Letteratura scientifica selezionata sul tema "African Americans – Politics and government – 20th century"

The article explores the incipience of veterans' policies in the United States of America during 1940-1956. This period is notable in veterans' history. This is caused not only by social realities after World War II but by the implementation of brand-new fundamental principles in process of forming veterans' policies. These principles opened a new page in interactions between the government and the veteran community. The article analyzes drafting the Servicemen's Readjustment Act of 1944, commonly known as the G.I. Bill of Rights, as well as public discussions around it initiated by President Roosevelt's Administration. One of the main actors of the process was American Legion, influential conservative veterans' organization. The law presented by Legion was passed by Congress. The Act took effect on June 22, 1944, and lasted until 1956. G.I. Bill of Rights guaranteed numerous benefits for veterans in variable spheres of social policies, including medical care, education, housing and business loans, unemployment compensations. The most significant effect had educational programs of G.I. Bill. About 8 million American veterans, including women and African Americans, exercised their right to attend schools, colleges, and universities. Educational programs had great implications both for the veterans' population and social affairs, especially the educational system in the United States. Higher education became more widespread and democratic after the implementation of the G.I. Bill. World War II veterans had the opportunity to realize their potential in different fields, in particular in the political area. G.I. Bill of Rights had a great impact on forming the image of the veteran in the USA. The Act demonstrated the new role of veterans' policies in the context of government activities. Besides, thanks to the educational programs of the G.I. Bill veteran community became a proactive social group that played an important role in the US policy-making in the second half of the 20th century.

This article examines Du Bois’s interactions with Ethiopian government representatives who were sent to America during the first half of the 20th century, and identifies numerous ways in which Du Bois provided direct and indirect support to Ethiopia and Ethiopian causes. Previous works in this genre emphasize Du Bois’s vast and varied contributions to Pan-Africanism and African American political and social thinking. However, this essay adds new information to existing narratives on Du Bois’s Pan-African focus by unearthing his specific focus and contributions to Ethiopia. Ultimately, the findings reveal the extent of Du Bois’s contributions to Ethiopia and debunk some old myths regarding his Pan-African agenda.

During the late nineteenth century, contests over prohibition gripped hundreds of American towns and cities, nowhere with greater consequences than in the post-Reconstruction South. This article examines those effects in Greenville, South Carolina, a small marketing and manufacturing center in the white-majority upcountry. During the 1880s, prohibition split white Democrats who had “redeemed” Greenville's town government just a few years before and led to a surge in voter registration and participation among African Americans. The liquor question's repercussions for politics in the Gilded Age South have been largely neglected, both by social historians of prohibition and by political historians, who have failed to see it as one of the issues that roiled the region's politics between Reconstruction and the Populist rebellion. This article also emphasizes the overlooked importance of municipal elections and governance—even in so small a place as Greenville—as an arena for African Americans’ political activity. Greenville's black voters used their influence during the 1880s to achieve modest but tangible gains in education and municipal services and to erect at least a partial bulwark against the tide of white supremacy. These developments were part of a region-wide revival in African Americans’ municipal power, which Southern Democrats were careful to target in their disfranchising campaigns as the century drew to close.

The authors of these passages share more than a belief in the efficacy of the category of “race” and a need to assert pride in their African-American heritage. Both have, of late, experienced notable recognition and affirmation from constituencies that typically evince little interest in black Americans and their culture. Zora Neale Hurston is one of only three or four 20th-century writers who have achieved canonical status, with the result that her works invariably appear in courses offered in American literature or American Studies, not just in more narrowly de-fined courses, such as African-American Writers or American Women Writers. Clarence Thomas, as the second black Supreme Court Justice, holds the highest position in government ever held by an African American. Arguably, his judicial position and her supreme reputation are the result of the affirmative action and desegregation programs (and in his case, the “multicultural” mandate) they oppose. Perhaps their opposition to these programs is what fits them for this crossover appeal. In effect, they deny the reality of the effects of segregation – unequal funding, and therefore poorer education and continuing secondary employment, housing, and so on – on most black Americans.

Over at least the past quarter century, observers, historians, and journalists have painted a damning picture of the treatment that African Americans have received from their government and fellow citizens, not only during slavery and the era of segregation but far into the twentieth century. Yet many of these observations and reports have simply been ignored and, although others received some attention for a time, none has become part of the country’s standard public history. My premise is that the continued failure in the United States to incorporate these observations and reports into its standard history has a profound effect on its political culture. I therefore begin by briefly recalling some aspects of post-Civil War African American history and consider the American antipathy to confronting this history by looking at Charles Mills’s account of “white ignorance.” While some theorists have tried to supplement Mills’s realist framework with a more sophisticated one indebted to Critical Theory, I move in a different direction, drawing out some of the implications of the distinctive approach known as philosophical hermeneutics. By doing so, I hope to demonstrate how a hermeneutic perspective can contribute to serious discussion among U.S. political scientists and political educators about the links between racial inequality and historical understanding and its absence.

There is no escaping the New Deal's pivotal place in studies of twentieth-century American politics. Social scientists have vigorously debated the causes of the New Deal's distinctive features and continue to argue about its consequences for subsequent American political development. The predominant perspective advances a coherent linear history in which the central features of New Deal reform shape the understanding of political developments both before and after the 1930s. The era of Progressive reform is viewed as a precursor to the expanded public power and the practice of activist government that was consolidated in the 1930s. The Great Society is the effort to extend the benefits of liberal reform to African Americans, who had reaped only scant benefits from the central achievements of New Deal reform. When this effort went “too far,” it resulted in a far-reaching backlash against activist government. The “rise and fall” of a New Deal order that had the creation of active government at its core has thus provided a central narrative for the study of twentieth-century politics.

