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1. Decolonize! What does it mean?

Author:
Sara Duvisac
Publication Date:
12-2022
Content Type:
Research Paper
Institution:
Oxfam Publishing
Abstract:
This document introduces the key concepts of decolonial theory that inform many current calls to decolonize. It provides examples from Latin America, Africa, and North America of how activists have envisioned or realized decolonial futures. These movements led by Indigenous Peoples, people of color, women, and queer people articulate and define the possibilities of decolonial futures. Since decolonial theory suggests multiple futures and not one single solution, this document does not address what decolonizing particular systems, such as international development, should look like. Rather, the document aims to introduce the reader to the tools of analysis that decolonial theory offers, give examples of decolonial theory in practice, and discuss some potential shortfalls of the decolonial framework.
Topic:
Political Theory, Colonialism, Decolonization, and Diversity
Political Geography:
Africa, Latin America, and North America

2. Gender-responsive Budgeting in Tanzania

Author:
Bertha O. Koda and Lilian V Mtasingwa
Publication Date:
12-2021
Content Type:
Research Paper
Institution:
Oxfam Publishing
Abstract:
The Constitution and laws of the United Republic of Tanzania require the use of gender-responsive budgeting (GRB) to promote gender-balanced and integrated national economic plans. It is at the village level where community budget needs are identified, though women’s needs are often marginalized. Although women are best at articulating their needs, their voices are seldom raised owing to limited representation. Government budgets typically sideline the needs of small-scale female farmers for access to land, markets, credit, and extension services, especially compared with male farmers. Instead, budgets designed to address general farmers’ needs, such as markets and loans for inputs and storage for surplus harvests, are directed primarily to farmers who grow strategic crops, who are mainly men. Tanzania provides for a separate budget facility for women and youth, and although most interviewees from the grassroots and the government consider this as evidence of a gender budget, it reflects a limited knowledge of GRB. Some projects supported by nongovernmental organizations and civil society organizations reflect women’s and men’s diverse needs, a feature that government budgeting should emulate. Communities need to be empowered to challenge constraints to their participation in decision making on budgets related to their priority needs. Citizens must be involved in all phases of the budget process and cycle. Government officials and institutions must be provided with adequate GRB knowledge and skills so they can use available democratic systems and structures to empower communities to engage in GRB.
Topic:
Governance, Rule of Law, Diversity, and Gender
Political Geography:
Africa and Tanzania

3. Diversity in International Relations, Volume XXI, Number 1

Author:
Sushant Naidu, Harold Kent Heredia, Luka Biong Deng Kuol, Sheelagh Daniels-Mayes, Kristina Sehlin MacNeil, Westmin R. A. James, Priscila Ribeiro Barros, and Erica Neeganagwedgin
Publication Date:
09-2019
Content Type:
Journal Article
Journal:
The Journal of Diplomacy and International Relations
Institution:
School of Diplomacy and International Relations, Seton Hall University
Abstract:
Diversity and Inclusion are terms that are commonplace across various industries, including the hiring practices of corporations and in representation at educational institutions. We see diversity and representation play an important role in the democratic nomination race for the 2020 U.S. presidential election, sometimes mentioned only to gain political advantage. Diversity, in terms of whose story gets told and whose doesn’t, is a theme that is woven throughout a variety of global issues, but often takes a backseat to the bigger news stories that tend to dominate media outlets. Yet, diversity or lack thereof is often implicated upon closer examination of global issues. Climate change, development, violent conflict, terrorism, human rights violations, reform of global governance, and problems of democratic representation throughout the globe are closely tied to issues of diversity. Increasingly, questions of diversity and inclusion present a pathway to solutions to many of these problems. For the 21st volume of the Journal, we wished to showcase and champion diversity and representation in academia by bringing the voices of diverse writers and less familiar topics to our readers. This issue features three articles on indigenous rights. Sheelagh Daniels-Mayes and Kristina Sehlin MacNeil write on the concept of diplomacy, focusing primarily on the lesser recognized diplomacies of First Peoples in Australia and Sweden. Priscila Ribeiro Prado Barros posits that the growing involvement of Indigenous Peoples in Brazil, in the defense of their own affairs, have triggered the emergence of a new organizing logic, which considers rights as more important than territorial authority. Finally, Erica Neeganagwedgin examines the Canadian federal government’s 1969 Statement of the Government on Indian Policy and the recent Indigenous Rights Framework that the Canadian government introduced in 2018. The remaining three articles discuss diversity in employment at the UN, the issue of ethnic diversity in the two Sudans, and how international law affects refugees in the Caribbean. Harold Heredia discusses the importance of diversity at the UN as stated in the organization’s charter in Article 101. Luka Kuol examines the case of the two Sudans to argue that ethnic diversity can become a curse when there is a governance deficit that is manifested in social contracts and systems of government that abhor and detest diversity. Westmin James’ article asserts that both international treaty law and customary international law may appropriately aid constitutional interpretation and can protect asylum seekers or refugees from being repatriated to their home country. Our strong desire to provide a platform for less familiar topics was the driving force behind the creation of this issue. We hope you enjoy this issue and the diverse topics that it touches on.
Topic:
Diplomacy, United Nations, Political Activism, Refugees, Ethnicity, Diversity, Legislation, Assimilation, Indigenous, Sustainability, Geography, and Self-Determination
Political Geography:
Sudan, Canada, Brazil, Australia, Caribbean, North America, Sweden, and Africa

