A place where all the different African Nations and the different African embassies can meet to learn about each other. The facilities provided in the complex are to aid in the development Of africa as a continent. Importantly, all those who visit must feel at home without any fear of being discriminated against. / Dissertation (MArch(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey's constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of the United States participated in semistructured interviews; observations were conducted in the classroom, and lesson plans were reviewed. Patterns, categories, and themes emerged through using the coding process by breaking down the data into units and then grouped according to their characteristics. According to the findings, participants from this study suggested that problem- solving was the main higher level thinking skill for AAMSs. These local ELA teachers also used the Socratic questioning method as their primary instructional strategy but limited constructivist activities for AAMSs to engage during the instructional process. The findings from the data collection support the development of a professional training program. The professional development program could help teachers engage AAMSs in increasing their academic endeavors. ELA teachers can participate in professional learning communities by communicating concerns about AAMSs, using HOT skills to increase AAMSs literacy performance, become change agents, and promote a positive social change by using constructivist practices into school curriculum and instructions for AAMSs, eventually closing the achievement gap.

Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008. / Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 172-182). Also issued in print.

Thesis (D. Min.)--Ashland Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 147-150).

Thesis (D. Min.)--Ashland Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 147-150).

No abstract available / Dissertation (MArch (Prof))--University of Pretoria, 2007. / Architecture / unrestricted

The African Union (AU) was established by the African Union Constitutive Act in 2000 to address the shortcomings of its predecessor the Organisation for African Unity (OAU). One of the main considerations for the establishment of the AU was the OAU’s strict adherence to the principle of non-intervention. The OAU was established on the principle of sovereignty and territorial integrity but the leaders of Africa realised that while the protection of sovereignty and territorial integrity was important ambitions for the African continent, it was just as important that African conflicts are resolved more effectively. While the AU Constitutive Act restates the commitment of the AU to the principles of sovereignty and territorial integrity, the AU Constitutive Act also provides for protection of human rights and, most significantly, for the limited intervention by the AU in grave circumstances. Article 4(h) of the AU Constitutive Act provides the “right of the Union to intervene in a Member State pursuant to a decision of the Assembly in respect of grave circumstances, namely war crimes, genocide and crimes against humanity”. The right to intervention contain in this article provide a great opportunity to improve the effectiveness of conflict management on the African continent. However, Articles 2(4) and 2(7) of the United Nations Charter pose a strong challenge to the legality of intervention under article 4(h) of the AU Constitutive Act. It is generally accepted that consent or invitation by the state concerned precluded any wrongfulness of the prima facie violation of international law and in particular a valid exception to the prohibition on the use of force. By signing the AU Constitutive Act the member states of the AU consented in advance to the possibility of intervention and consequently there is no conflict between the right to intervene and the prohibition of the use of force, as long as the AU remains within the bounds set out in the AU Constitutive Act and the succeeding mandate given by the Assembly. It might be argued that the prohibition on the use of force is a ius cogens norm that cannot be contracted out and that any agreement to this effect is void. However, the commentaries to Article 26 of the Articles on State Responsibility state that consent may be relevant when applying such a peremptory norm. Furthermore, only the prohibition on aggression is peremptory in nature. The definition of aggression states inter alia that aggression is the use of armed force on the territory of another in contravention of an agreement between the parties concerned. Thus, use of force undertaken in the territory of a state within the bounds of the agreement between the parties is not aggression and thus not a violation of a peremptory norm. The increased international focus on human rights and human security has influenced the way the notion of sovereignty and the principle of non-interference are understood. In 2001 the International Commission on Intervention and State Sovereignty’s report “The Responsibility to Protect” introduced the twin norms of sovereignty as a responsibility and the Responsibility to Protect. The notion of sovereignty as a responsibility implies that every state has the responsibility to protect its people from gross human rights abuses, while the Responsibility to Protect (R2P) refers to the responsibility of the international community to act should as state be unwilling or unable to fulfil its responsibilities towards its citizens. By incorporation of the right to intervention in its Constitutive Act, the AU has embraced the concept of Responsibility to Protect. While the international endorsement of this concept and the constant paralysis of the SC, especially in respect of Africa, adds considerable legitimacy to possible intervention by the AU in terms of article 4(h). / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Public Law / Unrestricted

This thesis is a descriptive account of the history of Negroes in Texas including how they came to reside in Texas, their population trends, and the developments they have made since 1900 in areas such as politics, education, and the work force.

MAAS / MER Mathivha Centre for African Languages, Arts and Culture

Magister Artium - MA / This mini thesis seeks to explore two legacies of apartheid: the insecurity of decent and available housing that has led to a housing crisis, and the insecurity of Coloured identity as caused by apartheid’s racial and identity politics and its aftermath in a democratic South Africa. Furthermore, it is an examination of identity and its relation to place, specifically Coloured identity in the place of Cape Town. It focuses the ripple effect of belonging, as this research starts with Cape Town then expands to further find cause for this growing cause of belonging by focusing on racism, the housing crisis, nation-building, globalisation, capitalism. Through interviews and archival research, I explore questions of belonging, identity, and its relation to the housing crisis in Cape Town. This is done through a case study of tensions that erupted in Siqalo, in Mitchell’s Plain on 1 May 2018. Siqalo is a land occupation of isiXhosa speakers in the apartheid-era ‘Coloured’ area of Mitchell’s Plain in Cape Town. When Siqalo residents organised a protest around issues of electricity and housing they faced violent retaliation by neighbouring community and residents of Colorado, populated mainly by people classified as Coloured, with claims being made by an organisation called Gatvol Capetonians for Siqalo residents to return to Eastern Cape. I examine the role of identity in the creation of narratives of Cape Town and establish two narratives, one in which Cape Town is represented as a home for all and one in which it is not, this is done to show how belonging is made through identity and narrative and the effect that this creates. This comes to frame this mini-thesis as the question of a home is represented in the symbolic and physical sense and highlights the tension between Gatvol’s protest of Coloured belonging and Siqalo residents’ protest for decent housing. Chapter Two reflects on this through the use of interviews from both sides of the protest. This chapter is written as an imagined debate that not only reflects on critiques of oral history but ways of writing history experimentally or speculatively Through investigating the source of the tension from the Siqalo protest, I argue that desegregation was, in theory, one of the first nation-building projects in South Africa, and its failure has deepened apartheid and colonial forms of classification that divide people. The views of Mahmood Mamdani, while rarely applied to African people classified as Coloured, are very important, as his book, Citizen and Subject was a premise for this research as it highlighted the pitfalls and requirements of African countries after independence from colonialism. At the same time, the literature on Coloured identity rarely brings up the question whether Coloureds can and do practice racism on those classified as black or African and how these categorisations have persisted in the post-apartheid era. This research asks: to what extent do present conditions enable a predatory dynamic to claims of Coloured identity? Based off the predatory argument which focuses on intensified competition for scarce resources under globalisation put forward by Arjun Appadurai, I highlight the influence that contemporary globalisation has had on both the dynamics of Coloured identity and on the housing crisis in Cape Town. This mini thesis concludes by providing two alternatives as to how the question of race can be assessed in South Africa.