Wednesday, 20 January 2021

The Mass Media in Rwanda: Stereotypes Revisited

 by Ikaweba Bunting (former Oxfam Communications Officer for East Africa)


This was a Paper presented at a Conference: Aid Agencies, the Media and Emergencies - Lessons from Rwanda held in Dublin, Ireland, on 16 February 1996. 

It was organised by Comhlámh - the Irish Association of Returned Volunteers.



Editor's note

I was in the audience for Dr Bunting’s presentation. He was allocated a time limit to deliver his paper; a time limit he exceeded, in my estimation, by about 100%. Yet, there was not a stir from the audience, whom he held spellbound throughout his delivery. 

Please, read on ...



On one occasion I was visiting London. I was in a taxi with my bags, obviously a visitor. The taxi driver asked me where I was coming from and what I was in London for. I explained that I was working for Oxfam. To which he acknowledging replied, "Oh yeah, they're the ones always asking for money!", he continued, "so what do you do for them?". I told him that I was just coming from one of the Rwandan refugee camps and I was on my way to give a talk about what is happening. 

After a brief pause in our conversation he said, "You see the problem is that there are too many tribes killing each other. No offence, you see, but that's all Africa is — a lot of small tribes all killing each other. Even in South Africa that is what the problem is. They call them parties, the ANC and what have you but they are really just tribes fighting each other for the power". Here I thought I would give him something to think about so I commented: “I guess you could look at it like that; even the white South Africans as a tribe”. He quickly said, "No, now they are different, they are from Europe ... ". 

 This is a gross over-simplification being presented and also gross stereotypes are being reinforced! Five million Zulus are a 'tribe'. Five million is the population of Denmark. Are Danish people referred to as a tribe? When the Prince of Wales visits the Midlands I would love to hear it reported that a British sub-chief visited his tribal homelands. 

I will not speak to you today using statistics about how many minutes of news footage was used covering the activities of relief agencies, and how few minutes were used to cover what had happened in Rwanda to bring about the emergency though, I must confess, I started to prepare such a presentation. Later, I thought better of it. I do not want to bore you and I am sure your organisation, if it has not already done this type of documentation and research, soon will.

Rather, I will share with you my thoughts, concerns and opinion in a broader context of what is happening in respect of Western portrayal and interpretation of Africa and African events. It is a phenomenon which I personally view as a serious issue and central problem affecting the peace and stability and prosperity of the world.

I am extremely concerned about the way in which the media in Europe and America portray the Third World. For starters, I am concerned about the term ‘Third World’ and its implication. Fela Anikulapo Kuti, the legendary Nigerian musician, was also concerned about this term so he wrote a song exclaiming that Africa was not the third world but rather the first world. He sang about Africa being at the centre of the earth, it is the birth place of humanity and it is ignorant to say [Africa is] Third World.

I am concerned about cultural and economic imperialism and the power relations between rich and poor, strong and weak. I am extremely concerned that the role and activities of the mass media in its portrayal of ‘majority world peoples’ is not critically linked to the culture of domination that has been cultivated over the past 500 years by an expansionist capitalist industrial Europe and America.

This absence of critical analysis regarding the significant and influential role the international mass media plays in the political, social, economic and cultural domination of the majority world people by Europe and America is symptomatic of occidental cultural and racialist arrogance.

I am concerned that when someone raises these issues he or she is labelled a conspiracy theorist.

I am outraged that we are not doing enough to stop what is happening.

The world system of international institutions, including educational, financial, political and cultural, is built upon a racist concept of inferiority and superiority. The superior are Europeans and their culture and the inferior are the majority world peoples. Throughout the European portrayal of their encounter with the majority world they have denigrated and defined all others as inferior. Peoples, nations and kingdoms have been categorised as backward peoples, uncivilised savages, Third World, Under-developed World, primitive, etc.

Images are made in the mind. The image of savages killing missionaries and eating them has long and complicated story behind it. It is an image that has had centuries of concentrated propagation into the collective unconscious of both black and white peoples. How much effort has gone into eliminating that cultural stereotype?

When it is reported in the Western press that the Zulu 'tribal' organisation, Inkhata, is fighting against the ANC in a frenzy of black on black violence, this is a gross over-simplification being presented and also gross stereotypes are being reinforced! Five million Zulus are a 'tribe'. Five million is the population of Denmark. Are Danish people referred to as a tribe? When the Prince of Wales visits the Midlands I would love to hear it reported that a British sub-chief visited his tribal homelands.

As early as 1989, the countries of the European Common Market had worked out a code of conduct regarding the portrayal of images of the so-called "third world". It placed responsibility upon western journalists to be very conscious about images in respect of photographs, films, television, books, articles and news reports. With such a code there is also an implied commitment to honesty, truthfulness and consent from people whose images are being portrayed. 

Here we are today, seven years later, discussing the same problem. Is it better or has it become worse? Have people followed the code? We definitely do not consent to the image being portrayed about Africa and African people to the world! But where are our voices of dissent to be heard?

What is difficult to come to terms with, even amongst well meaning persons who try to portray the fair image, is the power relationship that legitimises and gives authority to Euro-centric cultural conceptualisations that are imbued in the created images and culture for the whole world. What must be addressed is white supremacist cultural hegemony and the consequent power relations. This must be done in order to understand why images of black people are portrayed as they are and how to bring an end to the distorted and negative image portrayal. 

 Are journalists and communicators ready to relinquish editorial control to majority world peoples, to Africans? Are they willing to give the power to define and to decide to Africans about how Africa is portrayed in the western media or in reports to NGOs and donor agencies? 