The article considers the so-called new nationalism that has been developing in the United States and other Western countries since the last decades of the 20th century as a system of ideas about nations, sovereignty, racial and national relations, and also currents of nationalism. Recent forecasts of the ideologists of globalism about the inevitable departure from the political scene of nation-states, nations and nationalism are opposed by the contemporary nationalism which became a real political factor, primarily in the United States. The authors show the variety of concepts of nationalism, which allows its supporters in the United States to follow both openly chauvinistic ideas and liberal ideas of solidarity that makes up the nation. Among the reasons for the rise of nationalism, the authors consider the interaction of two trends in the public-political life - politicization of ethnicity and ethnicization (or nationalization) of politics. The authors believe that the emphasis on ethnic nation and ethnic nationalism (as opposed to civil nation and civil nationalism) reflects the exacerbation of inter-ethnic tensions in the United States and other Western countries. Based on the analysis of the new nationalism, the authors distinguish its right direction, whose supporters nominally renounce Nazism and racism but promote similar ideas, and a moderate liberal direction which often equates nationalism with patriotism. Representatives of both trends appeal to national interests and values of the nations historic core, and criticize migration policy and multiculturalism. In addition to white racism and its evolution, the article considers the scope of nationalism and patriotism of African-American movements, in particular Black Lives Matter and the results of the study of the dual consciousness of African Americans as combining the concept of nation within a nation and a new, completely American identity. Despite many American theorists idea of the absence of the American nation as such, the authors consider the concept of a new identity of the American nation, which M. Lind defines as a unity of language and culture, regardless of the racial composition, i.e. as an expression of liberal nationalism and a renewed concept of the melting pot. Lind and his colleagues believe that the factor of the current split of the American nation is not racial or ethnic confrontation (Balkanization) but the social gap between rich and poor. The authors consider the criticism of the policy of the American ruling class as a means for the sociological study of the racial problem and for the development of ways for solving it.

Abstract. By American standards, New Orleans is a very old, very popular city in the southern part of the United States. It is located in Louisiana at the mouth of the Mississippi River, a river which drains about 40% of the Continental United States, making New Orleans a major port city. It is also located in an area of major oil reserves onshore, as well as offshore, in the Gulf of Mexico. Most people know New Orleans as a tourist hotspot; especially well-known is the Mardi Gras season at the beginning of Lent. People refer to the city as the "Big Easy". A recent biography of the city refers to it as the place where the emergence of modern tourism began. A multicultural city with a heavy French influence, it was part of the Louisiana Purchase from France in early 1803, when the United States bought it, doubling the size of the United States at that time. Today, in the year 2007, New Orleans is now known for the devastating impacts it withstood during the onslaught of Hurricane Katrina in late August 2005. Eighty percent of the city was submerged under flood waters. Almost two years have passed, and many individuals and government agencies are still coping with the hurricane's consequences. And insurance companies have been withdrawing their coverage for the region. The 2005 hurricane season set a record, in the sense that there were 28 named storms that calendar year. For the first time in hurricane forecast history, hurricane forecasters had to resort to the use of Greek letters to name tropical storms in the Atlantic and Gulf (Fig.~1). Hurricane Katrina was a Category 5 hurricane when it was in the middle of the Gulf of Mexico, after having passed across southern Florida. At landfall, Katrina's winds decreased in speed and it was relabeled as a Category 4. It devolved into a Category 3 hurricane as it passed inland when it did most of its damage. Large expanses of the city were inundated, many parts under water on the order of 20 feet or so. The Ninth Ward, heavily populated by African Americans, was the site of major destruction, along with several locations along the Gulf coasts of the states of Mississippi and Alabama, as well as other parts of Louisiana coastal areas (Brinkley, 2006). The number of deaths officially attributed to Hurricane Katrina was on the order of 1800 to 2000 people. The cost of the hurricane in terms of physical damage has been estimated at about US $250 billion, the costliest natural disaster in American history. It far surpassed the cost of Hurricane Andrew in 1992, the impacts of which were estimated to be about $20 billion. It also surpassed the drought in the US Midwest in 1988, which was estimated to have cost the country $40 billion, but no lives were lost. Some people have referred to Katrina as a "superstorm". It was truly a superstorm in terms of the damage it caused and the havoc it caused long after the hurricane's winds and rains had subsided. The effects of Katrina are sure to be remembered for generations to come, as were the societal and environmental impacts of the severe droughts and Dust Bowl days of the 1930s in the US Great Plains. It is highly likely that the metropolitan area of New Orleans which people had come to know in the last half of the 20th century will no longer exist, and a new city will likely replace it (one with a different culture). Given the likelihood of sea level rise on the order of tens of centimeters associated with the human-induced global warming of the atmosphere, many people wonder whether New Orleans will be able to survive throughout the 21st century without being plagued by several more tropical storms (Gill, 2005). Some (e.g., Speaker of the US House of Representatives Hastert) have even questioned whether the city should be restored in light of the potential impacts of global warming and the city's geographic vulnerability to tropical storms.

This article is a critical input to the national and international debate on Gun Control and the 2nd Amendment to the United States Constitution since 1791. Auspiciously, the paper interrogates the historical, ideological, and socio-cultural roots of the Gun Rights from Medieval Europe to modern America as well as its implications for homeland security in 21st Century American society. The whole legalistic, philosophical and socio-cultural rationale for and against the Gun Control Question in mainstream American politics elicits many questions: Why has it been legislatively infeasible to address the frailties inherent in the 2nd Amendment texts? Is the Second Amendment immutable amid post-1791 realities? Has morality lost its place in American politics? Was the rights prescribed under 2nd Amendment vested on the individuals as construed impliedly or on the people as expressly stipulated in the constitution? And why has America with the most sophisticated military and intelligence architecture in the world failed to demonstrate the capability to contain sectarian killings in the land? The paper submits that the Gun Control Debate lays bare, one of the internal cleavages within the American political and social system, a nation so admired not just by her military, economic and diplomatic clout but also by the valued she stresses and defend world over: freedom, justice, equality and global peace, ideals for which the United States supplanted pax-Britanica for Pax-Americana. The appalling antecedents of gun killings in America knows no rank with 11 presidential assassination attempts for which four American presidents died: Abraham Lincoln (1865), James Garfield (1881); William McKinley (1901) John F Kennedy (1963) with Theodore Roosevelt and Ronald Reagan seriously injured in the 1912 and 1981 assassination attempts. The quartet presidential assassins: John Wilkes Booth; Charles J. Guiteau; Leon Czolgosz and Lee Harvey Oswald were all some of the first high profile abusers of the 2nd Amendment and the gun rights it granted. The death of Dr. Martin Luther King, Malcolm X among many also resonates one of the foundational flaws of a nation globally reputed as the policeman of the earth. When will this trend ever end?.Millions have gone yet there seems to be hyper-partisanship about the Gun Control Question. This political cleavage represents a failure of the present generation of the political elites, the people and the American institutions to rise above and repeal the frailty of the 2nd Amendment, couched in one of the most nebulous languages in constitutional framings since the first ten Amendment to the world’s first-ever written constitution was ratified on 15 December 1791.The lessons from the government response to the Gun Question never placed America as a society developing societies should aspire to become, it is totally antithetical to the admirable values known about the greatest nation since the collapse of Nazism, Fascism and in the last decade of the 20th Century Communism for which in the submissions of Francis Fukuyama, Liberal Democracy became the Last Man metaphorically outlasting all other contending ideological contemporaries thus: “The End History”. The moral, spiritual, political leaders of America must converge on one front on the Gun Question, the Republicans must not hide under conservative garb and watch the blood of innocent generation of Americans been wasted by abusers of the Second Amendment. The appropriate measures to put a permanent lid on the mindless gun-related deaths must be carried out. The Democrats must forge a bipartisan consensus to arrest the moral drift in the land under the guise of the 2nd Amendment’s immutability clause: “shall not be infringed upon”. American political leaders must not under whatever guise send the wrong signal to the international community that will characterize the state as a policeman that cannot police his home, Charity begins at home, it is contradictory, antithetical and undermined every value upon which America prides herself under the rubric Pax-Americana. Historical antecedents show that the National Rifle Association is a shadow of itself, haven being skewed from its original goal to promote martial qualities and marksmanship to a lobbyist group without conscience for humanity. The American Institutions must live up to their mandate to tame the sinister and overbearing influence of the group. To the political leaders of the land the patriots of the 1775 Revolution fought for a land of the free it is your bounden duty to ensure their labor never be in vain: Lincoln was conscious of this during the heady days as was Andrew John who put their differences aside to restore national psyche, President Trump must not trade the blood of the children of America with his 2020 presidential re-election ambition as the NRA pro-Trump for 2020 billboards suggests. The Gun-Control debates further lays bare one of the antinomies of American Conservatism “being pro-life, anti-abortion and at the same time, pro-gun” as the abuses and defense of the 2nd Amendment represent one of the Ideological conspiracies against under the garb of Classical Liberalism propagated by contemporary votaries of American conservatism.

