Introduction to Gender PDF

Introduction to Gender Session 1  Session 1: Learning Objectives At the end of today’s class, you should be able to: – Gain a better understanding of the concept of Gender and its related concepts. Discuss the justification for dealing with Gender Inequality I...

Introduction to Gender Session 1  Session 1: Learning Objectives At the end of today’s class, you should be able to: – Gain a better understanding of the concept of Gender and its related concepts. Discuss the justification for dealing with Gender Inequality Identify the efforts that have been made globally, regionally and locally to deal with gender inequalities Be familiar with arguments for affirmative action and forms affirmative action. 3 BOYS WILL BE BOYS AND GIRLS WILL BE GIRLS 4  Definition: Gender Vs. Sex Unlike sex, which is a biological concept, gender is a social construct specifying the socially and culturally prescribed ideas about the behaviour, actions, and roles a particular sex performs and follows Gender is “the costume, a mask, a straitjacket in which men and women dance their unequal dance”. (Gerda Lerner, ………). Sex is definite, gender is fluid and constructed/negotiated 5  Gender Equality The concept that all human beings both men and women, are free to develop their personal abilities and make choices without stereotypes, rigid gender roles and prejudices (UNESCO, 2000) 6 Gender Equality contd Different behaviours, aspirations and needs of men & women are considered Rights, responsibilities and opportunities will Valued and equally not depend on favoured whether they are born male or female it does not mean that men and women have to become the same 7  Gender Equity Fairness of This may include treatment that treatment for women and is different but Equity men according considered equal in rights, leads to to their respective benefits, obligations & equality needs opportunities 8  Brain Teaser A father and son get in a car crash and are rushed to the hospital. The father dies. The boy is taken to the operating room and the surgeon says, “I can’t operate on this boy, because he’s my son.” who is the Surgeon? 10  Why is gender an important issue in African societies Socio-Cultural Factors  Social construction of society (we will build our society like that)  Discriminatory cultural practices  Discriminatory inheritance practices  Marriage (polygamy, rights and duties in marriage, widowhood rites, wife inheritance)  Family and community life (chores, decision-making, seclusion, stereotypes, role expectations  Reproductive health (decisions on family planning, sexuality, pro- natalism) 11  Why is Gender an important issue in African societies Important for social relations (gender, class, kinship, etc.) Social relations determine roles, positions, privileges and power. Gender relations are reinforced by socialisation. Socialisation institutions (family, church, school, media, work, etc.) Legal factors The law as a re-inforcer (Customary Laws vrs. State laws) 12 Messages from Social Media (Let’s discuss) Which one (s) do you use? What messages are sent? How are they gendered? How do you respond to such messages? 13 Brain Teaser  The Concept of Patriarchy Patriarchy is a social system in which the role of the male as the primary authority figure is central to social organisation and where fathers hold authority over women, children, other men and property. 15  Patriarchy, contd. – It implies the institutions of male rule and privilege and is dependent on female subordination. – Historically, patriarchy has manifested itself in the social, legal, political and economic organisation of a range of different cultures and also influences modern civilisation. – In modern times societies and institutions are described as patriarchal when they have features of patriarchies. – Matrilineal inheritance systems do not disrupt patriarchy. 16 MASCULINITIES The term masculinity signifies a collective gender identity and not a natural attribute. It is socially constructed, fluid, resulting in diverse forms across different times and context, and mediated by socio- economic position, race, ethnicity, religion, age, geographic location and other local factors (Adomako Ampofo and Boateng 2007; Ratele 2002; Connell1998; Morrell, 1998a;). It is subject to change 17  Masculinity Contd. Masculinity defines how boys should behave, be treated, dress, appear, what they should succeed at, and what attitudes and qualities they should have (Bhasin, 2004) Hegemonic masculinity A dominant form of masculinity in a society and pertains to the relations of cultural domination by men. In addition to being oppressive to women, it silences other masculinities. They present a version of how ‘real men’ should behave and men who are unable to live up to such prescriptions are ridiculed Eg: “Kwadwo Basia” (lit: male with perceived feminine features and attitudes) 18  Masculinity contd In order to sustain itself, hegemonic masculinity is constantly on the ‘look out’ for threats against the status quo-to adjusts the balance of power to keep situation under control (Dipio, 2010). In some cases, masculinity can become precarious and susceptible to subversion because of its extraction from flawed depictions of femininity. 19  Elements of Gender Relations Division of labour –Productive and reproductive roles –Male roles and responsibilities valued more than women’s –Women roles and responsibilities undervalued  Elements of Gender Relations Control of resources (land, power, labour, education, training, etc.) Gender ideologies (socialization, changing, etc.) Gender myths and stereotypes (“women are their own enemies,” victim blaming, e.g. in rape, women are gossips, women are weaker sex, men are cheats, men are liars, ). 22 23 24  Justifications for dealing with gender inequalities – Development imperatives (sustainable-diversity contributes to sustainable development, people-centred development) - bringing diverse contributions in development initiatives. – Citizenship rights and the constitution (all are equal) - human rights are women’s rights; women’s rights are human rights. – Gender equitable cultures (E.g. eliminate indiscriminate cultural practices, bias working cultures). 25  INTERNATIONAL RESPONSES TO GENDER INEQUALITY  Past five decades: 4 world conferences has been held (Mexico City, Copenhagen, Nairobi and Beijing) and a convention adopted in 1979 to address gender equality.  The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW).  