The image of Africa as dangerous, primitive, helpless and corrupt is accompanied by a sparse understanding of the geography and an even scantier understanding of the cultural and socio-economic realities. To cover up their ignorance, Europeans reporting on Africa historically have made up and created stories, fictitious events and images. The biased and distorted images are largely due to the media and sometimes the NGOs themselves.

The media in collaboration with NGOs and international relief agencies during the Rwanda crisis reinforced the inferior and superior myth, the Hamitic myth, the myth of tribal savages. I am so sick and tired of hearing about the so-called Hamitic Tutsi. The Black people who are not black but rather dark Caucasians.

Contained in the majority of reports about Rwanda are stereotypes of morally, and technically superior White saviours rescuing helpless and brutal Africans from themselves woven like a tapestry throughout what on the surface seems like even-handed and compassionate reports. 

One article written by Colin Smith published in the Guardian in August 1994 begins: "Connie Bass, a Dutch nurse extraordinaire... Bass, a wiry, blue-eyed woman (my emphasis) who has spent most of the last twenty years in the world's trouble spots saw a mortar bomb land in her (my emphasis) emergency ward and kill at least seven of her patients.

The story goes on to describe Connie's heroics, of how she improvised traction weights out of plastic water containers, delivered 54 babies, (one would think she did it all single-handedly the way the report is written), and after delivering them all she presented the babies to their mother in cardboard boxes that she had ever so sensitive and compassionate decorated with pink bows made out of toilet paper wrappings. 

What is missing from the story is that hundreds of nurses and medical assistants from the host communities and from amongst the refugees are there with Connie showing her how to cope, what to do and working just as hard and just as skilful.

It is left out that for years before Connie arrived in Africa water filled containers have been used by rural African nurses and hospital attendants in situations where there is no war or conflict, just the everyday reality of poverty and the improvisation it necessitates just to survive another day. It is not Connie's invention. However, it is Connie's story, not a story about Rwandan refugees. Rwandans are a backdrop, a cyclorama in front of which the NGOs and relief agencies and the UN performed for their audiences in their living rooms in Europe, America, Canada, New Zealand and Australia.

What is the difference? Why don't we hear or read about the sacrifices and heroics of Africans, victims, refugees helping themselves and their fellow beings in conditions much more demanding than Connie's and for hundreds of times less financial rewards or recognition? The difference is that Connie is white, she is European and she comes with a tradition. By emphasising her as the central figure the tradition of a superior civilisation and culture capable of saving the Africans from the ravages of their uncivilised selves is handed down through another generation of explorers, adventurers and missionaries.

The same piece by Colin Smith continues building the issue of White superiority. He writes: "... few would deny that the French who were the first Western troops in Goma have done an excellent job". There is of course no mention of the French army's role in creating the situation in Goma, nor of their particular interests in working with those particular Rwandese in Goma as opposed, for example, to those in Karagwe. 

After reciting the plaudits of the French and American armies, Colin Smith mentions the Zairean Army contrasting civilised, moral, efficient armies with a corrupt, uncivilised, savage one. He states "... Both military and aid workers are beset by banditry and corruption of Zairean troops and officials whose greed and brutality keep central Africa's largest country locked in its heart of darkness ...". Locked in its heart of darkness! The phrase is loaded with racial overtones and images of Darkest Africa, savage, corrupt and dangerous.

 The person I spoke to then asked what colour were the bodies? After a pause, I told him that they were grey! Embarrassed now he turned red and dropped the subject of colour! 

Regarding the issue of power and control, we wonder if well-intentioned communicators from the western world are willing, and are they in a position to take direction. That is, be managed by Africans regarding the portrayal of the image that is propagated in Europe and America of Africans? Are journalists and communicators ready to relinquish editorial control to majority world peoples, to Africans? Are they willing to give the power to define and to decide to Africans about how Africa is portrayed in the western media or in reports to NGOs and donor agencies? 

I have raised these questions before and, defensively, European aid workers and journalists have rebutted my questions with statements like: "The Chinese won't be honest about what is happening in China and if they do tell the truth they will be persecuted"; I have heard retorts that, "African governments are repressive so only puppets get access to education and to media so their reports won't be accurate or independent". 

These all may be so but it might also be the way I, together with many other people in the majority world, feel about European and American journalists and reporters that come to create their stories about what is happening in Africa, Asia and Latin America.

But the reality is that those of us who question or doubt are few and far between. So ingrained is the belief in the superiority of what comes from Europe, African newspapers quote reports straight off the international news wire services about news events that happen in our own countries or region rather than from regional or local sources.

African writers, journalists, film-makers, artists do not come to Ireland or Britain for the world media or international news networks. There are no analyses on the international wire services based on the African perspective or interpretation of British people or European culture. Chinese investigative journalists do not go to the US and investigate what goes on in prisons in the USA and produce documentaries that are shown on CNN or Skynet.

We speak often in idyllic terms about co-operation. However, if you have all of the resources at your disposal and under control, the faxes, the satellite phones, the technology, the wire services, the broadcast stations and the power to deny me access even when I do have the technology to send my message, we cannot be co-operants but rather there is a relation between either a beggar and a master, or a rebel and an oppressor.

Where there is a power imbalance, where does co-operation begin? Upon what can it be based? There is a political and cultural dimension that must be addressed. These dimensions of power and control are disseminated and propagated via the mass media and educational institutions and development institutions.

Throughout Europe, as a result of the way Africa is presented not only in the media but in text books and literature, Africa is associated by a majority of young people with hunger, famine, poverty, under-development, war, dictatorships and apartheid to a lesser extent.

