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Local intelligence: return of criminal convictions in the District of Albany, before the late Court of Landdrost and Heemraden, the Resident Magistrate\u27s Court, and Courts of Circuit, from 1825-1829
No full textThis document presents a partial "RETURN of CRIMINAL CASES tried in the Circuit Courts of the Colony, in the Spring of 1830," before the Hon. Mr Justice Kekewich. It is a tabular summary of criminal proceedings across various districts of the colony, including Albany, Beaufort, Uitenhage, and Worcester.
The table details the outcomes (Convicted or Acquitted) for 210 total cases involving various serious crimes such as Murder, Rape, Robbery, Assault, and Arson. It also includes cases of Theft, Fraud, Receiving Stolen Goods, and Contravening Ordinance No. 19 (Slave Ordinance). A brief breakdown of the accused individuals by race is provided for the most serious crimes.
The return documents the judicial activity of the circuit courts in late 1830 and early 1831 (January 1831 for one Beaufort session).
Music and Urban Youth Identities. A Study of Ghetto Youth Identities in Contemporary Culture and Politics in Zimbabwe
No full textThe Land is Sung: Zulu Performances and the Politics of Place. Thomas Pooley. 2023. Wesleyan University Press. 21b/w illustrations, bibliography, index, 268 pages.
No full textThe Roads of Bathurst
Get PDFWhen Sir Rufane Donkin decided to establish the new town of Bathurst in May 1820, Johannes Knobel, the Government Surveyor, was instructed to create a plan. He must have started with a completely blank canvas, as there was nothing in the area at that time to act as the central focal point for the project, except a possible crossing of two rough tracks. These must have been very basic tracks at that time and it is interesting to see how they have evolved (or not) in the last 200 years
Vukani – Harold Trollope: from Hunter to Conservationist
Get PDFStephen Harold Trollope, born on 7th July 1881, was a hunter, farmer, family man and conservationist “always ready to help his fellow man and to preserve animals; a man who led an exciting, interesting and adventurous life; a pioneer of wildlife conservation in South Africa.
Community-based participatory research as a driver of social enterprise development: a case study from a South African university
Get PDFIn recent years, South African universities have been called upon to address socio-economic challenges through forms of engaged scholarship that integrate teaching, research, and community partnership. Using a case study approach, this paper explores how a community-oriented student organisation at the University of the Free State (UFS) in Bloemfontein approached the academic facilitator and students of an entrepreneurship module with a request to help them become a viable and sustainable social enterprise as a means to combat unemployment and improve the graduate employability of its members. This request necessitated the formation of a community-university partnership (CUP) that employed community-based participatory research (CBPR) and participatory action learning and action research (PALAR) to support the development of a social enterprise. The partnership formed part of an experiential learning initiative embedded within entrepreneurship education at UFS. Through the use of CBPR and PALAR, the student organisation was assisted in identifying its strengths and weaknesses, and an action plan, based on a social enterprise business model canvas (SEMC), was designed to help the organisation achieve its goals. Findings reveal that engaging students in CBPR and PALAR through their partnership with the student organisation facilitated deep, experiential learning. The paper also reveals how collaborative knowledge production can generate mutual benefits for students, communities, and the institution
The African Knowledge Production Incubators: our story of doing research the African way
Get PDFThis paper addresses the enduring challenge of Eurocentric curricula in higher education, specifically detailing an initiative by African social work scholars to decolonise the social work curriculum. The African Knowledge Production Incubators (AKPI) project, stemming from Nelson Mandela University, University of KwaZulu Natal, Wits University, and Stellenbosch University, adopted a Participatory Action Learning Action Research (PALAR) methodology, inherently democratic and decolonial. Leveraging Zavala’s (2016) decolonial framework, the project established ‘incubation’ spaces where we came together to share and cocreate our African lived experiences through storytelling, collective sense-making, and reclaiming our narratives. This process fostered critical consciousness, personal cognitive liberation, and a clear embrace of Afrocentric perspectives, involving postgraduate students in similar processes in their own research. The project foregrounds the decolonisation of self, curriculum and research, demonstrating how storytelling, aligned with PALAR, can achieve decolonial outcomes within social work education. It aims to catalyse thoughtful conversations on integrating African selves within community, curriculum, and scientific inquiry
Adaptation of indigenous approaches to music pedagogy: Perspectives from local brass bands in Ghana
No full textCurrently, music education in Ghana emphasises Western models, thoughts, content, practices, and pedagogy. Conversely, musics that may use alternative transmission practices, express elements of music differently, or utilise indigenous learning systems have only a marginal place in the curriculum. Over the past decades, there have been several attempts to decolonise the study of music in African higher institutions. Yet, such efforts have largely been limited to adding local content to the curriculum. In the Ghanaian context, brass bands constitute one of the major musical legacies of the colonial enterprise and are a clear enactment of decolonisation, yet they are considered mere entertainment bereft of deeper significance. Little is said about them in the discourse of decolonisation. Drawing on indigenous learning systems, frameworks, and methodologies used by local brass band musicians in Cape Coast and Elmina, I argue that indigenous knowledge systems of music instruction are as valuable as Western methods. Th e notion of the university as the only place for the advancement of thought and knowledge production — at the expense of indigenous knowledge systems as these pertain to music — should be challenged by African music scholars. Community ensembles must be valued for their contribution to musicological knowledge and discourses as well as for their preservation and transformation of music knowledge. I conclude that such valorisation will be an important step towards decolonising the music curriculum at universities in Ghana
