The Purchase Of The Farm Braklaagte By The Bahurutshe ba ga Moiloa – Whose Land Is It Anyway? (1908-1935)
Braklaagte, registered as farm number 168 on the Transvaal farm register (the number was changed in the second half of the twentieth century to JP-90), was 3,152 morgen and 529 square rood in size, which is equal to 2,700.5441 ha in metric measurements.
The first title deed to the farm was registered in October 1874 in the name of Diederik Jacobus Coetzee. Ownership of the farm was transferred several times to other white farmers. W.M. Beverley was the last white owner before the farm was bought by the Bahurutshe ba ga Moiloa.
In 1906 a dispute arose in the Bahurutshe ba ga Moiloa tribe of Dinokana in Moiloa’s Reserve between Abraham Pogiso Moiloa and Israel Keobusitse Moiloa. When Abraham’s father, Ikalafeng, had died in 1893 he was a minor and Israel, Ikalafeng’s younger brother, would for a number of years act as regent. When Israel had to hand over the bokgosi (chieftainship) to Abraham in 1906 differences arose between them. A section of the tribe, led by Israel, moved eastward and settled at Leeuwfontein.
Already in 1876 Leeuwfontein had been bought for the tribe by chief Sebogodi Moiloa of Dinokana at the price of 200 head of large cattle, equivalent to about £1,000, but the transfer of the farm to the tribe had not yet been effected. ‘Quite an exodus’ of the Bahurutshe ba ga Moiloa took place from Dinokana to Leeuwfontein and by 1907 the majority of Israel’s adherents had settled there.
Ethno-archaeology: Oral narratives and rock art
The focus of my research is on the method of recording oral narratives and their link to, and possible use in, the interpretation of rock art, specifically rock engravings. Research on indigenous knowledge and artefacts falls within a contentious area of indigenous archaeology associated with colonialists’ geographic and intellectual imperialism. It is necessary for my contextual approach to include, as in the exploration of myths, the theoretical setting of ethno-archaeology within which my research takes place. In the discipline of archaeology the use of ethnography falls under what Renfrew and Bahn (1991: 339) call ‘What did they think?’ The use of ‘they’ points not only to ethical issues of ‘othering’, the negative artificial construction of two camps of cultures and the corresponding approaches of scholars and present day descendants of the artists, but also to the time gap between the artists of the past and the present (Lewis-Williams & Pearce, 2004).
The rock paintings situated in caves, shelters and on portable stones, mostly in the mountainous regions in South Africa, and rock engravings situated predominantly in the plateau areas, on boulders on hills or near rivers, date mostly from within the last few thousand years. However, small mobiliary painted stones from Apollo 11 Cave and an engraved ochre piece from Blombos Cave date from some 25 000 and up to 70 000 years ago respectively (Lewis-Williams & Pearce, 2004). This considerable antiquity complicates any attempts at interpreting the rock art by way of oral narratives, even those recorded by the earliest colonialists. Furthermore, our views and therefore theories on art, oral narrative and methodology are constantly changing (Bahn, 1998).
My purpose in this contribution is to present and contextualize the only film footage ever recorded of the novelist Graham Greene (1904-1991) in the Belgian Congo in 1959. The footage was filmed with an 8mm camera, which did not record sound. It belongs to Mrs. Édith Lechat (née Dasnoy;1932-) and her husband, the leprosy specialist Doctor (later Professor) Michel Lechat (1927-).
From 1953 through 1960, Dr. Lechat was head of the leper hospital and colony of Iyonda, a village and mission station some 15 kms south of the city of Coquilhatville (now, Mbandaka) in central-western Congo. Greene stayed a number of weeks in Iyonda and other mission stations in the region in search of inspiration, a setting, and material for a new novel. The novel, A Burnt-Out Case, appeared in 1960, and was dedicated to Dr. Lechat. Greene occupied a room in the house of the missionary fathers in Iyonda, but spent long parts of his days with the doctor and his family. The film reached me through the hands of Édith Lechat, who had it transposed to a DVD-playable format, and via my friend Hendrik (a.k.a., “Henri” or “Rik”) Vanderslaghmolen (1921-), who was a missionary in the region at the time. As he was one of the only Belgian missionaries there with some knowledge of English, he often accompanied Graham Greene during his trips from one mission station to another. Rik Vanderslaghmolen and the Lechats are still close friends today.