Images most universally accepted as typically reflecting the condition of Africa is that of the mother with a sick child. Another typification is the arrival of aid for refugees or famine victims, and the white emergency relief nurse or sanitation engineer amidst crowds of suffering and destitute needy giving the grim statistical realities of the enormity of the task they (the relief workers) are faced with in saving these people either from natural disasters or from themselves from "savage blood letting".

Images and pre-conceived notions are implanted at early ages. For example, some Danish children living in Tanzania with parents who were working as development assistance volunteers were shown a picture of an African child standing among some sacks of maize-meal. When asked what they thought the majority said it was a small boy whose family had just received some food aid or development aid. The reality was that the boy was waiting in the market to sell the maize from his family's farm. 

 Throughout Europe, as a result of the way Africa is presented not only in the media but in text books and literature, Africa is associated by a majority of young people with hunger, famine, poverty, under-development, war, dictatorships and apartheid to a lesser extent. 

In relation to Rwanda's troubles very little was mentioned about the political dynamics or the class dimensions of the conflict. Most reports, then as now, begin with the lead-in "Tutsi dominated ..." or "the extremist Hutu militia ...". Why don't we hear instead each report repeatedly begin with the lead-in 'the French-trained militia who carried out acts of genocide ...'? 

It was reported that amongst the original 3000 RPF cadres that first entered Rwanda there were 400 persons with doctorates. That is a very high percentage in any given population. However, we never hear very much mention of this in terms of its influence on the RPF. It was reported as something freaky, as an amusement point. We don't hear about the intellectualists-dominated RPF government! Why not?

Amongst the refugees were workers, teachers, doctors, lawyers, professionals, journalists and farmers. There were people who are multi-lingually fluent speaking French, Kirwanda, Kiswahili and English. Very seldom were these people used or interviewed to give an opinion or an analysis of what their situation was. I believe I was told that about 83% of the interviews by the media covering was of white emergency workers.

If there were a survey to determine what people remember most about the Ethiopian Famine of 198[4]5, there is no doubt that most people in Ireland would remember Bob Geldof and the Live Aid concert. In America it would be Michael Jackson singing We Are The World. What will they remember about Rwanda?

The major players in Rwanda were the UN, France, RPF, the former Rwandan government, the UNHCR and the mass media. The media plays a major role in the international humanitarian industry. This is especially so for those organisations that are dependent upon charitable contributions for their income and existence. No concrete study has been done to determine precisely what that role is and the degree of influence.

I can recall in Ngara, situations that deserve mention here. As an early Oxfam contingent in the camp in Ngara, we had to set up a house/office and establish logistics, etc. Things were happening fast. After the second or third day we received a message that the BBC was sending a correspondent named Ben Brown from Moscow to Ngara. This person who had been covering Moscow was sent to Ngara, Tanzania, to cover the Rwandan genocide and refugee crisis. He had no knowledge or understanding of what was happening.

The report was a "scoop". The scene was a river crossing in canoes by refugees at a place that had been inaccessible to news teams. We managed to get the BBC crew there. The focus of the report, much to my disappointment, was the canoe operators charging money for the crossing. They were asking for he equivalent of 10 pence per living being, person or animal, and 5 pence approximately for any piece of luggage, bicycle, sewing machine or bag of beans. I was actually interviewed by this correspondent who was looking for a story line. He asked me what was happening and I explained to him what was going on.

This BBC correspondent then twisted the question on me to ask if I thought that it is cruel and exploitative for the canoe operator to be charging for the ride across the river. I was taken aback because I had asked him previously what questions he would ask me and this wasn't one he said he would ask. I was angered as well. Here we are witnessing one of Africa's most tragic historical moments and our BBC top correspondent started with "... the Tanzanian river touts are turning the tragedy of Rwanda into a real money spinner ...". 

How could ten pence become the focus of this river crossing? Were these men more exploitative than air charter companies charging thousands of pounds to deliver food, blankets, etc.? Or again more exploitative than the NGOs who raise millions of pounds from broadcasting the images of the suffering victims?

The second incident happened after we had viewed and filmed corpses floating down the Akagera River. Upon our return to the campsite I reported that we had seen bodies in the river. The person I spoke to then asked what ‘colour’ were the bodies? After a pause, I told him that they were grey! Embarrassed now he turned red and dropped the subject of colour!

The third, and perhaps the most sinister, was the creation of Benaco as a place on the map in Tanzania. The real location of the camp was at a place locally known as Kasulo, Ngara and Rusomo. BENACO is the acronym of the Italian construction company building the road connecting Tanzania, Burundi and Rwanda. Most journalists and TV crews, especially from major services, stayed at the luxurious, by any standards, Italian compound. It is here that the satellite phones and real time broadcast facilities were set up. It had a bar, restaurant and video theatre.

 Why, pray tell, isn't the conflict in Bosnia or even the conflict between the Irish nationalists and those who want to remain part of the British kingdom called white on white violence? 

In the early days of refugee camps, local people were still calling the place either Kasulo or Ngara and the foreigners were calling it BENACO. One evening some weeks later, I was in London watching a news report on CNN or BBC and they showed a map of the region and there, marking the towns was a dot on the map for Nairobi, another one for Kigali, one for Bujumbura and one marking the newly created and named town of BENACO. We had been renamed once again!

Concerning Rwanda, much has been said about the role the media played and much remains to be researched and said. Rwanda offers a contrast as to what media attention and concern and reportage can do. In April 1994, when the genocide gained full momentum, most journalists of the international media were covering the South African elections.