Area Studies and Study Abroad in the 21st Century The future now belongs to societies that organize themselves for learning. - Ray Marshall and Marc Tucker, Thinking for a Living, xiii Few today would argue with the conviction that nearly every phase of our daily lives is shaped and informed by global societies, corporations, events and ideas. More than ever before, it is possible to claim that we are increasingly aware of the dynamic power and penetrating effects of global flows on information, technology, the sciences, the arts, the humanities, and languages. Borderless, spaceless and timeless, such sources of knowledge, it appears, are effortlessly digested and disseminated without clocks, calendars, or physical limitations. It is, of course, a mistake to believe that packages of “instant” knowledge that appear to wing their way at megahertz speeds in and through our earthly lives account for all or nearly all that there is to know—or, more importantly, to learn—about our communities, regions and the globe itself. On the contrary: the “knowing” about how to live, to work, to prosper, or to understand ourselves and those around us is not what educators mean when they speak of intellectual achievement and practical understanding. It is the “learning” about us, our societies and our global knowledge that lies at the heart of the international educator’s life work, and it is the learning that is the most controversial aspect of education. The act of “learning,” in fact, is less objective and more subjective, is less passive and more active, and is less superficial and more profound in each of our lives. By definition, a responsible learner is one who takes on the intellectual challenge and the social and personal obligation to leave this globe a better place for those who follow, who assumes the life work of influencing the lives of others, and who is committed to making the best of every opportunity both within the reach and beyond the vision of the mind’s eye. Study abroad has traditionally been viewed as a time of seeing and viewing, however passively, the differences and similarities of other peoples, societies and cultures. The period of knowing about what others do or say can occur at any time during one’s life; however, the “knowing” of studying abroad is accomplished in the college years prior to the accumulated knowledge about practical learning and living. In this respect, study abroad has been seen as an experience which may or may not invest the students in greater or lesser insights about the peoples, societies or cultures around them. Further, when study abroad is bound up with travel or movement from place to place, it can become a passive act, so much so that travel rather than learning becomes the goal of the study abroad experience. Simply put, the more that one travels, the more, it is argued, one learns. Furthermore, while seen as desirable for “classroom learning,” some would say that no amount of academic preparation appears to be useful in the enterprise of the travel experience, since so many experiences are unpredictable, individualized and, in some cases, arbitrary. From the perspective of study abroad, it might be said that the gods of area studies no longer completely fulfill our students’ needs, while the gods of global studies have not yet fulfilled their promises. Janus-like, international educators look in one direction at a still highly intense and valued picture of local cultures and identities, and in another direction toward an increasingly common culture, economy and society. The former appears to celebrate the differences and “uncommonness” of the human experience while the latter smoothes over the differences to underscore the commonalities and sameness of our contemporary world. The choice appears to be between the particular and the universal, the local and the global. Academic preparations, such as area studies programs, appear to be unnecessary for the individualized forms of learning, such as study abroad. Indeed, since an area studies preparation may raise or strengthen stereotypical perceptions of the overseas peoples, societies and cultures, it has been argued that it best be left aside. In this context, students are viewed as a tabula rasa on which new discoveries from living and studying overseas leave an imprint or impression. It seems that sending as many students as possible in as many directions as possible has become the dominant study abroad objective. Thus, “whole world” presentations and documentation often rely on the “other” as the learning objective with little or no attempt to discriminate or distinguish the levels of learning that such “whole world” immersion entails. In recent times, additional concerns about liability, health, safety and comfort levels have been added to the “pre-departure” orientations and training programs. The “student as self-learner” continues to be viewed and treated as a “customer knowledge-consumer” within both U.S. private and public colleges and universities. In the age of “globalization,” it is the conviction of the editors of Frontiers that knowledge consumption is only a small aspect of the 21st century international educators’ arsenal. More importantly, it will be argued in this special issue on area studies and Study Abroad that the intellectual development of the U.S. undergraduate needs to be enhanced with skills of self-learning and transdisciplinary perspectives on local and regional cultures and languages. The authors contributing to this special thematic issue of Frontiers have been asked to bring their state-of-the-art thinking on area studies to bear on the key question confronting study abroad: How does specialized understanding of geographical and cultural areas of the world enhance and strengthen undergraduate learning on and beyond our campuses? In other words, in what ways do area studies inform overseas learning through the activity of study abroad? The variety of responses demonstrates two principal ways in which area studies has begun to reformulate its goals and strategies. First, area studies reaffirms a commitment to local and regional comprehensive research and teaching, and redefines its mission in terms of the need to come to grips with local knowledge and specific social and cultural practices within a globalized world. Second, area studies specialists question long-held definitions of concepts, including those of “geographical area” and “globalization,” in order to maximize contributions to U.S. undergraduate learning. David Ludden begins our issue with a review of the Social Science Research Council and the Ford Foundation’s understanding of the transition in area studies from the Sputnik era to the globalization era. Ludden notes the faculty dilemma in working in an “area.” He points out the political interests of the Cold War for public funding of such specialized academic skills, skills which, whether funded by the government or not, were and continue to be defined by the scholar first and then by finances. Drawing on his own experience at the South Asia Institute at the University of Pennsylvania, Ludden takes the reader through the intellectual rationale for area studies, and how that rationale is being redefined in favor of stronger area studies in the present globalization era. Gregory Kulacki’s study of China and the Chinese experience points accurately to one approach to defining area studies; that is, in terms of the peoples and cultures studied. In a sense, Kulacki makes it clear that Chinese studies is “legitimate” and has authority as long as it reflects the Chinese themselves, their experiences and lives. Ann Curthoys, on the other hand, notes the growing importance of defining Australians and Australian studies not only in terms of the changing experiences of contemporary Australia, but also in terms of the demands of non-Australians, who ask for more precision in defining Australians, their history, society and cultures. Richard Beach and George Sherman take on a more difficult matter, at least from the viewpoint of U.S. faculty and students. Canada is rarely seen as a study abroad site for U.S. students, not only because of its geographical position but also for its cultural and historical proximity. The overall U.S. view, albeit unflattering, is that Canada and Canadians are very much like the U.S. and Americans, so why study in Canada? Beach and Sherman argue that history, languages, and borders do make a difference, both physically as well as culturally. Using the argument of the previous area studies specialists, they are interested in the ways that Canadians have shaped and informed their cultural and social identities in the teeth of U.S. economic and political domination in the region. The implications of globalization are, perhaps, more immediately evident in the Canadian case than in any other world region. U.S. students would do well to observe the processes of adaptation and acculturation first-hand by studying and living in Canada. James Petras gives us a broader vista of regional adaptation to the economic and political forces of globalization with his essay on Latin America. Indeed, Latin America has a dynamic similar to that of Canada due to its physical, cultural and historical proximity to the U.S. It would be a mistake to see Latin America only in terms of the north-south regional dynamics, since Europe, Asia and Africa have also shaped both past and present structures and institutions within that region in ways far more dramatic than has the United States. Study abroad, Petras reminds us, is an excellent way of learning directly about Latin American societies, cultures and politics from Latin Americans themselves, a learning that may be widely different from the official U.S. diplomatic and corporate perspectives. Finally, the very familiar world regions, such as England, offer in some cases more challenges to the U.S. undergraduate than might be expected. Jane Edwards looks at Britain and all that U.S. students may or may not know about that culture and society. The study of Britain lends itself, Edwards argues, to more than the usual challenges, due to the preconceived notions that U.S. students bring with them to, say, London. Understanding the “European-ness” of Britain and its historic relationship with continental Western Europe will justify the need to see Britain as less familiar and more complex, thus necessitating the need to study, visit and live in parts of Britain and Western Europe. In this case, the area does define the country, its identity and culture in a historical interplay of social, cultural and economic forces. David Lloyd, Philip Khoury and Russell Bova invite the reader to return to large regional