These conferences helped to define the obstacles to gender equality and action needed to overcome them.  International Agreements;  Beijing Platform for Action (+5, +10, +15, +20)  Millennium Development Goals (1,3,5)  Sustainable Development Goal 5  African Charter on Human and People’s Rights 26  Historical Context to National Interventions-The 4th Republic Constitutional Guarantees – All persons shall be equal before the law (17.1).A person shall not be discriminated against on grounds of gender, race, colour, ethnic origin, religion, creed or social or economic status (17.2) and(17.3) – The State shall afford equality of economic opportunity to all citizens; and, in particular, the State shall take all necessary steps so as to ensure the full integration of women into the mainstream of the economic development of Ghana (35.6) 27 The picture can't be display ed. State Actions: Legal Reform Intestate Succession Law, 1985 (PNDC 111): Protects the inheritance rights of spouses and children Criminal code amendment act of 1994 and 1998 sections 69 and 314 respectively criminalizes FGM and Trokosi The Human Trafficking Act, 2005 (Act 694) Domestic Violence Act, 2007 (Act 732): Seeks to protect the populace against violence and abuse in homes and institutions Property Rights of Spouses Bill 28  State Action: Policy Reform Reproductive Health Policy and Strategy Gender Policy in Agriculture Girl-Child Education Policy Ghana Poverty Reduction Strategy Maternity Leave policies Establishing Ministry for Women and Children’s Affairs** (Ministry of Gender, Children and Social Protection) Establishing of Women and Juvenile Unit (WAJU) of Police service, now called Domestic Violence Victim Support Unit (DOVVSU) 29  Civil Society/Institutional Action Civil Society Action include labour unions and associations of professionals (farmers, fishermen), women, youth and students; religious and business organizations, cultural and recreational clubs, as well as political parties” (Drah 1993: 73). Women’s organisations have been an important part of civil society organisations in Ghana. e.g. Network For Women's Rights In Ghana (NETRIGHT), Domestic Violence Coalition, Women’s Manifesto Coalition. 30  Examples: Civil Society Actions Getting the vote Defending the rights of individual Getting access to reproductive freedom women (Federation of International (birth control, abortion) Women Lawyers, Women in Law and Women’s action in anti-apartheid Development in Africa (WILDAF), etc.) struggle Women’s action to end war in Liberia Greenbelt movement in Kenya, by Getting Domestic Violence Law passed Wangari Maathai, 2004 Nobel Peace Improving women’s participation in Prize Laureate. Mobilized women to politics bringing about change) Queen mothers associations supporting different causes (HIV, girl’s skills University of Ghana sexual harassment training, etc.) policy  Examples: Institutional Actions Women and gender studies in and outside universities Research on gender (e.g. Violence against women, women and migration, women and land, media and women, etc.) University of Ghana’s Sexual harassment and misconduct policy https://cegensa.ug.edu.gh/sites/cegensa.u g.edu.gh/files/sexual_harassment_policy. pdf Submit a one page review of the University of Ghana’s sexual harassment and misconduct policy.  Group Agency Agency conveys the idea that people are not passive and can change their situations through self conscious action The role of women’s self-help groups – Micro-finance groups , e.g. susu – Women’s cooperative, e.g. shea butter, beading, pottery, bread making, etc. – Widows support group – HIV social network groups 33  Individual Agency Instances where people have triggered change by their actions: – Taking legal action (e.g. Women who petitioned CHRAJ on workplace sexual harassment: FanAir, NADMO) – Taking a stand against gender discriminatory practices (e.g. Swaziland where mother of Reed Dance Bride protested) – Leaving abusive relationships – Learning new skills to improve lives 34  Affirmative Action Defined A set of temporary measures adopted by governments, public and private institutions such as political parties, educational establishments, corporations and companies to address a history of systemic discrimination and exclusion of particular social groups (Tsikata, 2009) AA encourages the efforts of particular social groups in the interests of certain development goals AA is one of the effective tools for redressing the inequalities/injustices/discrimination against people (women) 35  Background to Affirmative Action Origins: In USA to address racial discrimination. In South Africa to address racial and gender disparities after Apartheid Quotas for gender based affirmative is based on three potentially conflicting justifications equality difference Symbolic value 36  Types of AA and Examples DIRECT INDIRECT Quota (50% of appointed district Scholarship schemes (Northern Ghana assembly members are women; scholarships; cocoa marketing board Reservations of seats for women (10 scholarships) women in parliament) Fee free education; Free textbooks and Measures to promote participation of uniforms Targeted investments in infrastructure, women in certain professions education and health in some Regions Girl Child Education Policies School meals in certain districts Lower cut-off point for girls in Reserved places in state universities for tertiary education students from deprived districts Science clinics for girls Fee waiver or automatic accommodation for persons with disability) AA Cont. Quotas are only effective when backed by law and when policies such as electoral reform, political education, the mobilisation of citizens and the removal of obstacles to women’s ability to utilise the quotas are removed 38  Value of affirmative Action – Discrimination of any form does not self correct. Instead, it perpetuates itself – Improves representation of women – Ensures a critical mass which can make a difference (e.g. 30% of women in decision making bodies) – Provides more female role models and improves awareness of the issues. – Guarantees gender balanced policy making at all levels of government. – Allows considerable skills to be brought into decision making structures. 