I have, in fact, heard journalists expressing guilt and even shame at covering the elections in South Africa enjoying the euphoria of that situation while people were being slaughtered in Rwanda. But even the reporting of the South African transition from statutory apartheid to de-facto apartheid was distorted. It has been said in some reports that one of the reasons the Rwandan genocide did not get much attention as it should [have been] is that the South African elections overshadowed it as a media event!

In contrast, however, the response to the exodus of Rwandans to Goma after the RPF took power was a media event. This situation received much more attention than did what happened inside the country. The results were the massive media coverage, horrific images on international TV and in newspapers, and a world frenzy to send and be seen sending assistance! The military involvement of the USA sending relief to the refugees can in a great degree be attributed to the role of the media. 

The disparity in the level of response has in fact caused quite a bit of bitterness amongst the survivors of genocide who see those whom they feel are perpetrators of genocide being given more attention and assistance than the victims, survivors and those who halted the genocide. Host communities in Zaire and Tanzania also have expressed similar feelings. It is not sensational to show how host communities have supported the refugees much to their economic, environmental and infra-structural detriment.

Addressing issues honestly, I would like to offer a bit of criticism regarding how the situation of South Africa is being portrayed. We should avoid being caught up in the euphoria of media hype. An example is how the media now describes the transition from apartheid (white) political control to the establishment of a black bureaucratic political bourgeoisie as non-violent.

This is a gross distortion of history, whether one looks at the four hundred years of Dutch/Boer/British colonialism, National Party policy of apartheid from 1948, post Sharpeville massacre, or the one year leading up to the 1994 elections where more than 1000 people a month were being killed in political violence, that is, 30 people per day. Colonialism, apartheid and the dismantling of it, have been and still are extremely violent.

Non-violent? Not unless, of course, what is meant, and is at least implied, that black people did not kill large numbers of white people and therefore it is a non-violent power-sharing exercise. In fact, because of the gross inequalities of the economic apartheid, which has not been dismantled, hundreds of people are still being killed through acts of violence. It is called crime but the root cause of this violence is the inequitable arrangements of employment, wages and resource distribution and is therefore political. The media very seldom, if ever, goes into this analytically.

We must not lose our understanding of the fact that apartheid was a socio-economic system designed to maximally exploit black African labour. The separation of social amenities was only the cosmetics of that system. We must remember that black people in South Africa were not fighting to integrate into the existing system but rather they were fighting for economic, political and cultural self-determination. What is really being heralded and celebrated in South Africa? Once the novelty and euphoria of having black politicians diminishes the struggle will pick up where it left off. How will this be portrayed by the media? As 'Black on Black' violence?

Why, pray tell, isn't the conflict in Bosnia or even the conflict between the Irish nationalists and those who want to remain part of the British kingdom called 'white on white' violence?

The media raises public awareness at the same time it influences politicians and public policy positions. This might be seen as a positive affect and it can be. However, we must ask the question in what politico-cultural context is the story presented, how is the social, economic, political and cultural situation portrayed in which the story takes place?

In the world of business and politicking for election the media is one of the most important assets and tools. Its significance and centrality to the humanitarian industry is a known phenomenon and a subject of hot debate. It is in fact part of the reason we are here today. The role the radio played in inciting people to kill their neighbours in Rwanda is also a testament to the power of the media. 

 Very seldom were these people used or interviewed to give an opinion or an analysis of what their situation was.
I believe I was told that about 83% of the interviews by the media covering was of white emergency workers. 

I have one last simple question to ask. Considering the power the media has to influence and stimulate change, why then when we speak of empowerment, do we not give the people free access to the media? When people in the West speak of free media they do so from the perspective of consumers. They mean a person should be able to buy, read, listen to or see anything that is produced or published. However, in this case that is not what I am talking about. Consumption is not empowering even if the television advertisements tell you that it is.

By free access, I mean the access to produce. Ordinary people should be trained in how to produce films and videos and radio programmes at an internationally accepted broadcast quality and be given access to and profits from the international networks of information and entertainment distribution. Those who are producing should be published and made internationally renowned like so many western "cultural ambassadors".

This would be a million times empowering than all of the participatory workshops that are run in a year in Africa, Asia and Latin America combined! And you know that is a very large amount! This is not as far fetched an idea as it may sound. Aid and donor organisations, if you sincerely want to contribute in a spirit of solidarity, you must support expressions and world views, perceptions, and analysis of the world coming from the majority world. Insist on reports and studies being designed, compiled, produced and controlled by majority world people. The results cannot be any worse than they have been for the past 500 years.

Through the years since the days of being conquered and enslaved and colonised, much has been taken from African people. We have had to look for ways of communicating with each other. At times it was a crime to converse in one's own mother tongue. The language of the conqueror was the only language — all else was gibberish, ooga-booga. What was not taken, however, was the gift of the drum, for the drums speak. The drums are our broadcast media, the rhythm of life. Let us speak! The message is in the music. So, won't you help to sing these songs of freedom?

Relinquish power to the impoverished people to define the world. 

Oh! Seems I'm talking about a revolution! 

Poor people gonna stand up and take what's theirs!


© Ikaweba Bunting


Tuesday, 3 November 2020

Why Team Hope Should Keep (Its ‘Resources’ About Africa) Out of Irish Classrooms

On Tuesday, the 12th of October, Team Hope launched its annual Christmas Shoebox Appeal; a Christmas Shoebox Appeal Week will also take place from 9th - 15th November.

As part of the Christmas Shoebox Appeal, Team Hope has stated on its website that it also “provides a range of free lesson plans and online resources for schools”.