perspectives through African, Middle Eastern and Russian area studies. David Lloyd presents an analysis of the broad and immediate contexts of African studies. While recognizing the difficulty of establishing consistently causal links between African studies and study abroad in Africa, he delineates the significance of local, experience-based study for the development of collaborative African studies research. Lloyd argues that the benefits of study abroad in Africa to African studies belie the relatively small number of students involved. Further, assessment for funding and other purposes needs to utilize criteria that take into account the challenges of on-site study in Africa and the depth of post-study abroad participation not just in African studies per se, but in other related areas as well. Considering the recent past of Middle East studies, Philip Khoury charts its response to post-Cold War criticism. He illustrates new directions the field is taking towards including different geographic areas, and new emphasis in organizational priorities, noting the importance of funding for providing first-hand contact for students in Middle Eastern studies with scholars from the Middle East. Khoury assesses the impact of recent historical and political events in the area on Middle Eastern studies, and looks toward more inclusive research efforts. Russell Bova examines another region that has undergone considerable political, social and economic change in the 20th century. Having moved from empire to soviet socialist states and now to a confederation of nation states, Russia and, naturally, Russian area studies, offer an excellent example of local and regional complexities both in the nomenclature of the region and in the changes in Russian studies programs. Bova illustrates the need to understand the specific dynamics of local communities in their relationship to larger administrative units such as provinces, states and national capitals. In referring to the “double transition” of contemporary Russia, Bova reminds us that globalization is both a grass roots and elite process with many unlikely “bedfellows” that is also changing more rapidly each decade than had been the case fifty years ago. Finally, Richard Falk and Nancy Kanach collaborate to discuss the ways in which globalization and study abroad are emerging in the post-Cold War period. The sudden shifts of economic and political power make our world more fragile and more difficult to comprehend without considering the “computer gap” that is rapidly leaving whole communities and even nations in a more uneven relationship with the power brokers than ever before. The need to reflect with care and precision through area studies is complemented by the additional pressing need to study, see and learn outside of the U.S. Globalization means promoting study abroad and reaffirming the strengths of local and regional studies. Taken together, these essays invite international educators to reconsider notions of learning before, during and after study abroad. The writers view study abroad as an opportunity for social and intellectual engagement with other peoples and with oneself. The essays point to a variety of ways of intellectually preparing our students for their initial encounters with sets of real-life global experiences. Reflecting on such engagement and encounters allows students to begin to formulate, with increasing sophistication, specific and general concepts about individual differences, local and regional commonalities, and the global transformations of our present era. In light of the current area studies debates, we might also reconsider approaches to pre-departure preparations, create onsite projects, and reorganize the overseas curricula of study abroad programs themselves. In particular, students can continue to benefit from area and global studies programs back on the home campus upon their return, where they can enter effectively into scholarly debates and continue the learning and personal growth that began while they were abroad. Frontiers welcomes comments and suggestions for future special issues. We see ourselves and our field of international education in greater need of close cooperation with our faculty colleagues both in terms of defining the work of international learning, and in terms of formulating and designing international or global programs. We thus invite our readers to see Frontiers as a forum for such academic exchanges, and promise that Frontiers will respond to articles, essays, book reviews and reviews of resources for study abroad with collegial interest and enthusiasm. We wish to thank especially Brian Whalen, Rhoda Borcherding and our other colleagues on the Editorial Board for their support, encouragement and assistance in completing this special issue. We are particularly pleased with the authors and their willingness to listen to our requests and comments. Thomas Ricks, Villanova University Katharine Krebs, SUNY Binghamton Michael Monahan, Macalester College Suggestions for Further Reading Altbach, Philip G. and Patti McGill Peterson, eds. Higher Education in the 21st Century: Global Challenge and National Response. IIE Research Report Number 29. Annapolis, MD: IIE Books, 1999. This slim volume focuses on principal topics for colleges and universities to consider both locally and globally. Philip Altbach and Todd Davis set the tone of the volume with their “notes for an international dialogue on higher education.” Stressing the need for practical education, the authors also raise issues about the role of technology, the increase in “internationally mobile students,” the global role of graduate education, privatization of higher education, committed faculty and the threats of “managerialized” universities. The eight responses to the opening themes address specific issues for China, India, Africa and South Africa, Latin America, Japan and Europe. The work is a very good discussion text for international educators and their area studies faculty colleagues, and also provides a theoretical basis for the design and development of overseas programs. Stephen R. Graubard, ed. “Education Yesterday, Education Tomorrow.” Daedalus. Vol. 127, No. 4 (Fall, 1998). The eleven authors of this issue of the Journal of the American Academy of Arts and Sciences build off the Fall 1995 issue of Daedalus and its topic of “American Education: Still Separate, Still Unequal.” While neither accepting nor rejecting the thrust of A Nation at Risk, the authors look both at what has occurred over the past three decades, and at what is on the horizon for the next decade. In stressing reforms of systems and innovative ways of learning, the authors’ discussions invite the international educator to address a variety of ways in which students learn and to challenge the system in which they thrive. WWW. NAFSA.ORG/SECUSSA.WHYSTUDY In 1989, NAFSA and COUNCIL created the Whole World Committee (WWC). Initially chaired by John Sommers and now chaired by Mick Vandenberg, the WWC set out to find ways by which U.S. students could and would choose non-European overseas sites for a semester of study and learning. One of the tasks that the WWC accomplished was the creation of four area study essays on Africa, Asia, South America and the Middle East. Each essay, entitled “Why Study in …,” addresses basic fears and stereotyping of the non-European world regions. The essays then focus on benefits, health and safety, “getting started,” housing, and practical learning in each of these regions. In newly-attached longer versions, the essays also have a bibliography and more informative texts. The shorter versions were published serially in Transitions Abroad. NAFSA has added two additional important essays to this website, on “Class and Study Abroad” and “An African-American in South Africa.” Overall, the readers of Frontiers will be well-advised to access the articles at the website and consider using all the essays in their pre-departure orientation training, faculty area studies discussion groups, and in welcome-back sessions for returning students. Richard Falk. Predatory Globalization: A Critique. Cambridge, UK: Polity Press, 1999. The thesis of Richard Falk’s critique is that “predatory globalization’ has eroded, if not altogether broken, the former social contract that was forged between state and society during the last century or so” (p. 3). The breaking of that contract resulted from the state’s “deference to the discipline of global capital” and the neglect of the common good. Falk argues that only the “massing of strong transnational social pressures on the states of the world could alter the political equation to the point where the state could sufficiently recover its autonomy in relation to the world economy.” He demonstrates the emergence of a new kind of transnational politics referred to as “globalization-from-below.” In restoring “global civil society,” this new politics will need to move forward with the project of cosmopolitan democracy, including the protection of human rights. For the international educator, creating overseas programs that allow for a better understanding of the interconnectedness of regional and global levels is an admirable goal. More important, however, are those programs that offer U.S. undergraduates insights into “world order priorities” such as global poverty, protection of the planet, the sources of transnational violence, and “responsible sovereignty” in ways rarely found in traditional classroom learning on our campuses. Mark Tessler, Jodi Nachtwey and Anne Banda. Eds. Area Studies and Social Science: Strategies for Understanding Middle East Politics. Bloomington and Indianapolis, IN: Indiana University Press, 1999. This edited work addresses a wide range of issues involved in the “rational choice” versus area studies debate that is so well elucidated by David Ludden in the opening article of our special issue. Looking at the “area studies controversy” from the perspective of political scientists, the editors’ Introduction underscores questions that we international educators need to address ourselves. It is valuable to wonder about the “uses and abuses” of area studies in planning our overseas programs, or discussing the “internationalization” of our curricula. It is also critical to understand the Eurocentric and overly-simplistic approaches of the social science “rational choice” models. While agreeing that both area studies and the social science theories and methodologies are necessary for a global understanding, the present work places such questions within the context of the Middle East as a stimulus and a model for increasing the value of research about any country or region.