39  Assessing Responses to Gender Inequality Progress has been made in promoting gender equality – More consciousness of the importance of gender equality – Some issues being addressed, e.g. Narrowing gap between boys and girls in education – In some countries there have been strong representation of women in politics, e.g. Rwanda, South Africa – Important legislations, e.g. Domestic violence law has been passed. – Increased number of women in professional careers and in decision-making – Improved maternal health coverage – More access to credit for women 40  Summary Societies are gendered Gender is socially constructed Gender relations are power relations and privilege as well as disadvantage differently The concept of patriarchy and masculinity The concept of gender equality, equity and inequality 41  Summary, Ctd. We have examined the various responses to gender inequality : The justification for dealing with Gender inequality Identified the efforts that have been made globally, regionally and locally to deal with gender inequalities State responses – legal and policy reform; affirmative action Civil society actions Group actions to empower and to support rights Individual actions We have assessed the responses to gender inequality 42 END OF CLASS 43 INTRODUCTION TO AFRICAN STUDIES Duration: Two Lectures INTRODUCTION TO AFRICAN STUDIES Duration: Two Lectures  Course Description  This introductory course aims to generate interest among students in African Studies.  It provides basic background information on Africa and perspectives on its histories, peoples and cultures.  This course serves as the springboard from which the subsequent elective courses in African Studies will be launched.  The African studies program is divided into three parts: Introduction to Gender (4 weeks) General introduction to African Studies (2 weeks); and Electives (6 weeks) 4 6 © IAS, University of Ghana, Legon, 2020  Course I Objectives 1. To help students appreciate the contemporary value of African Studies as an area of enquiry. 2. To help students engage with discourses on African realities. 3. To encourage students to appreciate African Identities. 4. To help students develop a sense of Self Determination in the global world. © IAS, University of Ghana, Legon, 2020 47  II 5. To make students aware of the negative stereotypes about Africa and to encourage them to challenge these stereotypes. 6. To Develop appropriate methodologies and frameworks for examining Africa and its past through multi-disciplinary approaches. 7. To highlight some of Africa’s contributions to world civilizations and knowledge generation. 8. To enhance students’ knowledge in specific areas of African Humanities and Social Sciences © IAS, University of Ghana, Legon, 2020 48  Course requirements  Assessments:  Course activities may include:  Interim assessment- Introduction to Gender 20%  Formal instruction Introduction to African Studies 10%  Readings Main Elective 30%  Group discussions  Assignments  Presentations  Final exam -  Final exam 50% © IAS, University of Ghana, Legon, 2020 49  LECTURE ONE The value of African Studies in today’s world © IAS, University of Ghana, Legon, 2020 50  Learning objectives At the end of Lecture 1, students should be able to: – Understand the distinctive nature of Africa – Explain various (mis)representations of Africa – Appreciate the significant contribution of Africa to world civilization. – Appreciate the African Identity © IAS, University of Ghana, Legon, 2020 51  WHO ? IS AN AFRICAN? © IAS, University of Ghana, Legon, 2020 52 Are these (wo)men Africans? Barack Hussein Obama 44th President of the United States © IAS, University of Ghana, Legon, 2020 53 Former Acting President (Oct 2014 – Jan 2015) and Vice President of Zambia (2011 – 2014) © IAS, University of Ghana, Legon, 2020 54 Bob Marley – Reggae Artist © IAS, University of Ghana, Legon, 2020 55 Dr. W.E.B. DuBois – Pan-Africanist Scholar © IAS, University of Ghana, Legon, 2020 56  Are these women Africans? Nneka Egbuna, Mayra Santos-Febres. hip hop/soul/reggae Elizandra Souza, Puerto Rican author, singer Born in Nigeria, writer and journalist. Poet, novelist professor immigrated to settle in of Literature Black (Afro) -Brazilian, based in Hamburg, Germany at age 19 Săo Paulo, Brazil © IAS, University of Ghana, Legon, 2020 57  After interrogating these personalities, especially on whether they are African or not, consider the following questions: © IAS, University of Ghana, Legon, 2020 58  An issue of identity: Who is an African? How are African identities constructed in the face of the mosaic of identities that peoples of African ancestry living within and beyond the continent bear? To what extent do all categorized as Africans or as having an African pedigree perceive themselves as Africans? To what degree are all who perceive themselves as Africans accepted as such? © IAS, University of Ghana, Legon, 2020 59  Are there levels of “Africanness”, and are some more African than others? – More or less? How does African identities interface with other levels of identity and citizenship in Africa? And what are the implications of the contentious nature of African identities and citizenship for the projects of pan-Africanism, the making of the Africa- nation, and Africa’s development trajectories? © IAS, University of Ghana, Legon, 2020 60  Defining Africanness is Multilayered! May depend on the factors under consideration, including: Legal - E.g. citizenship, parentage, naturalization Conceptual – Philosophical - shared value systems and worldview (precepts: “ubuntu “– I am because we are) e.g. Beliefs in the ancestors – Cultural - tangible (buildings, monuments, artifacts, - intangible (skills; highly developed oral traditions; knowledge systems ) Genotype (DNA sequence/the genetic makeup) Phenotype (Outward appearance) Allegiance © IAS, University of Ghana, Legon, 2020 61  What do you think about the concept of the African Diaspora? Eastern Diaspora Western Diaspora Indigenous Black people of West Papua New Guinea Black People of Brazil Indigenous Black people of Australia Indigenous Black People of Black People of USA Black People of Jamaica Me’ekamui (Pacific Bougainville Island) © IAS, University of Ghana, Legon, 2020 62  African Diaspora  Ancient Voluntary Migration  First humans to populate the rest of the world including remote islands  Forced Migration  Maafa/Maangamizi/Neshni (So-called Trans-Saharan and Trans-Atlantic ‘slave trade’)  Conflicts  Colonialism (French Policy)  Manipulated Migration  Pursuit of economic interests  Education  Diplomatic postings © IAS, University of Ghana, Legon, 2020 63  African Diaspora  Ancient Voluntary Migration  First humans to populate the rest of the world including remote islands  Forced Migration  