetic” that he is trying to create. I use a visual social semiotic approach to examine the discourses he draws on to re-image and re-imagine Africa and Africans in a manner that contests the stereotypical representations found in political, news and economic discourses about Africa, paying particular attention to the ways he uses images of the body. My analysis of the posters shows how complex and difficult it can be to contest regimes of representation that work to fix racialised and derogatory meanings. In response to the pejorative stereotypes of the black body, Maviyane-Davies uses images of strong, healthy, and magnificent people (mostly men) to construct a more affirmative representation of Africa and Africans. Significantly, he draws on sports, touristic, traditional and hegemonic discourses of masculinity in an attempt to expand the complexity and range of possible representations of African-ness. In so doing he runs the risk of reproducing many of the stereotypes that sustain not only the racialised and gendered (masculinist) representations of Africa, but also a sentimentalisation and romanticisation of a place, a people and their traditions. Apart from women in prominent positions, other conspicuous absences from these images include white people and hegemonic references to Western modernity. I do not believe he is discarding whites and modernity as un-African, but is rejecting the naturalisation of whiteness as standing in for humanity, and particular icons of Western modernity as significations of ‘modernity’ itself

GOMES, Fábio Florenço. Pan-africanismo, historiografia e educação: experiências em Cabo Verde e no Brasil. 2014. 268f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-03-11T17:08:39Z No. of bitstreams: 1 2014_dis_ffgomes.pdf: 3265309 bytes, checksum: 8c79e4076c4bf55f21c3273738ad9534 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-03-13T15:49:30Z (GMT) No. of bitstreams: 1 2014_dis_ffgomes.pdf: 3265309 bytes, checksum: 8c79e4076c4bf55f21c3273738ad9534 (MD5) / Made available in DSpace on 2015-03-13T15:49:30Z (GMT). No. of bitstreams: 1 2014_dis_ffgomes.pdf: 3265309 bytes, checksum: 8c79e4076c4bf55f21c3273738ad9534 (MD5) Previous issue date: 2014 / This research intends to confront the theoretical and the conceptual proposals of the textbook General History of Africa, published by UNESCO, as well as the locations of the ancient Classic African civilizations in the syllabi of the textbooks adopted in History classes of mediumschools in Brazil and secondary schools in Cape Verde. The general objective is to investigate the relationship between the methodology and African antiquity in the textbooks General History of Africa I and II, published by UNESCO It also analyses what is taught about Africa in Ancient Human History. The specific objectives are 1) to build a historical and social approach to teach about África General History based on Pan-Africanism and Historical Knowledge; 2) to identify the location of Ancient Africa in History in the curriculums and textbooks adopted in public schools in Fortaleza (Brazil) and in Santiago Island (Cape Verde); The theoretical background of this research is based on authors such as ZERBO (1972-2010), DIOP (1954-2010), RODNEY (1975-1980), CABRAL (1978), CUNHA (2006), MONIZ (2009), ASANTE (1989), ANJOS (2002), NASCIMENTO (2001), UNESCO (2009-2011), among other scholars devoted to the study of Ancient Africa and its methodology, social movements, Pan-Africanism, Ancient Africa and Education. The methodology adopted is a case study conducted through quantitative analysis of textbooks and syllabi, as well as interviews with teachers. The instruments employed for data collection are a bibliographical research, analysis of documents, and semi-structured interviews with teachers. In order to record the research data, a field journal and audio recordings have been used. After that, preliminary conclusions of the research are presented, even though the findings during the field work are still being systematized. However, by then it is already possible to affirm that the geographical locations, the settlements, and the legacy of the ancient classic African civilizations are dealt with under the same Eurocentric principles present in other textbooks and syllabi adopted in fundamental schools in Brazil and in secondary schools in Cape Verde. The political and ideological apology of the mixture of races exerts influence in the formation of identity, educational background and professional attitude of History teachers in Brazil and in Cape Verde. There is also a shortage of materials in the libraries of the institutions visited. Moreover, the textbooks General History of Africa I and II and The Pedagogical Use of General History of África (both published by UNESCO) are neither well-known nor widely adopted in Cape Verde or in Brazil. These factors point at 1) the lack of knowledge and interest, as well as at the conflict of students with African History, its culture and identity; 2) the need to teach and to write textbooks which are minimally based on the awareness, on the heritage and on the African regional integration. / A pesquisa transcrita nesta dissertação está inserida na linha de Movimentos Sociais, Educação Popular e Escola, e no Eixo Sociopoética, Cultura e Relações Étnico-raciais do Programa de Pós Graduação da Faculdade de Educação da Universidade Federal do Ceará. A problemática da investigação é confronto entre propostas teóricas e conceituais da História Geral da África (UNESCO), e a localização das civilizações africanas da Antiguidade em programas e livros didáticos de História no Ensino Médio (Brasil) e no Ensino Secundário (Cabo Verde). O objetivo geral é investigar a relação entre metodologia e antiguidade africana propostas pelos Livros 1 e 2 da História Geral da África (UNESCO) e o que se é ensinado nas salas de aula sobre a África na História Antiga da Humanidade. Os objetivos específicos são: 1) construir uma abordagem histórica e social sobre a História Geral da África a partir do Pan-africanismo e de seus referenciais intelectuais, políticos e institucionais das décadas de 1950 e 1970; 2) Identificar a localização de civilizações da antiguidade africana em programas e livros didáticos de história utilizados em escolas públicas da cidade de Fortaleza (Brasil) e da Ilha de Santiago (Cabo Verde); 3) Propor elementos para superação de problemas e valorização das potencialidades comuns ao Brasil e Cabo Verde. Nossa base teórica concentra-se em autores como ZERBO (1972-2010), DIOP (1954-2010), RODNEY (1975-1980), CABRAL (1978), CUNHA (2006), MONIZ (2009), ASANTE (1989), ANJOS (2002), NASCIMENTO (2001), UNESCO (2009-2011) entre outros pesquisadores que possuem como principais campos de estudo a História da África, metodologia, movimentos sociais, Pan-africanismo, antiguidade africana e educação. Trata-se de um estudo de caso efetivado através de uma abordagem qualitativa, tendo como análise livros didáticos, programas de história e o diálogo com professores. Os instrumentos utilizados para a coleta de dados resumem-se a pesquisa bibliográfica, análise documental e entrevista semiestruturada com professores. Para registrar dados da pesquisa utilizamos caderno de campo e gravação em áudio. Neste momento apresentamos conclusões preliminares da pesquisa, uma vez que o achado durante o trabalho de campo encontra-se em processo de sistematização. Entretanto, é possível asseverar que: 1) atualmente a localização geográfica, o povoamento e o legado das civilizações africanas na Antiguidade estão sob os mesmos princípios eurocêntricos em materiais didáticos e programas de história no Ensino Médio (Brasil) e Ensino Secundário (Cabo Verde); 2) há falta de materiais nos acervos das instituições visitadas, a História Geral da África (UNESCO) e 3) o Uso Pedagógico da História Geral da África (UNESCO) são pouco conhecidos e utilizados em programas e livros didáticos em Cabo Verde e no Brasil; Este conjunto de fatores aponta para: o desconhecimento, a falta de interesse e o conflito de estudantes com a história da África, sua cultura e identidade; o ensino de história da África e a elaboração de livros didáticos devem ter como bases mínimas a conscientização, a educação patrimonial e a integração regional entre países africanos e da diáspora.