This thesis focuses on the rise to prominence, during the 1980s and 1990s, of a coterie of African American intellectuals associated with the powerful networks and institutions of the New Right. It situates the relatively marginalised phenomenon of contemporary black conservatism within its historical context; explores the nature and significance of the racial discourse it has generated; and probes the intellectual character of the individuals whose contributions to this strand of black thought have stood out over the past three decades. Engaging the writings of the major black conservative figures and the literature of their supporters and critics, I then evaluate their ideas in relation to the key debates concerning race and class in American life debates that have centred, for the most part, on the vexed issues of affirmative action, poverty and public education. In illuminating this complex, still largely misunderstood phenomenon, this thesis reveals the black conservatives as more than a group but as individuals with their own distinctive arguments.

Why is black partisan identification so one-sidedly Democratic forty years past the Civil Rights movement? A black/non-black political dichotomy manifests itself through one-sided African-American partisanship. Racial consciousness and Republican hostility is the basis of the black/non-black political dichotomy, which manifests through African-American partisanship. Racial consciousness forced blacks to take a unique and somewhat jaundiced approach to politics and Republican hostility to black inclusion in the political process in the 1960s followed by antagonism toward public policy contribute to overwhelming black Democratic partisanship. Results shown in this dissertation demonstrate that variables representing economic issues, socioeconomic status and religiosity fail to explain partisan identification to the extent that Hostility-Consciousness explains party identification.

