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Studying Africa : A guide to the sources

Medarbetare: Kristina Rylander,
Utgivare: Uppsala : Nordiska Afrikainstitutet
År: 2005
Ämnesord: Africa, Reference materials, Bibliographies, Literature surveys, Internet sources, SOCIAL SCIENCES, history, Geography, anthropology, education, SOCIAL SCIENCES, SAMHÄLLSVETENSKAP
Studying Africa is an introduction to the basic handbooks and standard works on contemporary Africa. The first part of the book is a guide to searching for literature and facts within the field of the social sciences. It deals with bibliographies, databases, reference works, yearbooks, journals, Internet resources, statistics, maps and official publications. Active links to the websites mentioned in the text can be found at the end of each chapter. In the sections entitled “African information on the Internet” and “Statistics”, additional links are given within the text itself. The second part of the book consists of introductions to the literature within the subject areas of history, politics, economics, geography, anthropology and education.

Umleavyo : the dilemma of parenting

Medarbetare: Ntukula, Mary | Liljeström, Rita
Utgivare: Uppsala : Nordiska Afrikainstitutet
År: 2004
Ämnesord: Tanzania, parents, gender, generations, children, adolescents, sexuality, initiation, education, marriage, rites and ceremonies, customary law, modernization, child rearing, Sociology, Sociologi
Societies and families are changing all over the world. Less of what the older generations transmit of their experiences can be replicated by the younger generations in their own lives. What we are witnessing is a type of cultural delinking from past generations. Parents despair when their good intentions fail to have an effect and feel overwhelmed by circumstances they cannot control.The Reproductive Health Study Group linked to the University of Dar es Salaam published the first set of studies, Chelewa, Chelewa: The Dilemma of Teenage Girls, in 1994. The focus was on the teenage girl and the various reactions of the adult world to teenage out-of-wedlock pregnancies. The next set of studies, Haraka, Haraka: Look Before you Leap, appeared in 1998 and looked at the erosion of the customs that had regulated marriage, parenthood, and intergenerational obligations.This third and final report, Umleavyo: The Dilemma of Parenting, comprises studies on the generation gap and the ways in which this gap has widened over the past century. In these studies, the past serves as the seemingly stable background on which to project currently fluid and ambiguous parent-child relationships. The main focus of the studies is the different methods of, and goals for, bringing up the next generation. These include physical punishment; achieving compliance through fear and reference to supernatural forces; initiation ceremonies that provide multiple precautions and timely instruction on marriage and procreation; emphasis on relations between people as the most crucial experiences; and encouraging a sense of personal responsibility.The volume is based on the narratives of the grandparents, parents, and youths in the villages of the Pare people in the north and of the initiation leaders in Songea in the south, and on a comparison of the opinions of Nyakyusa elders and youths on gender issues. The central questions raised in the book are: How should one-support youths for whom there is no clear passage to full adulthood? And, how can one forge links between the plight of families and issues of citizenship and public action?

Language, democracy and education in Africa

Upphovsperson: Brock-Utne, Birgit
Utgivare: Nordiska Afrikainstitutet | Uppsala : Nordiska Afrikainstitutet
År: 2002
Ämnesord: South Africa, Tanzania, democracy, education, Language Policy, languages of instruction, Globalization, SOCIAL SCIENCES, SAMHÄLLSVETENSKAP
This publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, "The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy", the language question is looked at through the eyes of a social and political scientist. The choice of an official language in Africa is viewed as a question of social class, of power. What social classes profit from the continued use of European languages in Africa? Who benefits? Who loses? The focus here is not only on language use in education but also on language use in the courts and in the political domain, especially in South Africa. Examples are mostly drawn from South Africa and Tanzania, where the author is conducting two research projects in the area of language and education. The second paper, "The Battle over the Language of Instruction in Tanzania", describes two further research projects in which the author is currently involved. In this paper, the author focuses on the question of the language of instruction through the eyes of an educationist. The paper builds on recent research conducted in Tanzania by the author and her Tanzanian Master's degree students.