Maafa/Maangamizi/Neshni (So-called Trans-Saharan and Trans-Atlantic ‘slave trade’)  Conflicts  Colonialism (French Policy)  Manipulated Migration  Pursuit of economic interests  Education  Diplomatic postings © IAS, University of Ghana, Legon, 2020 64  Defining Africa Race? - range of racial types on the continent Descent? – People of African descent? Large concentrations in Northern and Southern Americas, the Caribbean. They are also found in India, the Middle East etc Political? - citizenship in one of the 54 states of the AU – see the constitutive act; long term residence in an African country? Geographic? – Countries on the African Continent/Map Africa is not a country, but a continent Allegiance? – Dedication to African heritage and aspirations © IAS, University of Ghana, Legon, 2020 65  EXERCISE - Blank Map Activity Identify the following countries on the blank map of Africa provided: a. Sao Tome and Principe g. Cape Verde b. South Sudan h. Uganda c. Madagascar i. Kenya d. Botswana J. Senegal e. Rwanda k. Gambia f. Western Sahara i. Eritrea © IAS, University of Ghana, Legon, 2020 66 A blank map of Africa © IAS, University of Ghana, Legon, 2020 67 © IAS, University of Ghana, Legon, 2020 68  MISREPRESENTING AFRICA Africa has been and continues to be misrepresented in many ways, including the use of phrases, such as: Africa has no history? Africans have no civilization? Africa is the dark continent? Africans have inferior minds? © IAS, University of Ghana, Legon, 2020 69  Africa the continent of crisis? Two types of narratives about Africa 1. Except Africa Narrative – Development works everywhere in the world but in Africa. Therefore Africa has to change rather than development policies tailor themselves better to the needs of Africa © IAS, University of Ghana, Legon, 2020 70 2. Doomsday narratives – There is a crisis of overpopulation in Africa, poverty, drought, over utilisation of scarce resources, environmental crisis, corruption, ethnic tensions, civil wars. All of which are resulting in a terrible crisis that requires external interventions to halt. The solution has to come from outside since African states are not competent to solve problems they have created. © IAS, University of Ghana, Legon, 2020 71 Roe, Emery (1995). Except Africa: A postscript to a Special Section on Development Narratives World Development , 23(6): 1065-1069. © IAS, University of Ghana, Legon, 2020 72  How representative are these descriptions: Africa is a continent of poverty? Africa is a continent of conflicts? Africa is a continent of bad governance? Africa is full of bad cultural practices and outmoded customs. © IAS, University of Ghana, Legon, 2020 73  Faces of POVERTY A soup kitchen in the US Homelessness in Canada Ethiopia © IAS, University of Ghana, Legon, 2020 74  What about Leadership and GOVERNANCE? Charles Taylor Mobutu Sese Seko Iddi Amin Jean-Bedel Bokassa Sani Abacha © IAS, University of Ghana, Legon, 2020 75  BAD GOVERNANCE? Nelson Mandela Silvio Berlusconi Iddi Amin Hugo Raphael Chavez Slobodan Milosevic Kwame Nkrumah © IAS, University of Ghana, Legon, 2020 76  CONFLICTS? Child soldiers ISIL Foreign Mercenaries © IAS, University of Ghana, Legon, 2020 77 DEBATE ON CULTURAL PRACTICES AND SYSTEMS? How do you assess the following? Are they good or bad? Why? Extended Family System Libation Herbal Medicine Child marriage Ritual killings Child labour Circumcision Bride wealth Witchcraft Widowhood rites © IAS, University of Ghana, Legon, 2020 78  Representing Africa: Dwenini mmɛn (Ram’s Horns) What are some of the GOOD representations of Africa? Humility, Strength, Wisdom and Learning © IAS, University of Ghana, Legon, 2020 79  What are the GOOD representations of Africa? World’s First mathematical tool World’s First medical text World’s First female physician World’s First female ruler World’s First monumental stone structure World’s First archeo- World’s First writing system astronomical device © IAS, University of Ghana, Legon, 2020 80  Contemporary Africa has contributed positively to global knowledge production and civilization in the areas of: Global Development (Kofi Annan, former UN Secretary General) Agriculture (E.g. Cocoa and Coffee production)  Academia (E.g. Wole Soyinka)  International Trade and Commerce (Prof. Frederick M Jones, Ethiopian Airlines)  ICT (Dr Thomas Mensah, Prof Nii Narku Quaynor)  Mathematics (Prof. Francis Allotey)  Science (Souleymane Mboup) © IAS, University of Ghana, Legon, 2020 81  Coffee: An African Tree Crop Coffee originates in Africa. There are three types of coffee Arabica (originates in Ethiopia) Robusta (originates in Congo) Liberica (originates in Liberia). The highest quality of coffee is Arabica. © IAS, University of Ghana, Legon, 2020 82  Coffee: A Global Commodity Coffee was introduced into Dutch colonies in Java in the 1690s. In the 1720s coffee was carried by the French and Dutch into botanical gardens in the Americas, Dutch Guinea (Surinam), Haiti and Santa Domingue. Robusta and Liberica species were also carried into South America. By the nineteenth century Brazil emerged as the major producer and world consumption of cocoa grew more than 15 times. By this period Yemeni and Ethiopian production in international trade had become insignificant. However, in recent years coffee production has rapidly expanded in Africa with Ethiopia, Tanzania, Rwanda and Kenya becoming significant producers of Arabica and Côte d’Ivoire of Robusta (mainly used in producing nescafe). While producers get a small percentage of the total price if the coffee value changes, in recent years the government of Ethiopia has successfully got different varieties in Ethiopia internationally recognised for their heritage and gained a premium price paid for these varieties in European markets (See documentary – Black Gold). © IAS, University of Ghana, Legon, 2020 83  Cocoa: A South American tree crop successfully cultivated in West Africa Cocoa is largely produced in West Africa, with over 80 percent of global production originating from West Africa (the two dominant producers are Côte d’Ivoire and Ghana (producing around 70 percent of global supplies)). However cocoa is a South American crop, which was originally introduced into Sao Tome and Principe off the coast of Cameroon, where it was subsequently smuggled into the Gold Coast by Tetteh Quashie. By the 1820s the Gold Coast emerged as the most important producer contributing between 70-80 percent of Global supplies. Cocoa was largely produced by farmers for export