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Geohistory, Capitalist Development, and South Africa
Author:
In South Africa, it is thirty years since apartheid was overthrown. The country now teeters on being a ‘failed state.’ But South African history cannot be explained in isolation from developments in the rest of the world. Nor can it be understood in terms of change from a regime where race seemed all-determining, to one where race is supposed to be a matter of indifference. Rather, this book argues that the key to understanding South Africa lies in the logics of capitalist development. These explain why capitalist domination has taken racial forms, and why global conditions have been so important.
Geohistory, Capitalist Development, and South Africa
Author:
In South Africa, it is thirty years since apartheid was overthrown. The country now teeters on being a ‘failed state.’ But South African history cannot be explained in isolation from developments in the rest of the world. Nor can it be understood in terms of change from a regime where race seemed all-determining, to one where race is supposed to be a matter of indifference. Rather, this book argues that the key to understanding South Africa lies in the logics of capitalist development. These explain why capitalist domination has taken racial forms, and why global conditions have been so important.
Class Struggle, the State and Corporate Agriculture in India
Author:
Capital’s Food Regime: Class Struggle, the State and Corporate Agriculture in India analyses how India is being integrated in the global food regime at the current conjuncture, and with what consequences for the country’s classes of labour.
The book is an in-depth study of agrarian transformations in contemporary India through the lens of food regime analysis. While the food regime approach has emphasized global-scale studies, this book breaks new ground in downscaling the approach to account for specific historical-geographical cases. The book thus develops an innovative Marxist approach to food regime analysis that challenges prevailing scholarly accounts in agrarian studies and beyond.
The book is an in-depth study of agrarian transformations in contemporary India through the lens of food regime analysis. While the food regime approach has emphasized global-scale studies, this book breaks new ground in downscaling the approach to account for specific historical-geographical cases. The book thus develops an innovative Marxist approach to food regime analysis that challenges prevailing scholarly accounts in agrarian studies and beyond.
Class Struggle, the State and Corporate Agriculture in India
Author:
Capital’s Food Regime: Class Struggle, the State and Corporate Agriculture in India analyses how India is being integrated in the global food regime at the current conjuncture, and with what consequences for the country’s classes of labour.
The book is an in-depth study of agrarian transformations in contemporary India through the lens of food regime analysis. While the food regime approach has emphasized global-scale studies, this book breaks new ground in downscaling the approach to account for specific historical-geographical cases. The book thus develops an innovative Marxist approach to food regime analysis that challenges prevailing scholarly accounts in agrarian studies and beyond.
The book is an in-depth study of agrarian transformations in contemporary India through the lens of food regime analysis. While the food regime approach has emphasized global-scale studies, this book breaks new ground in downscaling the approach to account for specific historical-geographical cases. The book thus develops an innovative Marxist approach to food regime analysis that challenges prevailing scholarly accounts in agrarian studies and beyond.
Urban Inequality, Informality and Precarity in Post-revolutionary Tunisia
Author:
While the role of youth in the Arab Spring is acknowledged, their living conditions remain critical. Johannes Frische offers a fresh perspective on Tunisia’s post-revolutionary transition by examining employment and income strategies in disadvantaged urban areas. He reveals a grim reality: young people face structural unemployment, informality, and precariousness. Focusing on the low-income suburb of Ettadhamen in Greater Tunis, he highlights the impact of sociospatial segregation, economic stagnation, and social marginalization. This close-up on youth's everyday life challenges the notion of youth as a simple transitional phase, instead exposing their ongoing struggle with precarity and exclusion.
Urban Inequality, Informality and Precarity in Post-revolutionary Tunisia
Author:
While the role of youth in the Arab Spring is acknowledged, their living conditions remain critical. Johannes Frische offers a fresh perspective on Tunisia’s post-revolutionary transition by examining employment and income strategies in disadvantaged urban areas. He reveals a grim reality: young people face structural unemployment, informality, and precariousness. Focusing on the low-income suburb of Ettadhamen in Greater Tunis, he highlights the impact of sociospatial segregation, economic stagnation, and social marginalization. This close-up on youth's everyday life challenges the notion of youth as a simple transitional phase, instead exposing their ongoing struggle with precarity and exclusion.