[pt] A produção da banda Chico Science e Nação Zumbi ao longo dos anos 1990 marcou de maneira distinta o movimento manguebeat. A crítica social a questões referentes ao cotidiano de Recife e sua periferia, além da incorporação de elementos de cultura negra de herança africana, recuperam em parte essa marca indelével da produção cultural e musical da banda. Elegemos a perspectiva marxista e dirigimos nosso olhar a um interlocutor bastante vivo para os mangueboys à época, Josué de Castro, para analisar tal crítica de fundo social e político a partir de algumas composições musicais Em mesmo sentido, procuramos apreender a diáspora africana e as músicas do Atlântico Negro como forma de estabelecer o debate sobre questão racial que ultrapassa a produção cultural objetiva daqueles mangueboys e se estende ao cotidiano, ao vocabulário e as experiências dos mesmos. / [en] The musical production of Chico Science and Nação Zumbi during the 90 s was to important to manguebeat movement. The social criticism and daily issues regarding the city of Recife and periphery, besides the incorporation of black culture and african heritage elements, compose the distinct mark of the band musical and cultural production. We select Marxism and bring back an important interlocutor to mangueboys in 1990, Josué de Castro, to analyze the political and social criticism by some songs. In the same direction, the african diaspora and the sounds of Black Atlantic was to value as long as formed the debate of racial issue that is more the objective cultural performance oh the band. This debate also formed the daily of mangueboys, them vocabulary and them experiences.