rather than domestic consumption and provides an early example of successful agrarian capitalism in Africa (Polly Hill 1960). During the 1970s Côte d’Ivoire overtook Ghana as the major producer. Competition also came from Brazil and Malaysia, however as international production became increasingly competitive the West African producers were able to out compete others. © IAS, University of Ghana, Legon, 2020 84  Coffee and cocoa Examine the differences and similarities of the coffee and cocoa stories? How has Africa benefited from these two commodities? How have the rest of the world benefited? Where does most of the wealth in the creation of these commodities go? © IAS, University of Ghana, Legon, 2020 85  Positive Representation Africa Wole Soyinka is a Poet, playwright, and novelist from Nigeria. He has written many plays, poems using the mythology of the Yoruba. He addresses social and political issues in Nigeria and Africa In 1967, he was jailed for 22 months for secretly meeting with Ojukwu of Biafra to try and prevent civil war. In 1986 he won the Nobel prize for Literature, the first African to win the prize for new literatures. In 1994, he had to flee into exile Wole Soyinka to escape imprisonment by Abacha. © IAS, University of Ghana, Legon, 2020 86  Positive Representation Africa Chinua Achebe Ama Ata Aidoo Wole Soyinka Wangari Maathai Kwabena Nketia © IAS, University of Ghana, Legon, 2020 87  Positive Representation of Africa: Inventors Country of Origin Inventions/Projects Prof. Souleymane Mboup Senegal HIV-2 Virus (discover) Dr. Oviemo Ovadje Nigeria Blood Auto-transfusion Samuel Todo Togo Humanoid Robot Jean-Patrice Keka Democratic Republic of Congo Space Rockets Prof. Francis K.A. Allotey Ghana The Allotey Principle Victor and Johnson Obasa Nigeria Armoured Vehicle Simon Mwaura Kenya Multipurpose Mobile Remote control Prof. Nii Narku Quaynor Ghana One of the Pioneers of designing and developing the internet Abdoulaye Toure Senegal Solar Oven Philippe Yoda Burkina Faso Plastic Recycling Phillip Emeagwali Nigeria Connection Machine Supercomputer © IAS, University of Ghana, Legon, 2020 88  Prof. Monty Jones: Renowned African Scientist Prof. Monty Jones is a renowned plant breeder from Sierra Leone who in 2004 won the World Food prize for leading a team at West Africa Rice Development Association (WARDA) successfully crossing West African rice (Oryza glaberima) with Asian rice (Oryza sativa) creating the Nerica varieties (New Rice for Africa), a rare and successful hybridisation of rice. His approach is recognised to be innovative in its use of participatory methods linking farmers, extension agents and scientists © IAS, University of Ghana, Legon, 2020 89  Ethiopian Airlines: A Successful Commercial Venture It was established by the Ethiopian “With its ten modern 787s and its confident global government in 1945. ambitions, Ethiopian Airlines has not just Africa, but the whole world, in its hands.” It has survived the many crises that has plagued the airline industry since its establishment and has grown to become one of The Economist 3rd September 2012 the major airlines in the world flying a wide range of routes the world over. © IAS, University of Ghana, Legon, 2020  What is African Studies A formally organized multi-disciplinary academic study of the continent of Africa and the African diaspora. The study of African Studies is three- dimensional: i) research/knowledge production ii)dissemination of knowledge and teaching iii) the application of knowledge/transformation of knowledge into policies and social action. Source: Gordon J.U (2013). Inaugural lecture, Kwame Chair, Institute of African Studies, University of Ghana. © IAS, University of Ghana, Legon, 2020 91  Accessing sources on Africa (1) Documentary & Non-documentary Archaeology – Provides information about how humans adapted to their environment – Archaeological information is obtained through the excavation of specially selected sites E.g. Ife Bronze works in 1938, Zimbabwe ruins, Pharonic pyramids © IAS, University of Ghana, Legon, 2020 92  Accessing sources on Africa (2) Linguistics – Study of the origin, structure, and changes of a language – Languages that are closely related E.g. Ga and Dangme or Waale and Dagaare may be deemed to have developed out of a single parent language – e.g. eat di. Twi yoma 'camel', Mande nyoromã, Dagaare nyogma Twi bu ‘to break (off)’, Yorùbá bù ‘to break (off)’, Proto-Bantu *- bú̧n- ‘to break’, Common-Bantu *-búd-, *-bú̧g-, *-bú̧n-, *-bú̧nj- ‘to break’ © IAS, University of Ghana, Legon, 2020 93  Exercise What is the word for kill, die, dance, walk, etc in different languages? NOTE: A comparative study of languages can provide valuable historical information. E.g. a study of Bantu and W/African languages provide evidence of a common ancestor © IAS, University of Ghana, Legon, 2020 94  Accessing sources on Africa (3) Oral traditions the lore (traditional knowledge and beliefs) of cultures having no written language. Transmitted by word of mouth and consists, as does written literature, of both prose and verse.(narratives, poems and songs, myths, dramas, proverbs). Often transmitted by specialists/experts Can provide valuable facts and profound perspectives on life, e.g. court historians Nearly all known peoples, now or in the past, have produced it. © IAS, University of Ghana, Legon, 2020 95  Accessing sources on Africa (4) Ancient Written Sources First writing developed in Africa: Mdw Ntr (Hieroglyphics), source for writing systems that emerged later (Latin, etc.) © IAS, University of Ghana, Legon, 2020 96  Accessing sources on Africa (5) New Media: new media offer information in multiple and provide a wide variety of sources E.g. Internet, websites, computer multimedia, video games, CD-ROMS, and DVDs. © IAS, University of Ghana, Legon, 2020 97  Accessing sources on Africa (6) Written sources: Primary sources – official reports, files, court documents, financial papers, newspapers, old family papers or official files. Secondary sources – Books (of analytical & scholarly articles) Tertiary sources – encyclopaedia, bibliography Institutional sources – museums and libraries © IAS, University of Ghana, Legon, 2020 98  Summary In this lecture we have: Been given an overview of Introduction to African Studies Examined the distinct nature of Africa and its people. Identified some misrepresentations and negative stereotypes about Africa. Enumerated some significant contributions by Africans that (may) have been excluded in the dominant narrative about world civilisation. Identified several sources of data and information on Africa. © IAS, University of Ghana, Legon, 2020 99  WHAT YOU DO FOR YOURSELF… Dr. Runoko Rashidi (1954 CE – present) ‘What you do for yourself depends on what you think of yourself and what you think of yourself depends on what you know of yourself and what you know of yourself depends on what you have been told.’ Xam sa bopp moo gëna nu wax la ko - "Self- -Dr. Runoko Rashidi knowledge is better than being told about http://bit.ly/2dw3l7H oneself." © IAS, University of Ghana, Legon, 2020 100 “We need to keep hope alive and strive to do better” Kofi Annan, Former UN Secretary General © IAS, University of Ghana, Legon, 2020 101  References Adibe, Jideofor (ed.) (2009), Who is an African? Identity, Citizenship and the Making of the Africa-Nation. London, Adonis & Abbey Publishers Ltd. Roe, Emery. (1995). “Except –Africa: Postscript to a Special Section on Development Narratives” in World Development Vol. 23 No 6 (pp. 1065-1069) Sekyi H.V.H. 1994 Colour Prejudice Past Present and Future. New York, Vantage Press Nuijten, E., van Treuren R,, Struik, P.C., Mokuwa, A. Okry, F. Teeken, B., Richards, P. “Evidence for the Emergence of New Rice Types of Interspecific Hybrid Origin in West African Farmers’ Fields” Plos One, 4(10): 2009, pp. 1-9. Source www.plosone.org The Economist 3rd September 2012 http://www.economist.com/blogs/gulliver/2012/09/ethiopian-airlines) http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm http://www.globalissues.org/article/26/poverty-facts-and-stats http://www.kumatoo.com/african_inventors.html http://www.black inventor.com © IAS, University of Ghana, Legon, 2020 102  INTRODUCTION TO AFRICAN STUDIES Lecture 2: Political Geography of Africa and Perspectives of African Culture © IAS, UG, Legon, 2020 103  Objectives of Today’s Lecture To give General overview of  African Political, Social and Cultural Systems Give a specific overview of following concepts: – African culture (s), – Development. Critique existing notions of these concepts. Establish & explain relationship between culture and development. © IAS, UG, Legon, 2020 104  What is meant by Political Geography of Africa? Political Geography of Africa accounts for physical and conceptual presence of Africa & African cultures, political systems and values across time and space. The Physical: Refers to what the map of Africa represents (land mass), its people, traditions, and political institutions. Physically, African can be divided regionally into Sub-Saharan Africa (SSA) vs North Africa (Maghreb). © IAS, UG, Legon, 2020 105  Political Geography cont.  The Conceptual: African presence through its people, cultures, traditions, and practices both on the continent and in the diaspora.  African Diaspora—Europe, Caribbean, North America & South America, Pacific Islands, India, Asia.  Time & Space: refers to the historical & contemporary expansion of Africa: its values, political and religious systems in the diaspora and on the continent. © IAS, UG, Legon, 2020 106  Important Facts Africa is the second largest continent after Asia. Land area (incl. lakes, rivers, mountains, etc.) of a little over 11,700,000 km2. Continental Africa stretches about 5000 miles from Cape Town to Cairo, and 3000 from Dakar to Mogadishu. Population of about 1.32 billion live in Africa as at 2019 Source www.worldometers.info/population/countries-in-africa-by-population/ © IAS, UG, Legon, 2020 107  Important Facts Continental Africa is about USA, Argentina, Europe, India, China and New Zealand combined or about 3½ the size of the USA. Africa has 54 recognised states including island republics off its coasts. Most African states are multi-lingual except for a few like Somalia, Swaziland, Lesotho, and Botswana. Nigeria alone has over 500 languages, while Kenya has over 100. Africa is the cradle of humanity; the first humans (homo sapiens) lived on African soil. © IAS, UG, Legon, 2020 108  Ali Mazrui’s View of Africa  “Africa is the first habitat of man but it is the last to be made habitable; Africans are not the most brutalized of all people but probably the most humiliated in modern history; African societies are not the closest to the West culturally but have been experiencing the most rapid pace of westernization; Africa is not the poorest of all the regions of the world in resources but it is the least developed of the inhabited continents; Africa is not the smallest of the continents but it is probably the most fragmented; and Africa is the most central of all continents in geographical location, but politically and to some extent militarily, it may be the most marginal.”  Ali Mazrui, The African Condition: A Political Prognosis London : (Heinemann, 1980) pp. 1-3 © IAS, UG, Legon, 2020 109 1. Africa is first habitat of man but last to be made habitable ; 2. Africans not the most brutalized of all people but probably the most humiliated in modern history; 3. African societies not the closest to the West culturally but have been experiencing most rapid pace of westernization; 4. Africa not poorest of all in resources but is the least developed of the inhabited continents; 5. Africa not the smallest of continents but is probably the most fragmented; [Asia = 49 states and S-America = 12] 6. Africa is the most central of all continents geographically, but politically and, to some extent militarily, the most marginal.” © IAS, UG, Legon, 2020 110 Artistic representation of Berlin Conference, 1884-1885 Colonisation: European rulers sharing out the African spoils © IAS, UG, Legon, 2020 111  Partitioning Africa: European Holdings & Colonialism Great Britain desired a Cape-to-Cairo collection of colonies and almost succeeded; it got Egypt, Sudan (Anglo-Egyptian Sudan), Uganda, Kenya (British East Africa), South Africa, and Zambia, Zimbabwe (Rhodesia), &Botswana. Britain also controlled Nigeria, Ghana (Gold Coast), Sierra Leone and Gambia. France took much of western Africa, from Mauritania to Chad (French West Africa) and Gabon and the Republic of Congo (French Equatorial Africa). Belgium and its king, Leopold II controlled the Democratic Republic of Congo [Congo DRC] (formerly Belgian Congo). © IAS, UG, Legon, 2020 112  European Holdings cont. Portugal took Mozambique in the east & Angola in west. Italy's holdings: Somalia (Italian Somaliland) & portion of Ethiopia. Germany took Namibia (German Southwest Africa), Tanzania (German East Africa), Togo & Cameroon; also