This book series covers the entire African continent on a national scale in order to provide a holistic overview of multilingualism and the language policies. Due to its country-by-country structure all African countries receive the same attention and space. For usability purposes, the countries are grouped in the different regional economic communities (RECs):
- Volume I: SADC
- Volume II: EAC & ECCAS
- Volume III: ECOWAS
- Volume IV: AMU & COMESA
These volumes of the series focus primarily on language-in-education policies (LiEP). The book series aims to describe and analyse the diverse challenges of LiEP for the entire African continent using a standard structure for each chapter to ensure readability. Book chapters will be mainly contributed by authors based in Africa.
- Volume I: SADC
- Volume II: EAC & ECCAS
- Volume III: ECOWAS
- Volume IV: AMU & COMESA
These volumes of the series focus primarily on language-in-education policies (LiEP). The book series aims to describe and analyse the diverse challenges of LiEP for the entire African continent using a standard structure for each chapter to ensure readability. Book chapters will be mainly contributed by authors based in Africa.
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Abstract
On the 3rd of February 2012 the Guardian reported that Deputy Minister for Education and Vocational Training Philipo Mulugo said that the government was in the process of drafting a new policy to make Kiswahili the language of instruction in secondary schools. Thirty years earlier, in 1982, the Makweta commission came up with the same recommendation. Both before and after this date there have been policy drafts showing a commitment to shift the LOI from English to Kiswahili in secondary education. The policies have never got out of the pipeline. What has been the role of donors, the African elite and the general public? Since the first policy draft much research in Tanzania shows the detrimental effect on secondary school learners using English as a language of instruction. The 2014 education and training policy allows the use of Kiswahili as the language of instruction in secondary as well as in tertiary education. So far there is, however, no secondary school in Tanzania that has followed up the opportunity launched in this policy. The policy is, however, ambivalent. In one paragraph the recommendation is for the strengthening of Kiswahili. In the next the strengthening of English is recommended.
Author:
Abstract
The Zimbabwe language situation has, for a long time, profiled English, Ndebele and Shona as the main languages for communication and for study up to university level. The rest of the languages spoken in the country carry the ‘minority’ languages label, with only recognition being just as home languages. Only the constitution of the country recognises sixteen languages as official languages but that is how far it goes. Kalanga or Tjikalanga is one of the non-dominant languages that have strongly fought for visibility. Names of business projects and signage in the rural town of Plumtree, an originally predominantly Kalanga speaking area, indicate availability of a resource for TjiKalanga teaching and learning outside the classroom. An onomastic reading of Plumtree Rural Municipality ergonyms demonstrates an unwritten language policy that is meant to make them a live learning and teaching resource. TjiKalanga is a cross-border language in the sense that the language is also spoken in some parts of Botswana, and hence; efforts of revival would receive moral and, most probably, material support from across the border. This chapter argues that linguistic landscape can play a significant role in promoting, the teaching and learning outside the classroom; of non-dominant languages in Zimbabwe.
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Abstract
Compared with other African countries, where languages from different families coexist, Madagascar exhibits relative homogeneity among varieties of the Malagasy language; nonetheless, politicians and educators have struggled to enact effective language policy. Two layers of linguistic power conflict have developed in Madagascar: in the pre-colonial period, between the Merina Malagasy variety of the capital and varieties spoken by other ethnic groups; and during French colonisation, between French and Malagasy. French was generally the unique language of instruction beyond primary school throughout colonisation. After Malagasy independence, the “malagasization” policy sought to phase French out of the system. Following the failure of this program, however, French was reinstated. These contradictory policies hindered the linguistic development of a generation of students. Although French remains the official language of instruction after primary school, modern classrooms do not reflect this, often because students’ and/or teachers’ competence is inadequate, hampering student success in all fields. Students also experience ideological conflicts, with some rejecting French and many seeing English as more practical. Recognizing these difficulties, a forthcoming policy change proposes a shift to a two-way bilingual education model. If implemented successfully, this could help combat negative linguistic ideologies and effect positive change for Malagasy education.