The subject identified in the Primary Curriculum is Social, Personal and Health Education (SPHE); more specifically, the Myself and the Wider World Strand (Developing Citizenship: National, European and wider communities Strand Unit) is the focus area of this subject (please, see below).


It is not clear why Team Hope made the decision to produce materials about Africa for schools; it is worth pointing out, however, that the Myself and the Wider World Strand has been designed and specified for fifth and sixth classes pupils only. 

It is, therefore, difficult to understand why and how Team Hope would have produced materials for pre-school junior infants pupils.

Perhaps, the Team Hope education team might like to consult the NCCA guidelines to confirm the specified age to introduce the study of a non-European context if its objective is to go into the production of educational materials for primary schools? 

Third class (eight year-olds) is the NCCA’s specified class and age, by the way.

The following might also confirm the NCCA’s rationale?

Included in the materials to be found on the Team Hope website are stories about Leah from Kenya, Elimia (sic) from Malawi and Phoebe from eSwatini (Swaziland).

Below, are examples of the ‘resources’ Team Hope has produced for schools:



So, Team Hope thinks the first thing four and five year-old Irish children should be taught about the DR Congo (if they can get their little minds around where DR Congo is in the first place) is that "people live in huts made of mud".

I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made;
William Butler Yeats, Lake Isle of Innisfree

It might be worth noting that Yeats referred to “clay and wattles”, not ‘mud’ as the building materials for his “cabin”.

Whether consciously or not, the words and images we use about a place or people evoke powerful feelings in those they are meant to apply, and the reaction of Professor Plastow’s son is an illustration of this.

Team Hope lists eight African countries, with an estimated total population of 211.5 million people, in which it has a presence. This represents 21% of Africa’s estimated population of one billion. Two of these countries are also Irish Aid Key Partner Countries.

St. Mark’s Primary School, Mbabane 

One of the countries Team Hope has a presence in is eSwatini (Swaziland). The story of St. Mark’s Primary School (below), including the subjects the pupils have to study, might be more interesting for Irish pupils, as well as being more relevant to the learning process? 

St. Mark's Primary School, Mbabane. Founded in 1910

The classroom is the place where learning (including, about places and peoples in other lands) is expected to take place.

So, how does Team Hope's ‘online resources‘ contribute to positive learning about the world around us and, in particular, about the selected African countries?

Having examined the ‘resources’ on the Team Hope website, one can only conclude that these contribute nothing to learning anything useful about Africa.

Indeed, they are not ‘resources’; they are information materials which reinforce negative age-old pre-conceived views about Africa and should never be allowed in classrooms here in Ireland.

At this crucial time in our history, when negative attitudes towards people of African descent are supposed to be addressed, introducing young Irish minds to materials which only add to reinforcing negative perceptions of Africa can only be described as unhelpful?



Saturday, 31 October 2020

Trick or Treaty? European Land Acquisition in Africa

This is the title chosen by Peter J. Baxter for his article.

On Halloween 2020, it might be useful to recall this as an important event in the history of European relations with Africa. 

Trick or Treaty?

Rhodes had already tried and failed to get a mining concession from Lobengula, king of the Ndebele, when in 1888 he sent John Moffat (son of the missionary Robert Moffat), who was trusted by Lobengula, to persuade the latter to sign a treaty of friendship with Britain, and to look favourably on Rhodes' proposals.

Baxter:

No record exists of exactly how Moffat approached the matter of a treaty with the British, but it can be safely assumed that he used the fear latent in the amaNdebele that a renewed invasion of Matabeleland by the Boer would be imminent if Lobengula did not place himself under the protection of Her Majesty. This had lately been a decision made by Lobengula’s neighbour, Chief Khama of Bechuanaland, who now enjoyed the safety of knowing that he could rely on the forces of Her Majesty to protect him against the advances of either the Boers, the Germans or the amaPutukezi (Portuguese).

By February 1888 Moffat had convinced Lobengula to commit his mark to a document outlining the principals agreed between these two men. The document itself, copied below, was an innocuous document, offering little and requiring little, other than that the amaNdebele make no firm commitments to any other nation or authority without the prior agreement of Her Majesty. Bearing in mind that this was not an official document, and that Moffat did not speak for the Crown, any specific offer of protection was fraudulent. All that it truly meant was that Cecil Rhodes had managed to second the assistance of three Crown servants acting outside of their authority, and had secured for his future interests and option on Matabeleland.

The text of the Moffat's 'treaty of friendship':

The Chief Lobengula, ruler of the tribe known as Amandebele, together with the Mashona and Makalaka tributaries of the same, hereby agrees to the following articles and conditions...

That peace and amity will continue forever between Her Britannic Majesty, her subjects and the Amandebele people; and the contracting Chief, Lobengula, engages to use his utmost endeavours to prevent any rupture of the same, to cause the strict observance of this treaty, and so to carry out the treaty of friendship which was entered into by his late father, the Chief Umsiligaas, with the Governor of the Cape of Good Hope, in the year of our Lord 1836.

It is hereby further agreed by Lobengula, Chief in and over the Amandebele country, with the dependencies as aforesaid, on behalf of himself and people, that he will refrain from entering into any correspondence or treat with any foreign state or power to sell, alienate or cede or permit or countenance any sale, alienation or cession of the whole or any part of the said Amandebele country under his chieftainship, or upon any other subject without the previous knowledge and sanction of Her Majesties High Commissioner for South Africa.

In faith of which I, Lobengula, on my part have hereto set my hands at Gubulawayo, Amandabeleland, this eleventh day of February, and of Her Majesties reign the 51st.

Lobengula: His Mark.
Witnesses: W. Graham & GB van Wyk.
Before me, J.S. Moffat.
Assistant Commissioner.