initially Rwanda-Burundi too until the Belgium claimed it after WWW1 Spain claimed Spanish Sahara and Equatorial Guinea (Rio Muni), one of the smallest territories in Africa - © IAS, UG, Legon, 2020 113  Then and Now Colonial Neo-colonial © IAS, UG, Legon, 2020 114  PAN-AFRICANISM & THE PAN-AFRICAN MOVEMENT What is pan-Africanism? A movement, a notion, an idea? A perception by some Africans (continentally and abroad) that they share a common origin, history, destiny and interests as a people of African descent (usually expressed as unification economically, politically, etc.). © IAS, UG, Legon, 2020 115  Origins of the Pan-African Movement Pan-Africanism in its modern form is undoubtedly the result of slavery and colonialism in Africa. As a socio-political movement, it can be traced to the first pan-African conference of July, 1900; in London. The conference was convened by Henry Sylvester Williams and the African Association (AA); which H. S. Williams founded in 1898. The conference set up the Pan-African Association (PAA) which later metamorphosed into the Pan-African Movement (PAM). © IAS, UG, Legon, 2020 116 THE PAN-AFRICAN MOVEMENT: Its Goals Create the United States of Africa (USA) which will include Caribbean countries. Ensure closer ties bet. peoples of African descent the world over. Bring about friendlier relations between peoples of African descent and other races. Secure the civil rights of all Africans in the world. Promote African businesses/commerce globally. 117 © IAS, UG, Legon, 2020  Some Leaders of PAM H. S. Williams (1869-1911) W. E. B. Du Bois (1868-1963)- the father of pan- Africanism. Marcus Garvey (1887-1940)- his mantra was “Africa for the Africans” George Padmore (1902-1959) Kwame Nkrumah (c. 1909-1972)- the father of pan-Africanism on the African continent. © IAS, UG, Legon, 2020 118  Haile Selassie I (1892-1975)- first Chairman of Africa Unity 1963/64 Cheikh Anta Diop (1923-1986)- Negro origins of pre-historic Egyptian Civilization. Julius K. Nyerere (1922-1999)- founding member of OAU: Introduced ujamaa. Malcolm X (1925-1965) © IAS, UG, Legon, 2020 119  LEGACIES OF PAM Independence for African/Caribbean states; Formation of the OAU/AU; Global civil rights for people of African descent; African Studies/Afrocentrism. Etc. No USA –Africa, but there is ACP - African, Caribbean and Pacific Group of States (ACP) © IAS, UG, Legon, 2020 120  2019: THE YEAR OF RETURN https://www.youtube.com/watch?v=_Zw5d_jal3g (Steve Harvey in Africa: Pain of a Black Man) https://www.youtube.com/watch?v=fbu9cCr6jtg&feature=youtu.be (The Year of Return 2019) © IAS, UG, Legon, 2020 121 2019: THE YEAR OF RETURN: Backgrounding The history: enslavement and transshipment of Africans across the Atlantic which goes back to the 14th Century. However, first Africans recorded to have landed in English colony of Jamestown, Virginia, are said to have arrived on August 20th 1619. – It is on record that “20 odd Negroes.” were the hapless victims. – Originating from Angola, these slaves were stolen from a Portuguese slave ship, then transported to an English warship flying a Dutch flag, and eventually sold to colonial settlers. 2019 is thus the 400th year of the recorded landing of enslaved Africans. © IAS, UG, Legon, 2020 122  2019: THE YEAR OF RETURN On the insistence of the African American Representatives, The Congress of the United States of America has passed a bill titled ‘HR1242: 400 Years of African American History Commission Act’. The Black Congressional Caucus accompanied the Speaker of Congress visited Ghana in July 2019 to commemorate this ignominious moment in US History. Some of the peoples of African descent had struggled to get back. The classic case is the Maroons of Surinam, etc. © IAS, UG, Legon, 2020 123 Why Ghana declared 2019 as the Year of Return A number of reasons can be advanced as follows: 1. The territories of Ghana once harboured the Trans-Atlantic Slave Trade which must be unreservedly condemned. The Hub? 2. Ghana is first Sub-Saharan country to win independence from Colonialism and has from its inception been at the fore front of promoting Pan Africanism in Africa. Standard bearer? © IAS, UG, Legon, 2020 124 3. A large number of members of the African Diaspora had determined that 2019 would be an appropriate year to make a pilgrimage back to Africa and to trace their ancestry. Ghana was chosen as pilgrimage destination. 4. The year presents a unique opportunity for Ghana to renew its engagement with the Global African Family for sustained, mutually beneficial, and long-term cooperation.  Year long events planned included Home Coming, PANAFEST, and Emancipation Day. © IAS, UG, Legon, 2020 125  Interactive session: Culture & Language What do people in your society understand by culture? What do you understand by culture? Do African languages have a word for culture? © IAS, UG, Legon, 2020 126  Definitions of Culture Many scholars and thinkers have advanced definition for Culture. One writer - Amos N. Wilson says: “From their life experiences, a group develops a set of rules and procedures for meeting their needs. The set of rules and procedures, together with a supporting set of ideas and values, is called a culture.” © IAS, UG, Legon, 2020 127  Steve Biko on Culture “A culture is essentially the society’s composite answer to the varied problems of life.” - Steve Biko © IAS, UG, Legon, 2020 128  Frequently cited definitions: E. B. Tylor (1871) "that complex whole which includes knowledge, morals, religion, customs and habits or any other capabilities acquired by man as a member of society". What capabilities could Tylor have had in mind? © IAS, UG, Legon, 2020 129  World Conference on Cultural Policies adopted the following definition “Cultureis that whole complex of distinctive spiritual, material, intellectual and emotional features that characterize a society or social groups. It includes not only arts and letters, but also modes of life, the fundamental rights of the human being, value systems, traditions and beliefs” (MONDIACULT, 1998) : © IAS, UG, Legon, 2020 130  Amilcar Cabral “Culture is simultaneously the fruit of a people's history and a determinant of history, by the positive or negative influence which it exerts on the evolution of relationships between man and his environment, among men or groups of men within a society, as well as among different societies[…] if imperialist domination has the vital need to practice cultural oppression, national liberation is necessarily an act of