A comparison of South Africa's quiet diplomacy towards Nigeria and Zimbabwe
- Authors: Graham, Victoria
- Date: 2008-10-29T06:57:43Z
- Subjects: Diplomacy , South Africa foreign relations , Zimbabwe , Nigeria
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/366735 , uj:13570 , http://hdl.handle.net/10210/1370
- Description: M.A. , Diplomacy is the most widely used instrument of foreign policy. The changing international environment, brought about by the end of the Cold War and the increasingly popular doctrine of humanitarian intervention, has altered the nature of diplomacy. “Quiet diplomacy” has progressively become the bon mot of international relations. However, quiet diplomacy is a loose term that is bandied about in reference to many kinds of “soft” diplomatic approaches. This study is an attempt to provide some clarity on the conceptualisation of quiet diplomacy, through the comparative analysis of its use by two successive South African Presidents - Mandela and Mbeki - in two African crises. The study proposes a set of indicators of quiet diplomacy, namely: personal or direct diplomacy between heads of state or government or senior officials; little (or no) media involvement; the appearance of limited action or even inaction; calm and tactful but persistent negotiation or dialogue in a non-threatening atmosphere; constructive engagement with the target country in an effort to solve the problems as quietly as possible; and finally, diplomacy often carried out in the context of bilateral or multilateral efforts. These indicators are operationalised during the course of the study by applying them to Mandela’s use of these tactics in the Nigerian crisis in 1995 and then Mbeki’s quiet diplomacy towards the Zimbabwean government in 2000-2004. The new South Africa was instantly placed under enormous pressure to assume responsibility, both economically and politically, for the revitalisation of the African continent. In addition Mandela was regarded as a supreme symbol of peace and reconciliation and the international community looked to him to resolve Nigeria’s woes. Mbeki’s soft approach to Mugabe has been the target of international speculation and criticism, especially in light of Mbeki’s stated commitment to the African Renaissance and good governance in Africa. The successes and failures of South Africa’s quiet diplomacy in these two situations are discussed. Notable findings are Mandela’s shift from quiet to coercive diplomacy during the Nigerian crisis and the negative consequences of that decision. The implications of this undertaking are considerable because it was South Africa’s use of coercion and its subsequent failure in Nigeria that prompted Mbeki’s government to pursue only quiet diplomacy in Zimbabwe. , Mr. P.P. Fourie Prof. D.J. Geldenhuys
- Full Text:
- Authors: Graham, Victoria
- Date: 2008-10-29T06:57:43Z
- Subjects: Diplomacy , South Africa foreign relations , Zimbabwe , Nigeria
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/366735 , uj:13570 , http://hdl.handle.net/10210/1370
- Description: M.A. , Diplomacy is the most widely used instrument of foreign policy. The changing international environment, brought about by the end of the Cold War and the increasingly popular doctrine of humanitarian intervention, has altered the nature of diplomacy. “Quiet diplomacy” has progressively become the bon mot of international relations. However, quiet diplomacy is a loose term that is bandied about in reference to many kinds of “soft” diplomatic approaches. This study is an attempt to provide some clarity on the conceptualisation of quiet diplomacy, through the comparative analysis of its use by two successive South African Presidents - Mandela and Mbeki - in two African crises. The study proposes a set of indicators of quiet diplomacy, namely: personal or direct diplomacy between heads of state or government or senior officials; little (or no) media involvement; the appearance of limited action or even inaction; calm and tactful but persistent negotiation or dialogue in a non-threatening atmosphere; constructive engagement with the target country in an effort to solve the problems as quietly as possible; and finally, diplomacy often carried out in the context of bilateral or multilateral efforts. These indicators are operationalised during the course of the study by applying them to Mandela’s use of these tactics in the Nigerian crisis in 1995 and then Mbeki’s quiet diplomacy towards the Zimbabwean government in 2000-2004. The new South Africa was instantly placed under enormous pressure to assume responsibility, both economically and politically, for the revitalisation of the African continent. In addition Mandela was regarded as a supreme symbol of peace and reconciliation and the international community looked to him to resolve Nigeria’s woes. Mbeki’s soft approach to Mugabe has been the target of international speculation and criticism, especially in light of Mbeki’s stated commitment to the African Renaissance and good governance in Africa. The successes and failures of South Africa’s quiet diplomacy in these two situations are discussed. Notable findings are Mandela’s shift from quiet to coercive diplomacy during the Nigerian crisis and the negative consequences of that decision. The implications of this undertaking are considerable because it was South Africa’s use of coercion and its subsequent failure in Nigeria that prompted Mbeki’s government to pursue only quiet diplomacy in Zimbabwe. , Mr. P.P. Fourie Prof. D.J. Geldenhuys
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Girls’ career choices as a product of a gendered school curriculum: the Zimbabwean example.
- Mutekwe, Edmore, Modiba, Maropeng
- Authors: Mutekwe, Edmore , Modiba, Maropeng
- Date: 2012
- Subjects: Gender-typing , Zimbabwe , Girls' career aspirations , Girls' career choices
- Type: Article
- Identifier: uj:5755 , ISSN 0256-0100 , http://hdl.handle.net/10210/7863
- Description: The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampled from four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers’ attitudes and influence that contributed to girls’ career aspirations and choices.
- Full Text:
- Authors: Mutekwe, Edmore , Modiba, Maropeng
- Date: 2012
- Subjects: Gender-typing , Zimbabwe , Girls' career aspirations , Girls' career choices
- Type: Article
- Identifier: uj:5755 , ISSN 0256-0100 , http://hdl.handle.net/10210/7863
- Description: The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampled from four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers’ attitudes and influence that contributed to girls’ career aspirations and choices.
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Magsbehoud deur korrupsie en geweld in Zimbabwe
- Authors: Pienaar, Daniel Jacobus
- Date: 2008-10-29T06:59:07Z
- Subjects: Political corruption , Political violence , Politics and government , Zimbabwe
- Type: Thesis
- Identifier: uj:13617 , http://hdl.handle.net/10210/1379
- Description: M.A. , none , Prof. D. J. Geldenhuys
- Full Text:
- Authors: Pienaar, Daniel Jacobus
- Date: 2008-10-29T06:59:07Z
- Subjects: Political corruption , Political violence , Politics and government , Zimbabwe
- Type: Thesis
- Identifier: uj:13617 , http://hdl.handle.net/10210/1379
- Description: M.A. , none , Prof. D. J. Geldenhuys
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