[pt] Esse trabalho visa compreender como a ideia de direito de autodeterminação foi mobilizada nas obras de Kwame Nkrumah, entre as décadas de 1940 e 1960. Considera-se que o autor fez uso de uma linguagem de direitos disponível ao longo do século XX e, ao priorizar a noção de direito de autodeterminação, conferiu a essa um sentido específico de crítica à colonização e reivindicação de independência para o continente africano. Problematiza-se os significados atribuídos por Nkrumah ao direito de autodeterminação a partir da consideração que essa linguagem de direitos estava em circulação e fora mobilizada por outros grupos pan-africanos e organizações internacionais como a ONU. Nesse sentido, também são analisados a Declaration to the Negro peoples of the World, as Resoluções Finais do Congresso de Manchester, as Resoluções Finais da Conferência de Bandung, a Declaração de Concessão de Independência para os países e povos Coloniais, o Pacto Internacional de Direitos Civis e Políticos e o Pacto Internacional de Direitos Econômicos, Sociais e Culturais. / [en] This work seeks to understand how the idea of right of self-determination was mobilized in the works of Kwame Nkrumah, between the decades of 1940 and 1960. It is acknowledge that this author made use of a language of rights available through the twentieth century and prioritized the notion of self-determination to criticize the colonization and to claim independence for the African continent. The meanings attributed to the notion of self-determination by Nkrumah are discussed considering that this language of rights were in circulation and had been mobilized by other pan-African groups and international organizations such as UN. So, during this work, it is also analyzed the documents: Declaration to the Negro peoples of the World, Final Resolutions of Congress of Manchester, Final Communiqué of Afro-Asian Conference of Bandung, International Convention on civil and political rights, International Convention on economic, social and cultural rights.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

MAAS / Department of Development Studies / See the attached abstract below

This thesis examines the class appeal of Marcus Garvey's propaganda and his relationship with the black American left through the end of his movement's formative years to reveal aspects of his political thought that are not entirely represented in the historiography. Although several historians have addressed Garvey's affiliation with the black American left there has not yet been a consummate study on the nature of that relationship. This study examines the class element of Garvey's propaganda from his formative years through his radical phase, tracing the evolution of his ideas and attributing factors to those changes. Garvey influenced and was influenced by the labor movement and the class appeal of his propaganda was much stronger than historians have allowed. Garvey ultimately distanced himself and his program from the left for a number of reasons. The United States Justice Department's campaign to infiltrate his organization and remove him at the height of the Red Scare caused him to distance his program from the left. Since Garvey was pragmatic, not ideologically driven, and economic theory was secondary to black autonomy in his philosophy, increased criticism from former associates in the black American left, coupled with his exclusion from African-American intelligentsia, impacted his decision to embrace an alternative program. During the final years of his radical phase Garvey's ideas, program and relationships were impacted by a collision of the personal and political in his world. Understanding the complexity of Garvey's evolving ideology, and looking at the causes for those changes, are crucial to the study of the movement and its impact.

Kwame Nkrumah was the first African leader to pursue the idea of Africa’s continent-wide unity with fervour. Many thought that African unity will only be the pooling of poverty and that Nkrumah’s dream was impossible. Nkrumah was known for his philosophy "Seek ye first the political kingdom and all things shall be added unto it". He thought that political unity should precede economic unity, which would naturally follow. Even though the newly independent African states agreed on the necessity of unity, his philosophy was not welcomed when the Organisation of African Unity was established in Addis Ababa (Ethiopia) in 1963. Rather, delegates opted for incremental political integration leading to economic integration –an aspiration that Africa is still struggling to bring to fruition. This study demonstrates that Nkrumah’s idea of political unity before economic integration was and still is valid for Africa’s continent-wide unity. To this end, the study will use textual sources and use diachronic and integrative approaches as analytical tools. / Political Sciences / M.A. (International Politics)

The purpose of this study is to analyse the role of the Organisation of African Unity (OAU) as an international governmental organisation in regional co-operation and stability from 1963 until 2000. It is also aims to evaluate the OAU's success or failure as the initiator of African unity and the driver of regional co-operation and stability in Africa within political, economic and social spheres. As background, the motivation for the study is discussed and the problem is stated. From this, research questions are formulated, and objectives identified. Three hypotheses are formed, which the study aimed to prove. The range of core theoretical foundations, concepts, characteristics, theories, approaches and classifications are examined in detail as foundations for an understanding and evaluation of the role of the OAU. Regional organisations as a phenomenon are also studied in-depth with reference to their nature, meaning and historical origins. Inter-state relations in the international community are theoretically explored, as well as the position and potential of regionalism within international public administration. Concepts, characteristics, types and functions of regional organisations and the role of co-operation, sovereignty and supra-nationalism in regional co-operation are covered. Following this, a study is made of the historical origins, nature and character of Pan-Africanism and the evolution of the OAU. Based on the structural-functional approach, the nature and essential characteristics of the organisation are analysed, with reference to its structures, and the tasks of the Secretary-General and its various commissions. In addition, the former relationship between the OAU and the UN is also highlighted. The role of the OAU is evaluated as a regional organisation involved in the establishment of regional co-operation in Africa in the political, economic, cultural and social spheres. The study concludes with an evaluative synthesis of its findings, proposals and conclusions. The OAU is found to have been successful in certain regards, but in others, it failed to attain its primary purpose: to forge unity on the continent and to create co-operation among states. Its successor, the African Union could learn some valuable lessons from the OAU's history. / Public Administration / (D.P.A.)