Moffat had successfully used fears of Boer invasion to invite British protection. However Rhodes needed more than this if he was to achieve his ambitions of a Royal Charter. He needed a concession of mineral rights, and so before the year was out he sent another agent, Charles Daniel Rudd, to persuade Lobengula to sign away his country.

Rudd assured Lobengula that no more than ten white men would mine in Matabeleland, but this was left out of the document Lobengula signed. As part of this agreement, and at the insistence of the British, neither the Boer or Portuguese were permitted to settle or gain concessions in the region. The 25-year Rudd Concession as the agreement became known, was signed by Lobengula on 30 October 1888. 

He was soon to discover, however, that he had been tricked into signing a document that contained few of the assurances promised to him during the negotiations and although he dispatched envoys to England to intercede with Queen Victoria, by then it was too late. The treaty would lead to the annexation of his country.


Monday, 6 July 2020

Why ‘Listening’ Would Have Saved George Floyd’s Life

Credit: Clipart
The George Floyd tragedy in Minneapolis, Minnesota, on 25 May can be summed up as follows:

A handcuffed man is seen lying face down on the ground looking distressed as another man had a knee on his neck.

"I can't breathe," Mr Floyd (whose neck was at the receiving end of the knee) said repeatedly, pleading for his mother and begging "please, please, please".

Bystanders witnessing what was going on urged the police officers to check Mr Floyd’s pulse; one of the officers did just that, checking his right wrist, but "couldn't find one".

The ‘knee on the neck man’ was later identified as police officer Derek Chauvin.

The consequence of the inaction by Derek Chauvin, and the widespread public reaction this generated has already been extensively documented.

Anyone who saw the distressing images of George Floyd’s final hours on this earth would also have had two questions which needed answers: “Why was George Floyd not listened to? Why were all those witnesses who intervened to plead on his behalf for medical attention not promptly listened to?”

Listening and Power Relations

It was obvious from the George Floyd tragedy that there was a power relationship involved: a person in authority who decided that the person he was dealing with didn’t deserve to be listened to, leading to the fatal consequences.

This inappropriate exercise of power was also the pattern with practically all the publicised cases from previous incidents which were recalled following the George Floyd tragedy.

The Eric Garner case in New York in 2014 and the publicised cases in Australia of David Dungay Jr. in 2015 and Daniel ‘Danny’ Richards in 2019, all of which involved negative responses by the arresting officers when the victims were heard saying they couldn’t breathe are just three examples.

They all died because they were not listened to by people who had power over them.

Derek Chauvin didn’t react positively because he refused to listen to all the distressing pleas coming from George Floyd.

The Importance of Listening: Listening to Understand 

Listening is an important, if not the most important, aspect of human relations. We listen to what has been said and heard, reflect on this in order to understand each other. There is nothing more hurtful than the feeling that one is not being listened to.

Listening also goes beyond merely hearing: we hear a lot of things, but we don’t dwell on all of them, listening to only some of these. Hearing, combined with attention, means listening and this is the desirable option.
Image Credit: KindPNG

Listening as a Professional Requirement 

Listening is an important professional requirement: in Health, Education, Politics, as well as the other professions (including the retail industry) set up to provide services to the public.

Most of us might be familiar with the slogan “We are listening” during election time, when politicians do their best to try to convince us to give them our votes; politicians know that voters insist on being listened to.

When one goes to see a doctor, the first thing the doctor will do is to listen to what the patient says before going on to carry out an examination and to offer the subsequent diagnosis.

Likewise, the learning process in education requires attentive listening on the part of both the receivers of the knowledge and the givers: pupils and students on the one hand and the teacher on the other.

Hence, politicians, healthcare professionals, teachers and anyone in the business of providing a service to the public would need to remember that listening is an indispensable skill.

The writer and director of The Communications Clinic, Ms Terry Prone, in her book Talk the Talk (sadly, out of print; perhaps, the publishers might consider a reprint run?) set us a ‘Listening’ challenge. Anyone who took up this challenge might be surprised with the results.

There is no doubt George Floyd will be alive today with us if that important aspect of human relations: listening, had been observed.

Let us hope George Floyd didn’t die in vain and that we honour his legacy by remembering to listen to our fellow humans, no matter their background: social, economic or birth (ethnicity / nationality).
Image Credit: PikPNG

Tuesday, 23 June 2020

“Suppose God Is Black”: Remembering The Late Senator Robert F. Kennedy


On Wednesday, the 17th of June, the death occurred of Jean Kennedy Smith, who passed away at her home in Manhattan, New York at the age of 92.

Born Jean Ann Kennedy, she would be known to most people as one of the Kennedy siblings which included the late US President John F. Kennedy; Robert (affectionately referred to as RFK) and Edward, were two of her brothers who also served in politics.

As US Ambassador to Ireland from 1993 to 1998, Jean Kennedy Smith is remembered for the significant role she played in Ireland's Peace Process.

It might also be significant that her death occurred in the same month as 54 years ago, when a historic visit to South Africa by her brother, the late Senator Robert F. Kennedy took place.

RFK's tremendous work in the area of Civil and Human Rights in the United States, and that visit to South Africa in June, 1966 couldn’t have been more relevant to what is currently happening, as can be seen from the quote from one of his speeches below:



The person responsible for inviting Senator Kennedy to South Africa is Ian Alexander Robertson, the then leader of the National Union of South Africa Students (NUSAS). 

Now living in the United States, Robertson, who himself received a Banning Order signed on the 3rd of May, 1966, by the South African government, recalled RFK’s visit in an article published in The Mercury in June 2016.