Much of the information I offer below stems from conversations I had with both Rik Vanderslaghmolen and Édith Lechat in July and August 2013. Regrettably, Dr. Michel Lechat’s poor health condition did not allow me to probe his memory, but an interview he gave for the Brussels-based weekly The Bulletin on the occasion of Greene’s death in 1991 is available (Lechat 1991), as well as a closely similar talk he gave at the 2006 Graham Greene Festival in Berkhamsted, published in the London Review of Books in August 2007 (Lechat 2007). Édith Lechat has given me the kind permission to share the film with the readership of Rozenberg Quarterly and to add the necessary contextual information on both the historical situation and the contents of the film.
Multicultural education, intercultural education, nonracial education, antiracist education, culturally responsive pedagogy, ethnic studies, peace studies, global education, social justice education, bilingual education, mother tongue education, integration – these and more are the terms used to describe different aspects of diversity education around the world. Although it may go by different names and speak to stunningly different conditions in a variety of sociopolitical contexts, diversity education attempts to address such issues as racial and social class segregation, the disproportionate achievement of students of various backgrounds, and the structural inequality in both schools and society. In this paper, I consider the state of diversity education, in broad strokes, in order to draw some lessons from its conception and implementation in various countries, including South Africa. To do so, I consider such issues as the role of asymmetrical power relations and the influence of neoliberal and neoconservative educational agendas, among others, on diversity education. I also suggest a number of lessons learned from our experiences in this field in order to think about how we might proceed in the future, and I conclude with observations on the role of teachers in the current socio-political context.
Africa is defined in the popular imagination by images of wild animals, savage dancing, witchcraft, the Noble Savage, and the Great White Hunter. These images typify the majority of Western and even some South African film fare on Africa.
Although there was much negative representation in these films I will discuss how films set in Africa provided opportunities for black American actors to redefine the way that Africans are imaged in international cinema. I conclude this essay with a discussion of the process of revitalisation of South African cinema after apartheid.
The study of post-apartheid cinema requires a revisionist history that brings us back to pre-apartheid periods, as argued by Isabel Balseiro and Ntongela Masilela (2003) in their book’s title, To Change Reels. The reel that needs changing is the one that most of us were using until Masilela’s New African Movement interventions (2000a/b;2003). This historical recovery has nothing to do with Afrocentricism, essentialism or African nationalisms. Rather, it involved the identification of neglected areas of analysis of how blacks themselves engaged, used and subverted film culture as South Africa lurched towards modernity at the turn of the century. Names already familiar to scholars in early South African history not surprisingly recur in this recovery, Solomon T. Plaatje being the most notable.
The ways in which journalists frame HIV stories can strongly contribute towards news consumers’ perceptions of the epidemic. This paper discusses the news values of HIV radio programmes in Ethiopia, Kenya and South Africa. It argues that the culturally appropriate ‘humanisation’ of HIV stories and the proper use of conflict as adding news value are paramount to the impact of stories.
The skillful application of news values can make almost any HIV-related story newsworthy and therefore part of mainstream news. Moreover, it is maintained that HIV advocacy environments contribute to the newsworthiness of HIV stories in the media.
The AIDS advocacy milieus of South Africa and Kenya are compared and related to the type of HIV stories that are published and broadcast in the respective countries. Journalism training methods are critically discussed in the context of the above. It is argued, that, in developing countries, where journalists often lack basic journalism skills, it is not sufficient to provide reporters with HIV-related information; HIV information sharing should be combined with general journalism training and mentoring.