In this introduction, we outline the general conceptual framework that ties the various contributions to this special issue together. We argue for the importance of anthropology to “take on” mobility and discuss the advantages of the ethnographic approach in doing so. What is the analytical purchase of mobility as one of the root metaphors in contemporary anthropological theorizing?
The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance.
This paper draws on Okot p’Bitek’s Song of Lawino and other critical voices to argue that education in Africa is victim of a resilient colonial and colonizing epistemology, which takes the form of science as ideology and hegemony. Postcolonial African elite justify the resilience of this epistemology and the education it inspires with rhetoric on the need to be competitive internationally.
The only time that can be influenced is the future. This is obvious since the past has passed and the present does not exist because it is permanently leaving us. But how can we influence the future? It is by building a better future for Africa?
This research is about the behaviour of young girls and boys amongst the Zulu Nation. It is about the process of blood-letting in the youth of Zulu Nation. There is a belief in the Zulu`s customs, that the hot blood in the youth encourages boys and girls to became too hot or fast in the opposite sex.
This research is about the behaviour of young girls and boys amongst the Zulu Nation. It is about the process of blood-letting in the youth of Zulu Nation. There is a belief in the Zulu`s customs, that the hot blood in the youth encourages boys and girls to became too hot or fast in the opposite sex.