culture.” (Cabral 1973:41) © IAS, UG, Legon, 2020 131  Frantz Fanon “A national culture is the whole body of efforts made by a people in the sphere of thought to describe, justify, and praise the action through which that people has created itself and keeps itself in existence.” (Fanon 1963:233) Who was Franz Fanon? West Indian psychoanalyst & social philosopher. Advocate for decolonisation. © IAS, UG, Legon, 2020 132 Franz Fanon: Born 20 July 1925; died 6 Dec. 1961. A psychiatrist, thinker, revolutionist, and Pan-Africanist from Martinique, he influenced post-colonial studies and the struggle for African independence. © IAS, UG, Legon, 2020 133  Some Aspects of life included in Culture Economy: (goods and services: their production, distribution and consumption within and without a given society) Political: the society’s political norms and behaviours. Some societies are identified by their political institutions and leaders. E.g. Ashantis are identified by their allegiance to the golden stool, a politico-religious symbol, and to the Asantehene. Technology: A society’s technology and sciences are crucial to its culture. The people’s tools and implements and how these are used are of relevance to identification of culture. Note that by studying artefacts Archaeologists are able to identify past cultures and shed light on the present situation. © IAS, UG, Legon, 2020 134  Some More Aspects of Culture Entertainment: forms of entertainment (dances, music, games, drama, etc.). So important are the performance arts some people seem to think that culture is only about these. Language: Languages that people speak are also crucial to their identity. Many ethnic people are known by the terms that refer to their languages. The Nzema speak Nzema, the Yoruba speak Yoruba. © IAS, UG, Legon, 2020 135 What do you see; does it fall within the domain of culture? © IAS, UG, Legon, 2020 136  Misconceptions about Development Is Development Westernization/modernization? About Economic growth? It is about per capita income/GDP Development is a project or projects? Development is a definite state that some countries have attained, but others never will? African culture hinders development? To be developed, countries have to attain certain goals Millennium Development Goals (MDGs) and SDGs? © IAS, UG, Legon, 2020 137  Some Definitions of Development Amartya Sen (1999:3) Economist &Nobel Laureate: “development can be seen.....as a process of expanding the real freedoms that people enjoy. Focusing on human freedoms contrasts with the narrow views of develop-ment, such as identifying development with the growth of gross national product, or with the rise in personal incomes, or with industrialisation or with technological advance, or with social modernisation’’. © IAS, UG, Legon, 2020 138  Ake C. (1996): On Development “Development is a process by which people create and recreate themselves and their life circumstances to realize higher levels of civilization in accordance with their own choices and values.” © IAS, UG, Legon, 2020 139  Remarks about Development Development is a Process. It should be people-oriented. Wellbeing should be central issue. It should be about freedoms & informed choices. It should be about social justice. It should include equity - gender equality. It should be about peace /absence of war, conflicts. © IAS, UG, Legon, 2020 140  How Culture applies to Development Promoting progressive cultural practices, and rejecting destructive ones. Accommodating a people’s aspirations. Adopting culturally sensitive approaches: recognizing and exploiting culture as assets – norms, knowledge, etc. can be exploited as means to develop. Appreciating that certain cultural practices may be entrenched in social systems. Knowing that cultural norms are not sacrosanct, and can be modified/replaced if society needs to. © IAS, UG, Legon, 2020 141  CONCLUSION Culture does not imply absolute homogeneity; it permits sub-cultures and intra-cultural differences. Culture is created by human beings and is dynamic Multilingualism is the norm in Africa but unity underlies heterogeneity of African cultures. African culture is the entirety of the African way of life. It is an abstraction. Culture can be used as an important tool for development. Development, it is said, is culture specific. © IAS, UG, Legon, 2020 142  SUMMARY This lecture gave an overview of the political, social and cultural systems in Africa examined the concept of African culture(s). examined concepts of development looked at the interrelationships between culture, development and language. Question: How can we make sense of the concept of ‘Ghanaian culture’ given the diversity of ethnic groups present in Ghana today? © IAS, UG, Legon, 2020 143  REFERENCES 1 Ake Claude, (1996). Democracy and development in Africa. Washington DC; Brookings Institute. Biko, S. (1981). Black Consciousness & the Quest for a True Humanity. Ufahamu: A Journal of African Studies, 11(1). Cabral, A. (1974). Return to the source: selected speeches: Monthly Review Press. Fanon, F., & Philcox, R. (2007). The Wretched of the Earth: Grove/Atlantic, Incorporated.. IIiffe John. (2007). Africans: The History of a Continent. Cambridge: C.U.P. Ch.4. Khapoya, Vincent. (2013). African Independence and Afterward. In The African Experience: An Introduction. Englewood Cliffs, New Jersey: Prentice Hall. Chapter 6 © IAS, UG, Legon, 2020 144  REFERENCES 2 Gordon April and Donald Gordon, (2001). Understanding Contemporary Africa. Third Edition. London: Lynne Rienner. Grant, James D. (1994) Political Development in Historic Africa. In Vincent Khapoya (ed)., The African Experience: An Introduction. Englewood Cliffs, New Jersey: Prentice Hall. Heine, Bernd and Derek Nurse. (2001). African Languages: An Introduction. Cambridge: C.U.P pp 1-42. Levtzion, Nehemiah. (1973). Ancient Ghana and Mali. London: Methuen and Co. Ltd. © IAS, UG, Legon, 2020 145  REFERENCES 3 Mueni wa Muiu & Guy Martin. (2009). Indigenous African Political Systems and Institutions. A New Paradigm of the African State. New York: Palgrave Macmillan. Mazrui, Ali. (1980). The African Condition: A Political Prognosis. London: Heinemann. Obenga, T. (1993). Origine Commune de l'Egyptien Ancien, du Copte et des Langues Negro-Africaines Modernes. Paris: L'Harmattan. Sen, Amartya. (1999). Development as Freedom. Oxford: Oxford University Press. http://www.unesco.org/en/cultural-diversity/reflections-on-cultural- diversity/ Film by Basil Davidson © IAS, UG, Legon, 2020 146