There has been only limited scholarly analysis of Malawi’s foreign policy since its independence in 1964 with key texts focusing primarily on the early years of the new state. Perhaps due to its relatively small stature – economically, politically and militarily – in the region, very little attention has been paid to the factors informing Malawi’s apparently uncritical foreign policy response to the Zimbabwe crisis since it began in the late 1990s. This thesis addresses this deficit by locating its understanding of Malawi’s contemporary foreign policy towards Zimbabwe in the broader historical and contemporary context of bilateral relations between the two states and the multilateral forum of SADCC and SADC. It is argued that the Malawi’s long-standing quest for socio-economic development has forced it to manoeuvre a pragmatic but sometimes contentious foreign policy path. This was also evident until the end of the Cold War and the concomitant demise of apartheid in South Africa in the early 1990s. Malawi forged deliberate diplomatic and economic relations with the region’s white-ruled Zimbabwe (then Southern Rhodesia) and South Africa in pursuit of its national economic interests while the majority of southern African states collectively sought the liberation of the region by facilitating the independence of Zimbabwe and countering South Africa’s apartheid and regional destabilization policies. In the contemporary era, there has been a convergence of foreign policy ambitions in the region and Malawi now coordinates its regional foreign policy within the framework of SADC, which itself prioritizes the attainment of socio-economic development. However, to understand Malawi’s response to the Zimbabwe crisis only in the context of SADC’s “quiet diplomacy” mediation efforts obscures important historically rooted socioeconomic and political factors that have informed relations between Malawi and Zimbabwe and which cannot, it is argued, be ignored if a holistic understanding of Malawi’s position is to be sought. This study argues that the nature of historical ties between Malawi and Zimbabwe and the role of Malawi’s leaders in driving its long-standing quest for socioeconomic development have not only informed its overall foreign policy behaviour in the region but underpin its contemporary relations with Zimbabwe.

This thesis examines South Africa's foreign relations, viewed from a South African perspective, with the black African countries beyond southern Africa from 1961 to 1994. These relations were determined by the conflict between Pretoria's apartheid ideology on the one hand, and African continental rejection of South Africa's race discrimination policies and its exclusion from the community of African states on the other. The documentary material used primarily stems from the Department of Foreign Affairs archive in Pretoria, supplemented by research conducted in other archives. Furthermore, we conducted interviews and correspondence, and consulted the relevant primary and secondary literature. Given the main source of information, we chose to make this work a case study in Diplomatic History. In consequence, and constituting the core of the study, Chapters 3 to 6 explore the interaction between South Africa and the black African states in a chronological order. At the same time, we draw on the analytical concepts from the academic disciplines of Political Science and its derivative, International Relations, to comprehend developments more fully. We discuss the significance of the approaches from these two disciplines in both the Introduction and Chapter 2. In particular, we emphasise that this study is about Pretoria's foreign policy, involving state and non-state actors, and we suggest that the unequal status between South Africa and the other African states constitutes an inherent factor in the relationship between them. The Conclusion examines the role of the state and non-state actors in determining Pretoria's foreign relations and the relevance of the structural imbalance between South Africa and the black African states in this context.

Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This study is an historical analysis of the American policy of Constructive Engagement and serves as a comprehensive review of that policy, its ideological foundation, formulation, aims, and strategies. This study also serves as a detailed assessment of the policy’s ties to the South African Total National Strategy. Constructive Engagement, according to the Reagan Administration, was designed to lend American support to a controlled process of change within the Republic of South Africa. This change would be accomplished by encouraging a “process of reform” that would be accompanied by American “confidence building” with the apartheid regime. Before this process could begin, however, the region had to be stabilized, and the conflicts within southern Africa resolved. With the assistance of American diplomacy, peace could be brought to the region, and South Africa could proceed to political reform within the Republic. In reality, the most important aims of Constructive Engagement were to minimize Soviet influence within the Frontline States of southern Africa and remove the Cuban combat forces from Angola. These goals would be largely achieved by supporting and encouraging the South African policy of destabilizing its neighbours, called the Total National Strategy. This alignment inexorably led to a situation in which global policy issues eclipsed regional concerns, thereby making the United States a collaborator with the apartheid regime. Consequently, South Africa was allowed to continue its program of apartheid while enjoying American encouragement of its policy of regional destabilization, particularly its cross-border attacks into Angola and Mozambique. The U.S. support for the apartheid government offered through Constructive Engagement made the policy vulnerable to criticism that the apartheid regime’s “experiment with reform” was not a move toward liberalizing the Republic’s political system but that it was tailored to deny citizenship through the establishment of Bantustans, a point that provided ammunition to domestic opponents of Constructive Engagement. For a time, U.S.-South African cooperation was effective; the Frontline States were grudgingly forced to accept Pretoria’s regional hegemony. However, dominance of the Frontline States did not improve the security of the South African state. The African National Congress had not been defeated and was determined to make the Republic ungovernable. Furthermore, by the late-1980s, Pretoria could not dominate southern Africa and Angola, Mozambique, and Zimbabwe, which, although crippled from years of war, appeared poised to reassert themselves in the region. For South Africa, the Total National Strategy had failed, and coexistence with its neighbours would be a necessity. Without a powerful apartheid regime with which to reduce communist influence in southern Africa, the Reagan Administration abandoned Constructive Engagement.
AFRIKAANSE OPSOMMING: Hierdie studie is ’n historiese analise van die Amerikaanse beleid van Konstruktiewe Betrokkenheid en dien as ’n omvattende oorsig van dié beleid, sy ideologiese grondslag, formulering, oogmerke en strategieë. Dit dien ook as ’n gedetailleerde beoordeling van die beleid se bande met Suid-Afrika se Totale Nasionale Strategie. Volgens die Reagan-administrasie was Konstruktiewe Betrokkenheid bedoel om Amerikaanse steun te verleen aan ’n beheerde proses van verandering binne die Republiek van Suid-Afrika. Hierdie verandering sou bereik word deur die aanmoediging van ’n ‘hervormingsproses’ wat met Amerikaanse ‘bou van vertroue’ met die apartheidregime gepaardgaan. Voordat dié proses kon begin moes die streek egter eers gestabiliseer en die konflikte binne Suider-Afrika opgelos word. Met behulp van Amerikaanse diplomasie kon vrede in die streek bewerkstellig word, en kon Suid-Afrika oorgaan tot binnelandse politieke hervorming. In werklikheid was die vernaamste oogmerke van Konstruktiewe Betrokkenheid om Sowjet-invloed binne die Frontliniestate van Suider-Afrika te minimaliseer en die Kubaanse gevegsmagte uit Angola te verwyder. Dié doelwitte sou grootliks bereik word deur die ondersteuning en aanmoediging van Suid-Afrika se beleid om sy buurstate te destabiliseer, wat as die Totale Nasionale Strategie bekend gestaan het. Hierdie ooreenstemming van belange het noodwendig gelei tot ’n situasie waar globale beleidskwessies streeksaangeleenthede oorskadu, en sodoende die Verenigde State van Amerika ’n kollaborateur van die apartheidregime gemaak. Gevolglik is Suid-Afrika toegelaat om sy apartheidprogram voort te sit terwyl hy Amerikaanse aanmoediging van sy beleid van streeksdestabilisering geniet, veral sy oorgrensaanvalle in Angola en Mosambiek. Die Amerikaanse steun vir die apartheidregering wat deur Konstruktiewe Betrokkenheid gebied is, het die beleid vatbaar gemaak vir kritiek dat die apartheidregering se ‘eksperiment met hervorming’ nie ’n stap in die rigting van die liberalisering van die Republiek se politieke stelsel is nie, maar eerder toegespits is op die ontsegging van burgerskap deur die vestiging van Bantoestans, ’n punt wat ammunisie verskaf het aan teenstanders van Konstruktiewe Betrokkenheid binne die VSA. Die VSA-RSA-samewerking was vir ’n tyd lank doeltreffend; die Frontliniestate moes skoorvoetend Pretoria se streekshegemonie aanvaar. Oorheersing van die Frontliniestate het egter nie die veiligheid van die Suid-Afrikaanse staat verbeter nie. Die African National Congress was nie verslaan nie en was vasbeslote om die Republiek onregeerbaar te maak. Boonop kon Pretoria teen die laat-1980s nie Suider-Afrika domineer nie en Angola, Mosambiek en Zimbabwe, hoewel verswak weens jare se oorlogvoering, het gereed gelyk om hulle weer in die streek te laat geld. Vir Suid-Afrika het die Totale Nasionale Strategie misluk, en naasbestaan met sy buurstate sou ’n noodsaaklikheid wees. Sonder ’n magtige apartheidregime waarmee kommunistiese invloed in Suider-Afrika verminder kon word, het die Reagan-administrasie Konstruktiewe Betrokkenheid laat vaar.