US senator Robert F. Kennedy giving Ian Robertson a gift of the book written by his brother, John F Kennedy when they met in South Africa in June, 1966.

During his visit, RFK delivered a series of speeches to students at universities across South Africa. What was described as his most famous speech, dubbed the “Ripple of Hope” address, was delivered at the University of Cape Town to mark the NUSAS’s annual Day of Affirmation.

A Meeting Of Great Minds: During his 1966 visit to South Africa, Sen. Robert F. Kennedy met with anti-apartheid activist Chief Luthuli and later spoke publicly about their meeting. Because of a government ban on media coverage of Luthuli, it was the first news many had of their leader in more than five years.

Today, the Day of Affirmation speech is the resource for one of the programmes in Civil and Human Rights developed to be used by teachers as part of the RFK Legacy Education Project.

As highlighted earlier, the information presented is very relevant to what is currently happening, and which will also widen students’ understanding by placing the events in a historical context.

Saturday, 13 June 2020

Teaching and Learning About Africa: The Subject Units and Topics at First and Second Levels

Well done to everyone who took the time to do the Name the Countries of Africa! quiz. Below, are the answers, as well as a political map of Africa.


Subject Units Related to the Study of Africa

The subject units related to the study of Africa at Primary, Junior and Leaving Certificate Levels are illustrated below in a tabulated format:




The next instalment will begin to look at individual Strand Units and Topics in summary as they relate to Africa.

Wednesday, 10 June 2020

Teaching and Learning About Africa

“The Intercultural Education Strategy (IES) was developed in recognition of the recent significant demographic changes in Irish society, which are reflected in the education system.”
Department of Education and Skills and the Office of the Minister for Integration (2010)

The Twenty-first Century Ireland 

One aspect of this demographic change is in the population profile of Irish society over the past two and a half decades, and including the noticeable increased presence of Africans.

Of course, there had been previous generations of Africans living here, but these were in the main transitional and would also have been higher education students; indeed, there was an active West African Students’ Union (WASU) of Great Britain and Ireland, which was founded in London in 1925.

One significant event organised by the WASU’s Ireland Section was a celebration to mark Ghana’s independence in March, 1957.

History of Earlier African Presence in Ireland 

There has been a historical presence of Africans (or people of African origin) in Ireland going back to the 16th century. The first named person of African origin was ‘Lampo’ (from the Caribbean), who was christened David Ben-Annah on the 8th of April, 1666 as recorded in the Parish Register of St Mary’s in Youghal, Co. Cork.

Before ’Lampo’, however, the poor unfortunate unnamed ‘blackamoor’ executed in Kilkenny in November, 1578, together with thirty-five other people which included ‘two witches’ (pages 59-60), was the first recorded evidence of a person of African origin living in Ireland.

Ireland and Africa

Prior to the demographic changes in Irish society referred to earlier from the IES quote, links between Ireland and Africa has existed for quite a while, and longer than most people might have thought.

One less highlighted chapter in the history of migration from Ireland is that of South Africa being one of the  final destinations. Irish emigrants from Armagh, Cork, Longford, Mayo, Tipperary, Westmeath and Wicklow were part of the British Government’s Settler Scheme in the Eastern Cape, South Africa, in the 1820s.


Until quite recently, most Irish people's contacts with Africans would have been of an indirect nature [and from a considerable distance]: through family members, neighbours or friends who would have been engaged in the religious missions, on working assignment or travelling in an African country.

New Neighbours

These days, many Irish people live next door to Africans, work and socialise with them, while their children would also sit in the same classrooms and share lessons with children of Africans and / or adopted African children.

A ‘United Nations General Assembly’ Classroom In Ireland

The classrooms in Irish schools have therefore, since the 1990s especially, been looking more like the United Nations General Assembly. This is the result of the significantly high number of pupils and students whose parents would have been born outside Ireland and of non-Irish nationality.

As the classrooms in Ireland look more like the United Nations General Assembly, this new situation also raises challenges for teachers; challenges which include having to teach pupils and students from backgrounds different to what previous generations of teachers would have expected or been used to.


New Neighbours: New Ways?

This new Multi-Nationality Classroom is the background to the Intercultural Education Strategy (IES), 2010 - 2015 published in 2010.

New Ways, New Challenges? Teaching in the Multi-Nationality Classroom.

The IES was devised to address the issue of the presence of children of the new nationalities in the classrooms.


What Do We Know About Our New Neighbours?

Our new neighbours may have arrived from other countries, but long before their arrival in Ireland, knowledge about their countries of origin and similar places would have been a requirement for an understanding of the world we live in, and which would also be achieved through the study of selected subjects.

The Curriculum 

The teaching and learning about any subject begins with the curriculum; so this must be the first point of reference.

The National Council for Curriculum and Assessment (NCCA) is the statutory body in Ireland responsible for the specification and design of the curriculum for both First and Second Levels, hence the place to find out how the teaching and learning about Africa has been addressed.

The result is a curriculum well-designed to address the teaching about other continents, countries, the physical and natural environments of those places, as well as the people who live there, in a very positive and respectful manner.
For this, the NCCA must be justifiably proud.

Curriculum Review 

It might be worth stating here that in terms of the requirements for the study of Africa, there shouldn’t be much need to radically change the existing curriculum content, other than adding a few additional topics and providing the guidelines on how to implement the contents effectively.

