In other words empowerment is a process through which the marginalized individuals, groups and communities are enabled to access power to resources and to have overall control on their lives (Adams 2008). He further postulated that tower in this respective context has to do with the ability to access and control resources and people. The overall objective is of the empowerment theory is for the marginalized individuals, groups and communities to gain economic and sociopolitical liberation. From the understanding of the empowerment theory, one can see its positive relevance to South Africa’s decolonization and Africanization process. This can be so in that, a critical analysis on pre 1994 South Africa shows that the Republic was under white colonial rule of the National Party which sort to increase patterns of colonial discrimination of the Black South Africans through the devolution of political structures and the promotion of a putative independence in the African reserves
The main and central objective of this dissertation is an effort to evaluate the post colonial thematic preoccupations in the African society and literature. It is an analysis of post colonial thematic preoccupations in the literary work ‘Arrow of God’ by Chinua Achebe and ‘Cry – The Beloved Country’ by Alan Paton. Both novelists have tried to depict the realistic condition of native African colonized people. Imperialism is a kind of aspect in which one country is trying to seek in expanding its power and authority by conquering other countries or by setting up economic and political dominance on the countries. Imperialism starts when one country or nation takes over smaller countries for their land and natural resources.
History is important not that it tells about our past but why we are here so that we can understand better the why to the how (Simon Senek) In order to understand the oppressive nature of Apartheid we need to look back at the development of the Afrikaner people, and their struggle to be a people (Volk). We will look at the building blocks, that the British instituted, with tis in mind the ideology of Apartheid education on the mindset of white children The Building blocks of oppression in education After the Boer war the British High Commissioner for Southern Africa, Sir Alfred Milner, used this opportunity to Instil the English language and British cultural values, in the two annexed provinces the Transvaal and the Orange Free State. Afrikaner churches tried to counter the British influence and proposed an education program, CNE- Christian National Education. As a school curriculum. It failed as the British had implemented free schooling.
After treaties were signed by Haudenosaunee chiefs, the British colonies began to impose policies and practices that restricted the Haudenosaunee from affirming their culture and way of life. Furthermore, diseases such as smallpox, measles and influenza brought by European settlers wiped out immense populations of the indigenous people. This resulted in the traditional bottleneck of the Haudenosaunee and limited the amount of culture that would be passed down. Due to the dominance of the Europeans, the Haudenosaunee were forcibly assimilated into European culture. As they were assimilated, they lost their traditional ways of life and adopted the western way of working, eventually resulting in a homogenized culture.
Knowledge capacity can be enhanced by empowering cultures and values in relation externalization and harmonization. If the capacitated knowledge has been applied in the relation, it can bring well-development for the appliers, Africans. However, the African cultures and values have been externally affected and imposed since beginning of slave trade in 16th century. Since then Africa has been the knowledge importer and confused with domestic and indigenous knowledge. Thus we Africans should find out what we have for ours and how we can make useable for our development and compatible with generating external
The postcolonial era focuses on the new roles for anthropologist and clear methodological concepts considered. In providing alternatives to this study ‘native ethnography ‘is given priority. The European native ethnography and the insights emerging from current educational technology among third world people in Africa. Therefore in this context, the merits of ‘native anthropology’ are viewed as one possible alternative. The significance of anthropology as a tool in Western man’s search for self-understanding was a prudent methodological assumption that the study of ‘primitive man’ would only take place from the westerner point or outsider.
Here, Achebe's writing about African society was intended to challenge the misconception about Africa and Africans by telling the story from an insider’s point of view. Achebe's purpose was to prove that Conrad's was not the only way to see the Africans and that before the arrival of Europeans, Africans did have culture and social systems and, though unintelligible and so evil for the Europeans, Africans had their own sense and ways of defining the world around
As Martin Bubber points out in his book Between Man and Man, that Soyinka was inspired to write the play after he heard an African leader pronounce “I want him brought back, alive, if possible … but if not … any other way.” It also grew out of Soyinka’s concern with human rights and political liberties, out of his conviction that the role of political activity was an important and honourable one, out of his perception of political developments in the continent of Africa. The play illustrates the rulers of a fictitious kingdom of Isma, somewhere in Africa, during the preparations for celebrations and aftermath of a New Yam Festival. The ruler of Isma, Kongi is a repressive, ambitious autocrat, who is assisted by a ubiquitous Organizing Secretary. He is advised by a fraternity of largely sycophantic Aweris and enthusiastically supported by a brutal carpenters’ Brigade. He has put some of his most powerful opponents, including Oba Danlola, into detention and wants to usurp Danlola’s position.
In this assignment I am planning on defining the following terms colonialism, neo-colonialism, indigenous education, imperialism, and history. Stating the vision and mission of the Namibian institute of mining and technology, and outlining how the institution incorporates the dynamic and characteristic of adult education .Using a timeline to explaining the historical development of adult education in the field of adult education interpreting the western influence on adult education in Africa. Colonialism is a process of separation, control and domination by a powerful country over a less powerful one, often resulting in the imposition of structure of control and domination. Colonialism influences economic, social, political and cultural sector,
Althusser describes the problem as being the need “to understand the reproduction of class relationships and the process through which members of a society accept as “”real” their class identity and relationship to the means of production” (in Weiler, 1988, p.7). The events which led to Bantu Education A series of events occurred at the turn of the 19th century which had important consequences. The demand for labourers with appropriate skills and attitudes to function in this growing system was due to the development of mining and the growth of trade and industry. The new government passed a series of laws that were to force blacks into the State Labour market to ensure labour production. An example of this is the passing of the 1913 Land Act in which black South Africans were zoned to only 14% of the total land area of South Africa which meant that most blacks could no longer live as subsistence farmers.