The 1994 democratic elections heralded a significant change in South Africa‟s political and social landscapes. This historic moment, and the subsequent democratic developmental processes that unfolded aimed at laying the foundations for a democratic state, were the culmination of a long history of struggle by the Black majority, in alliance with other social forces, against colonialism and apartheid. One of the significant social forces that emerged as part of this struggle against racial oppression was the African National Congress Youth League (ANCYL). It is argued that the two most important developments in South African politics during the 1940‟s were the emergence of the African National Congress Youth League and the consolidation of its influence on the ANC leadership. The African National Congress Youth League was formed against the background of very distinct circumstances, the first being the worsening economic conditions for the growing African working class and the declining African peasantry. The second was the inability of the African National Congress to respond to the material challenges confronted by the African majority, because of its leadership and organisational weaknesses. The political programme of the ANCYL was rallied under the ideological auspices of African Nationalism, and its organisational programme under the articulated need to build a mass based and campaigning organisation. With a very strong leadership, the ANCYL was able to, within five years, assert its leadership and authority in the ANC with key elements of its manifesto forming significant parts of the ANC Programme. This culminated into the rise of the generational theme of the ANC Youth League of “Freedom in our Lifetime”. Essentially freedom was conceived as the abolishment of formal apartheid, and the delivery of a democratic South Africa. Formal democracy became a reality in South Africa in 1994 and at the helm of the ANC and the new government was the ANC Youth League generation of the 1940‟s. This generation had over fifty years struggled for freedom and 1994 represented the formal victory over apartheid and the attainment of a generational mission. The ushering in of formal democracy in 1994 heightened the expectations of the black majority in terms of its elevation from a point of view of its existing socio-economic realities. Close to twenty years after the end of formal apartheid the reality has been less than satisfactory in terms of addressing these socio-economic realities. What has been observed on the contrary is an increase in key measures such inequality and unemployment. Subsequent to that has been a less than satisfactory performance in the area of economic transformation which has been seen as a critical limiting factor in addressing the legacies of apartheid, particularly among the black majority. These limits to transformation have resulted in discontentment among the majority, claiming that democracy has not yielded to any significant changes in their material lives. The discontentment has been particularly proliferated among the youth, who bear the brunt of social challenges such as unemployment. The ANC Youth League, has had to confront the reality of being of a youth league of a governing party and balancing that with the social discontentment that has developed among South African, particularly the youth, as a result of perceived lack of social transformation. In balancing these two realities, the ANC Youth League has found itself at the centre of South African politics similarly to the 1940s generation of ANC Youth League leaders of the Youth League who had been mobilised under the theme of “Freedom in our Lifetime”. The contradictions within the ANC, of which the ANC Youth League has found itself at the centre of, and the need to become a socially relevant political force have culminated into the birth of a generational theme led by the ANC Youth League of “Economic Freedom in our Lifetime”.

This dissertation analyzes Fort Worth's Mexican community from 1960 to 2000 while considering the idea of citizenship through representation in education and politics. After establishing an introductory chapter that places the research in context with traditional Chicano scholarship while utilizing prominent ideas and theories that exist within Modern Imperial studies, the ensuing chapter looks into the rise of Fort Worth's Mexican population over the last four decades of the twentieth century. Thereafter, this work brings the attention to Mexican education in Fort Worth beginning in the 1960s and going through the end of the twentieth century. This research shows some of the struggles Mexicans encountered as they sought increased representation in the classroom, on the school board, and within other areas of the Fort Worth Independent School District. Meanwhile, Mexicans were in direct competition with African Americans who also sought increased representation while simultaneously pushing for more aggressive integration efforts against the wishes of Mexican leadership. Subsequently, this research moves the attention to political power in Fort Worth, primarily focusing on the Fort Worth city council. Again, this dissertation begins in the 1960s after the Fort Worth opened the election of the mayor to the people of Fort Worth. No Mexican was ever elected to city council prior to the rise of single-member districts despite several efforts by various community leaders. Chapter V thus culminates with the rise of single-member districts in 1977 which transitions the research to chapter VI when Mexicans were finally successful in garnering political representation on the city council. Finally, Chapter VII concludes the twentieth century beginning with the rapid rise and fall of an organization called Hispanic 2000, an organization that sought increased Mexican representation but soon fell apart because of differences of opinion. In concluding the research, the final chapter provides an evaluation of the lack of Mexican representation both in Fort Worth education and in the political realm. Furthermore, the finishing chapter places Fort Worth's Mexican situation within the context of both Chicano history as well as identify some key aspects of the history of modern empire. This investigation poses pertinent questions regarding the lack of Mexican representation while African Americans end the century well-represented on the school board, in education jobs, and on the city council.

