| Srl | Item |
| 1 |
ID:
172815
|
|
|
|
|
| Summary/Abstract |
This paper is based on former Zimbabwean President Robert Gabriel Mugabe’s ninety-third birthday celebrations. It uses and goes beyond the said ceremony to interrogate the politics of commemorative toponyms in post-independence Zimbabwe. The event took place on 25 February 2017 at a school whose name Rhodes Estate Preparatory School (REPS) was changed to Matopos Junior School prior to the celebrations. The methodological framing of this discussion consists of a critical reading of the media’s representation of the name change and the debates that followed. Reference is specifically made to two Zimbabwean newspapers, The Patriot, which featured the story on 2 March 2017 under the heading “Rhodes ‘legacy’ finally put to rest” and the ZimEye’s story of 26 February 2017 headlined “Mugabe removes Rhodes.” Theoretically, the paper is framed within the critical approach to toponymy that interprets commemorative place-nomenclature as political arenas which could be used to think through issues of history and memory. In particular, it is argued in this paper that in post-independence Zimbabwe, place names, especially commemorative toponyms, are political spaces par excellence which we can use to study not only the country’s colonial history but also its postcolonial realities.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
184208
|
|
|
|
|
| Summary/Abstract |
Student unrest under Italian rule in Rhodes reveals youth's contribution to the transformation of Mediterranean politics in the 20th century. A condition of possibility for this unrest was the precolonial infrastructure of Rhodes, where new schools emerged in the last decades of Ottoman rule. During the Italian military occupation (1912–23), schools reflected identifications such as Ottoman patriotism and Greek irredentism. Student activism expanded beyond school issues and intersected with Italy's uncertain attitude concerning Rhodes's future, the warfare ravaging the Eastern Mediterranean, and the unmaking of Ottoman authority. Italian governors considered youth politicization to be influenced by elder politicians and limited to communal factionalism. After a decade of reforms under Italian sovereignty following the Treaty of Lausanne (1923), unrest reappeared in the 1930s. Students sympathized with ideas like pro-fascist Zionism and anticolonial Greek nationalism. They addressed issues of loyalty and belonging linked to Italian rule's dilemmas of fascist assimilation and colonial separation. Contrary to the 1910s, the authorities repressed student unrest and admitted that youth politicization was autonomous from the influence of the elders, conflicting with the fascist colonial order. Discussing student activism during this imperial transformation goes beyond narratives centered on state policies or one exclusive confessional group, highlighting interconnections between communal affairs, colonial governance, and regional geopolitics.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|