Evidence of the importance the NCCA places on the study of the wider world (in a non-Europe context) can be seen from the fact that it has been designed to start from third class at the Primary Level (from the age of eight years); this is also confirmed by the extracts from the Human Environments Strand of the SESE Geograhy Curriculum and Teacher Guidelines below:

Learning About Africa: The NCCA’s Contribution

The objective of these series is to promote the teaching and learning about Africa through the specified units and topics in the curriculum, and to highlight the NCCA’s commendable role and valuable contribution in this effort.

Subjects 

Geography and History are the two main subjects which would be directly related to the study of places and the story of the inhabitants of those places.
Geography will locate the place in a particular part of the world; the heritage of its inhabitants will be collected in their History. Their stories will be told through language subjects such as English, French, Portuguese and Spanish, the European languages which are the adopted official languages of the relevant African countries.
For the North African countries, Arabic would be an additional official language and through which their literature will be accessible.

The following are the other subjects considered relevant to learning about any place and the wider world:
Arts Education (Drama, Music, Visual Arts)
Science (including Agricultural Science)
Civic, Social & Political Education (CSPE)
Environmental & Social Studies (until June 2020)

The subject units related to the study of Africa are illustrated below in a diagrammatic format:

Subject Units & Topics

Individual subject units which have been identified above as related to the study of Africa will be the focus of subsequent articles.

Until the next instalment, here is a little quiz to test ourselves how many of the countries in Africa we can identify.



Tuesday, 19 May 2020

Covid-19: Can Africa Cope?

The answer to the question is: “Yes, of course! Africa can cope”.

No one is suggesting that this would be easy; but the knowledge required to address the situation is there, and as long as people followed the instructions issued by the relevant authorities, there is no reason to speculate that Africa can’t cope.

Bhopal, India: December 1984

In the aftermath of this terrible disaster, the BBC’s Radio 4 Today programme had carried an interview during which the presenter had apparently questioned whether India had the doctors to cope with the situation.

“Of course, not”, was our lecturer’s response during his Media and Society lecture later that day, “Sure, all their doctors are working here in the UK!”

Our lecturer might also have been trying to remind us then of our obligation (perhaps, as future potential BBC Radio 4 Today presenters or even foreign correspondents) not to speculate or make assumptions when it comes to how we talk about certain places (especially, outside Europe) and their citizens?

The World: 2020

The current Covid-19 pandemic has led to justifiable concerns as to how it can be tackled by respective countries. The world-wide nature of the virus has also meant the African continent has not been spared, while trans-national travel has led some people to worry about the risk of the virus arriving in their own territory from an African country.

Unfortunately, the questions being asked, or rather the speculations being made, is whether African countries would be able to cope with the Covid-19 crisis, instead of finding out what already existed on the ground and present in Africa: the knowledge, human capability, the resilience Africans display in the face of adversity, etc.

Science and Technology

Tackling the Covid-19 crisis requires, apart from a good Community-based Health Planning and Services, the intervention of Science and Technology, and the importance of the latter in Africa has long been acknowledged.

Barely one year after Ghana gained its independence on the 6th of March, 1957 from Britain, the National Research Council was established in August, 1958; this was later to become the Council for Scientific and Industrial Research (CSIR) in February, 1959.

Below, is a summary introductory history of the CSIR and a list of its thirteen institutes:

Africa Science Week

Africa Science Week is another manifestation of how high a value Africa places on Science and Technology, hence a programme for young people.

Ebola outbreak 2014-2016

When the Ebola virus disease first broke out in three West African countries in 2014, similar speculations were made as to how the neighbouring countries will be able to cope. Nigeria was to prove that such speculation should always be avoided.

Nigeria, therefore, forced us to rethink assumptions commonly made about certain countries’ ability to respond to a crisis, and to respect their knowledge and capabilities.

Ghana, Nigeria’s neighbour [three countries removed west], was one of the countries to take prompt action to address the Covid-19 crisis; the CSIR also identifies Biomedical and Public Health as one of seven thematic areas.

Women in STEM 

Djibouti and Somalia are two countries in the Horn of Africa region which promote STEM among girls and women, thus fulfilling their obligations regarding the implementation of the Sustainable Development Goals (SDGs); or rather, dispelling commonly held assumptions regarding attitudes towards girls and women in Africa, and especially in the Islamic societies on the continent.


Africa’s Science and Technology Ambassadors

As the world waits in the hope that this Covid-19 crisis comes to pass sooner rather than later, friends of Africa should rest assured that the knowledge needed to combat the disease, as well as for addressing the Science and Technology needs of its citizens, can be found among Africans themselves; more specifically, in the hands of the ambassadors below:




Saturday, 11 January 2020

Science and Technology in Africa

This week sees the return to the RDS in Ballsbridge, Dublin, of the BT Young Scientist & Technology Exhibition.

As in previous years, students from schools located in practically every county on this island come together to showcase and explain to fellow students and the general public, the results of weeks of scientific work they have been engaged in.

In Africa, science and technology play the same important role in the lives of people, as well as in the various countries’ National Development Plans same as in any other country in the world.

In Ghana, for example, barely 17 months after the country became independent of British Colonial Rule, the National Research Council (NRC) was established in August, 1958 by the Research Act 21.

The NRC was the predecessor of the Council for Scientific and Industrial Research (CSIR), which came into existence in October 1968.
Science has also been an important subject in the curriculum in the country’s education system right from the primary school level.

Science Education continues throughout the different levels up to and beyond the third level, with the work undertaken in multiple scientific disciplines in the country’s research institutions.

The West African International Summer School for Young Astronomers (WAISSYA) is one example of an African scientific initiative organised at undergraduate level.

Africa Science Week is Africa's annual weeklong celebration of science and technology with thousands  of individuals - from students to scientists and technologists - actively engaging in coordinated science events across the continent.