Thesis (MA (Political Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This thesis is a postcolonial analysis of Third World foreign policy, looking at an atypical case of state relations with national liberation movements. It is also an empirical contribution to an area of recent South African history through interrogating Cuba’s foreign policy towards South Africa’s liberation movements from 1959 until 1994. My starting point has been that meagre scholarship exists within the field of International Relations on this important area of South African history and on Cuban foreign policy. Mainstream scholars have largely overlooked relations between the Cuban state and civil society and liberation movements such as the African National Congress, the South African Communist Party, the Congress of South African Trade Unions and Umkhonto we Sizwe. By interrogating an ignored area of Third World foreign policy, this thesis furthermore aims to probe into the field of International Relations and analyses of foreign policy. Applying the methodology of a postcolonial theoretical critique, I highlight the ontological assumptions within the field that make theorising foreign policy from states and societies in the Third World peripheral within IR, as well as render states and civil society in the Third World as objects rather than subjects of the theoretical endeavour. The conceptualisation of the Cold War as a mere Superpower affair, with states in the Third World as mere sites of conflict between the Superpowers and divorced from the causal dynamics of the conflict, exemplifies the ontological assumptions that exist within the field of International Relations theory. I use the case study of Cuba’s foreign policy towards South African liberation movements in carrying out a qualitative analysis of the available literature and well as conducting interviews with senior participants of South Africa’s various liberation movements. A broad reconstruction of relations between 1959 and 1994, as well as post-1994, reveals extensive relations between Cuba and South African liberation movements involving the Cuban state and civil society. The findings of my research include an overview of relations between Cuba and various liberation movements at the political and military level, as well as the role of Cuban civil society in areas such as education and strengthening the role of women in the liberation struggle. Respondents reveal that relations between the two spheres are not uni-directional, but in fact reveal a complex interaction in which the agency of South Africa’s liberation movements in determining the content of relations is central. In conceptualising foreign policy using a postcolonial theoretical framework, I look not only at the Cuban state but also at the role of civil society in Cuba in constructing and carrying out foreign policy towards South African liberation movements. This theoretical framework rejects a strict dichotomy between the foreign and the domestic by looking at social forces within the state as well as the role of ideology in the making foreign policy domestically. Lastly, the extensive relations between Cuba and South African liberation movements that my research reveals points to possibilities for further theoretical investigations within the field of International Relations from a postcolonial theoretical critique.
AFRIKAANSE OPSOMMING: Hierdie tesis is ‘n post-koloniale analise van Derde Wêreld buitelandse beleid, dit kyk na die atipiese geval van staats verhoudinge met nasionale vryheidsbewegings. Dit is ook ‘n empiriese bydrae tot ‘n area in onlangse Suid-Afrikaanse geskiedenis deurdat dit Kuba se buitelandse beleid teenoor Suid- Afrikaanse vryheidsbewegings tussen 1959 tot 1994 ondervra. My beginpunt is dat daar skamele vakkundigheid tans bestaan binne die studieveld Internasionale Betrekkinge met betrekking tot hierdie belangrike area van Suid-Afrikaanse geskiedenis en Kubaanse buitelandse beleid. Hoofstroom deskundiges hanteer tot ‘n groot mate die verhoudinge tussen staat en burgerlike samelewing van Kuba met vryheidsbewegings soos die African National Congress, die Suid-Afrikaanse Kommunistiese Party, die Congress of South African Trade Unions en Umkhonto we Sizwe met min aandag. Deur hierdie geïgnoreerde area binne Derde Wêreld buitelandse beleid te ondervra, is dit ook ‘n verdere oogmerk van hierdie tesis om die vakgebied van Internasionale Betrekkinge en die gepaardgaande analises van buitelandse beleid te ondersoek. Deur die toepassing van die metodologie van post-koloniale kritiek, beklemtoon ek die ontologiese aannames binne die vakgebied van Internasionale Betrekkinge wat die teoretisering van buitelandse beleid van state en samelewings in die Derde Wêreld marginaliseer, asook om hierdie state en burgerlike samelewings in die Derde Wêreld tot objekte in plaas van subjekte van ‘n teoretiese onderneming te reduseer. Die konseptualiseering van die Koue Oorlog as bloot ‘n supermag aangeleentheid, met state in die Derde Wêreld as blote ligging vir konflikte tussen die supermagte asook terselfdertyd vervreemd van die oorsaaklike dynamiek van die konflik, beliggaam die ontologiese aannames wat binne die vakgebied van Internasionale Betrekkinge bestaan. Ek maak gebruik van Kuba se buitelandse beleid teenoor Suid-Afrkaanse vryheidsbewegings as gevallestudie om ‘n kwalitatiewe analise te maak op die bestaande literatuur asook om onderhoude te hê met senior deelnemers in Suid Afrika se verskeie vryheidsbewegings. ‘n Uitgebreide rekonstruksie van verhoudinge tussen 1959 en 1994, sowel as post-1994, openbaar diepgaande verhoudinge tussen Kuba en Suid-Afrikaanse vryheidsbewegings wat die Kubaanse staat en burgerlike samelewing behels. Die bevindinge in my navorsing sluit in ‘n oorsig van verhoudinge tussen Kuba en verskeie vryheidsbewegings op politiekeen militêre vlak asook die rol van Kubaanse burgerlike samelewing in areas soos opvoeding en die verstewiging van die rol van vroue in die vryheidstryd. Respondente openbaar dat verhoudinge tussen die twee sfere nie in een rigting geloop het nie, maar dat dit eintlik ‘n komplekse interaksie openbaar in wie die agentskap van die Suid-Afrikaanse vryheidsbewegings om die inhoud van die verhoudinge te bepaal ‘n sentrale deel speel. Deur buitelandse beleid te konseptualiseer deur gebruik te maak van ‘n v post-koloniale raamwerk kyk ek nie net bloot na die Kubaanse staat nie, maar ook na die rol van die Kubaanse burgerlike samelewing in die konstruksie en uitvoering van buitelandse beleid teenoor Suid- Afrikaanse vryheidsbewegings. Hierdie teoretiese raamwerk verwerp ‘n eng tweeledigheid tussen die buitelandse en binnelandse deur te kyk na die sosiale magte binne die staat sowel as die rol van ideologie in die binnelandse skepping van buitelandse beleid. Ten slote, die diepgaande verhoudinge tussen Kuba en Suid-Afrikaanse vryheidsbewegings wat my navorsing openbaar dui in die rigting van moontlike verdere teoretiese ondersoeke binne die vakgebied van Internasionale Betrekkinge vanaf ‘n perspektief van post-koloniale kritiek.

‘The evolving South’ explores the evolving American South in the 1970s. It looks at the beginning of a southern turn in black American culture, which coincided with the beginnings of a dramatic reverse migration as African Americans moved to the South. The “Sunbelt” became the term for a now-prosperous, fast-growing, and urbanizing South, attracting northern and international investment and gaining a large percentage of federal funding through government programs. Meanwhile, the Democratic Party had anchored the Solid South in national politics and was the only functioning party through most of the twentieth century. The effects of globalization were significant in the American South.