4. Cultural Diversity in the Cameroon Higher Education Policy Definition: A Historical Appraisal

Author:
Hyasinth Ami Nyoh
Publication Date:
06-2018
Content Type:
Journal Article
Journal:
Brazilian Journal of African Studies
Institution:
Brazilian Journal of African Studies
Abstract:
The subject of cultural diversity in education has attracted considerable research interest with varying focal points that form the sustenance of this paper. Meier and Hartell (2009, 180) have argued that increasing cultural diversity in educational institutions necessitates that educationists teach and manage learners with cultures, languages and backgrounds that are unknown to them. Du Toit (1995) focusing on the Republic of South Africa takes the view that the opening of schools to all races does not automatically ensure mutual understanding and acceptance between educators and learners and amongst learners themselves. The assertion here is that desegregation per se does not lead to predictable and meaningful attitudinal changes of groups to each other and can, in actual fact, lead to the heightening of tension and prejudices within the South African context. O’Neill (2009, 81) sees multicultural education as a process of comprehensive school reform and basic education for all students. He asserts that multicultural education challenges and rejects racism and other forms of discrimination in schools and societies and affirms the pluralism (ethnic, racial, linguistic, religious, economic and gender, among other things) that students, their communities, and teachers represent. In her research on teaching and learning in two desegregated South African high schools, Van Heerden (1998, 110) asserts that the process of desegregation in these schools is primarily a case of assimilating black learners into the school and its culture, with the result that the status quo is kept intact.
Topic:
History, Culture, Diversity, and Higher Education
Political Geography:
Africa and Cameroon

5. The Pink Rand: A Base for Corporate Engagement

Author:
Xhanti Payi
Publication Date:
12-2017
Content Type:
Special Report
Institution:
The Other Foundation
Abstract:
The pink Rand is a term which has gained momentum among marketers since the nineties. However, the concept has since grown to not just represent the spending power of the LGBTI community, but their influence across social circles and constructs as both a social grouping and economic segment.
Topic:
Economy, LGBT+, Diversity, Corporations, and Consumer Behavior
Political Geography:
Africa and South Africa

6. Language, Education, and Citizenship in Africa

Author:
Ericka A. Albaugh
Publication Date:
03-2016
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
African states are known for their linguistic diversity. Few have spread a single official language widely through their education systems. The preservation of many local languages seems a benefit in terms of minority rights, but some fear that fragmentation may inhibit national cohesion and democratic participation. This article examines language competence of individuals in 10 states in Africa, highlighting distinctions in types of education systems. It also assesses their attitudes about citizenship and democracy, using Afrobarometer survey data. It shows that immersion systems appear much more effective in spreading a standard language, but that national sentiment has very little to do with proficiency in this official language. It also reveals that citizens armed with literacy in local languages tend to be more participatory, more demanding of greater accountability in government, and more critical of authoritarian rule. While virtually all states in Africa have chosen a European language as the official language of education, proficiency in these languages within states across the continent remains low. Certainly there is variation, but very few states have managed to spread a standard language through education. The benefit is that many local languages have been preserved; the question is what this means for citizenship and democracy. This article will do three things: First, it will investigate proficiency in European languages across the continent and highlight the factors that make individuals more likely to speak these official languages. Second, it will ask how language proficiency and type of education may influence citizens’ national sentiments compared to their ethnic attachments. Finally, it will ask how these factors relate to individuals’ political participation and democratic attitudes. Unsurprisingly, higher levels of education are associated with greater proficiency in European languages. Assessing different types of education, the study finds that individuals schooled in immersion vs. initial mother-tongue medium settings are more likely to learn European languages. And yet, proficiency in an official language has an ambivalent connection to individuals’ sentiments toward their ethnic group and nation. National sentiment is strong within mother-tongue systems as well as immersion systems. In mother-tongue settings, however, citizens maintain attachments to their ethnic identity while at the same time declaring loyalty to the nation, whereas citizens in immersion settings more readily drop the ethnic attachment. Finally, mother-tongue settings appear to provide some advantages when it comes to political participation and support for democracy. This may be due to networking opportunities in language associations as well as the confidence and creativity that students acquire in mother-tongue classrooms.
Topic:
Education, Citizenship, Ethnicity, Diversity, and Language
Political Geography:
Africa

7. South Africa’s Emerging Black Middle Class: A Harbinger of Political Change?

Author:
Robert Mattes
Publication Date:
12-2014
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
South Africa has seen a significant increase in the size of its black middle class in the post-apartheid period, but the attitudinal consequences of indicators of the middle class, as of 2011, are inconsistent and modest in size. While members of the middle class are no more likely to hold democratic values than other black South Africans, they are more likely to want government to secure higher-order, rather than basic, survival needs. They are less likely to identify with the governing African National Congress, to turn out to vote, or to voice their concerns by contacting officials or joining collective action. At the same time, intra-class racial differences between middle-class black respondents, on one hand, and middle-class white, coloured, and Indian respondents, on the other, are still substantial.
Topic:
Race, Inequality, Diversity, Class, and Middle Class
Political Geography:
Africa and South Africa