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This book argues that since the emergence of the Cameroon National Union (CNU) and the one-party state in 1966, Cameroonians have progressively degenerated into the syndrome of collective amnesia inspired by a culture of sycophancy, glorifying and deifying political leadership. These developments stand in stark contrast to what obtained in the nascent Southern Cameroons - the UN Trust territory administered by Britain until 1961 when its population voted overwhelmingly by 70.5% to gain their independence by establishing a federation with the then French-speaking Republic of Cameroon. From the late 1950s until the dismantling of the Cameroon Federation, Southern Cameroons and later West Cameroon had a vibrant parliament, a House of Chiefs (or Senate), an independent Judiciary, an ideal, corruption-free Public Service, a state government with ministers presided over by an Executive Prime Minister and, for a decade, West Cameroon provided the Vice Presidency for the Federal Republic of Cameroon. In what may be accurately described as Prof Anthony Ndi's seminal work, he contends and rightly so that solutions to the legion of problems that plague contemporary Cameroon may be easily found in the pages of The Golden Age of Southern Cameroons. Agents for this transformation do not have to be invented or imported from Mars; all we need is a patriotic spirit, political will, readiness to dialogue, transparency and commitment to democracy.
Isabella Motadinyane was born in 1963 in Mofolo Central, Soweto, and died on her fortieth birthday in 2003 in Orange Farm. She used English, Isicamtho and Sesotho to create a powerful legacy of performance, poetry, and song. Her collected work - just over 30 poems - was published as Bella in 2007 by Botsotso Publishing, and is republished in this Deep South edition with some new translations from the Sesotho.
When Amin Cajee left South Africa to join the liberation struggle he believed he had volunteered to serve 'a democratic movement dedicated to bringing down an oppressive and racist regime'. Instead, he writes, in this powerful and courageous memoir, 'I found myself serving a movement that was relentless in exercising power and riddled with corruption'. Fordsburg Fighter traces an extraordinary physical journey - from home in South Africa, to training in Czechoslovakia and the ANC's Kongwa camp in Tanzania to England. The book makes a significant contribution to the hidden history of exile, and documents Cajee's emotional odyssey from idealism to disillusionment.
Why did African men leave their homes to work on the mines of the Witwatersrand? How did a woman searching for her husband make a life in the city? What happened to a family or community forcibly removed from their homes or their land? How did racial classification destroy families and communities? What thoughts went through a detainee's mind during their long hours in prison? How did black people in South Africa manage to keep the fires of resistance burning under such harsh social, political and economic conditions? How did people born into such a hopeless present keep their dignity and resolve? With a foreword by Zakes Mda, and a mixture of famous and seemingly forgotten struggle writers, this anthology tackles the history of colonialism and Apartheid from the ground up. Through a blend of history and story-telling, it opens a window onto the ways ordinary, everyday life was shaped by the forces of history. It displays the anger, suffering, love, joy, courage and enduring humanity of ordinary people and communities striving for dignity, freedom and justice.
The Rules
(2016)
Teenage Adam obeys the rules and dreams big, of real soccer boots and of playing for South Africa one day. Jasmine, his twin sister, is street-smart and lives by her own rules. She dreams too, of a life outside of poverty. Meanwhile she saves all her coins in a glass jar on the top of Auntie Fouzie's cupboard. But things are changing. The country is facing a general election, Daddy didn't come home again last night, and Uncle Grootman is sitting in a wheelchair. Then Germany beats Brazil seven goals to one.
The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.
With the rise of the knowledge for development paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of technical assistance a notion under which advice is commonly subsumed has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the effectiveness of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens.
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The 'triple challenge' of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers.
The educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts. Boundaries of the Educational Imagination develops the educational imagination by answering six questions: What happens when we expand continuously outwards from one school to all the schools of the world?; What happens if we go inside a school and explore how its material equipment has changed over the past 300 years?; What is the smallest educational unit in our brain and how does it allow an almost infinite expansion of knowledge?; What is the highest level of individual development we can teach students to aspire towards?; What role does education play in a world that is producing more and more complex knowledge increasingly quickly?; How do small knowledge elements combine to produce increasingly complex knowledge forms? Each question goes on a journey towards limit points in education so that educational processes can be placed within a bigger framework that allows new possibilities, fresh options and more critical engagement. These questions are then pulled together into a structuring framework enabling the reader to grasp how this complex subject works.
Since 1963, when the African integration project was born, regional Economic Communities (RECs) have been an indispensable part of the continent's deeper socioeconomic and political integration. More than half a century later, such regional institutions continue to evolve, keeping pace with an Africa that is transforming itself amid challenges and opportunities. RECs represent a huge potential to be the engines that drive the continent's economic growth and development as well as being vehicles through which a sense of a continental community is fostered. It is critical therefore that citizens understand the multi-faceted and bureaucratic operations of regional institutions in order to use them to advance their collective interests.