Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
analysis reflection
Week4TheenduringAfricanmaternal.docx
The legendary Kingdom of Kush, with its capitals in what is now northern Sudan, helped define the cultural and political landscape of northeastern Africa for more than a thousand years. Kush was a part of Nubia, which stretched from the Upper Nile to the Red Sea.During its zenith, the Kush Kingdom invaded and defeated Egypt between 1575 and 1550BC! Its armies looted royal statues and monuments and took them to the capital city, Kerma. See a model of Kerma, below, and a photo of the massive temple ruins, there.
Did you know that DePaul students have free access to Word? So, if possible, please download this and use it rather than Adobe. I can’t work on PDF’s. Thanks! (if you have any questions, please feel free to contact me!)
The southern Kingdom of Kush (much later known as Nubia) and Egypt. Note that the ‘cataracts’ of the Nile River refer to shallow white water areas
For additional information, see:
Unesdoc Digital Library, Open Access (Holla!) https://unesdoc.unesco.org/ark:/48223/pf0000042621
National Geographic
Kerma culture – Wikiwand Three Kushite kingdoms dominated Nubia for more than 3,000 years, with capitals in Kerma, Napata, and Meroë. The artifacts most associated with Kerma culture are probably deffufas like the one above, huge mud-brick structures used as temples or funerary chapels. https://www.nationalgeographic.org/media/kingdoms-kush/
For the third assignment, below, you examine the rest of this amazing necropolis in Kerma:
https://kerma.ch/en/sites/necropole-de-kerma
· Examine the map to the right. Slide it onto a separate Word document. Below the map, liste the kingdoms and empires about which you know something and what you know. If you didn’t learn about any of them, feel free to note that, too!
Week 4 The uniquely enduring African maternal
Mini lecture:
Note: you will read each of the two works, below, and complete the homework assignment associated with each one, separately. That is, complete the one before proceeding to the other.
This week, we focus on the uniqueness of the African continent in relation to the maternal. First, homo sapiens emerged in its southeastern parts. This (‘our’) variety of human would go on to live exclusively within this vast territorial expanse for the next 250,000 years(!). Only then—about 50,000 years ago–would some groups emigrate through the continent’s northeast corridor where. Over the next 50,000 years, they would continue migrating into, and settling, Asia, Australia, the Americas, and Europe. 300,000 years of continuous African settlement produced thousands of languages and a myriad of different settlement types and material cultures.
Secondly, the African continent is uniquely vast, its openness helping to explain why the first kingdoms were not as fiercely competitive, violent, and anti-maternal as was the case in the heroic Greek city-states and the later Roman empire. Their original lands were so tiny that they could not feed their populations and were compelled to trade. By contrast, the African continent was capacious and allowed humans plenty of space in which to wander, settle, and cultivate. It would only be after those who had left the continent 50,000 years earlier (above) returned to Africa that anti-maternalism would grow. Ancient Rome, for instance, would invade and take over much of Africa’s Mediterranean coast; after Rome’s fall, those living in the Arabian Peninsula would re-enter the African continent as merchants in search of gold and slaves (week 5). There is, thirdly, significant evidence that Africans had an abiding respect for the dyadic generativity symbolized by the maternal body: the ‘ancestors’ were deeply respected parts of life in that their relations generated the living (the ancesters embodied the inter-generational); agriculture was never tied to the invention of private property but, instead, to the livelihoods of all village peoples who, in effect, held arable lands in common; slavery did not develop as it did outside the continent, at least not until the coming of the Arab slave trade and, later, the transatlantic slave trade; material cultures reiterated the relational ontologies of ‘twoness’ first evinced in Paleolithic stone statuary of the maternal; unlike anywhere else in the world, the first kingdoms were not based on written language or highly centralized bureaucracies. Instead, power was communicated orally, with the result that many communities had no definitive ‘center.’ Local trade, moreover, was highly relational and often largely controlled by women. (Not the case with long-distance trade, though). The relationality of life, first modeled in the maternal body, created an eco-logic of sorts that was sustainable. At least until the slave trades.
Just as the Mosuo documentary may have provided you with new ways of imagining how the maternal might exert itself in everyday ways, here, we will see how the maternal worked its way across political and economic scales. The two readings and related assignments, below, are designed to show you how we might study these worlds so as to re-imagine and practice a more relational present and future.
· The Yoruba PeoplesYou will start your foray into African relational epistemologies by studying the concepts introduced by the Yoruba sociologist Oyèrónkẹ́ Oyèwùmí’s. Before reading the article, you might want to Google something about the history of the Yoruba people (See map). The Yoruba are renowned for two kingdoms–Ife and Oyo, which started circa 500 AD. Yoruba economies were based on agriculture and trade, within which the maternal (not ‘women’) played a large part.
Like me, Oyèwùmí finds western notions of ‘gender’ to be anathema to Yoruba ‘ways of knowing’ or epistemologies. She argues that the Yoruba world was understood relationally, that is, through the relationships that created it. This is similar to what we have been studying as the maternal.
Born and raised in Yorubaland, Oyèrónkẹ́ Oyèwùmí, is fluent in the Yoruba language, the structure of which she uses to understand (literally) how the world is ‘spoken.’
Because her works are lengthy and complicated, we will not be reading her work, here, though I encourage you to do so and am happy to advise. Instead, we will read a comprehensive analysis and summary of her ideas written by Azille Alta Coetzee (2018). For her doctorate, Coetzee studied all of Oyĕwùmí’s Oyĕwùmí’s work at length. Her summary article cites Oyĕwùmí’s work extensively, providing those interested with a bibliography of Oyĕwùmí’s work published up through 2018.
· Homework Assignment 1: Read about Oyewumi’s work (see below) and then answer the following questions as precisely as possible.
To access Coetzee’s article, go to Google Scholar and paste in the title: Feminism ís African, and other implications of reading Oyèrónké as a relational thinker. You don’t have to cut/paste the entire title, just a substantial bit. Notice that a single PDF of the article comes up, which is weird since most journal articles are private property and can only be accessed via a private property database or related subscription. (DePaul uses part of your tuition dollars to pay for its library database subscriptions to JSTOR, Academic Search Ultimate, Dissertations and Theses, and so on etc—since all of these databases are private property and must be rented).
Next, click on the PDF link and you will see that at the top it says, Rivera Open. This is a really important note for reasons I describe in the side note, below!
Side note : Scholars have historically published their work in for-profit journals. Over the past 20-30 years, however, younger scholars are questioning the norm and creating “open access” journals, instead, to which the name Rivera Open refers. Scholars who don’t want to treat their research as private property can now publish in these new open access journals. Open access journals are a new kind of noncapitalistic endeavor that cultivates the maternal. Whaaa? What I mean is that open access journals allow anyone to establish a dyadic relationship with a text. Anyone with a computer can enter directly into a relationship with it rather than having that relationship interrupted by the rituals of private property, such as a purchase price, subscriptions, passwords, and so on. To see if this is true, go back and instead of using Google Scholar, use Google, only. Whereas GoogleScholar shows you links to DePaul’s private property library system, Google is ‘open access.’ So if ‘Rivera Open’ is truly open access, the article should be available, right away, to anyone.
No quotes can be used. Only paraphrasing. And you must cite the page number like this: (Coetzee 2018, 1). This citational format is called the ‘author-date’ system and is the most common one used in the social sciences. From here on out, you will use only this system. I put page ‘1’ down, but obviously you would put 4 or 14, depending on the page number! Note that there is no comma in between the author and the publication date.
1) The Yoruba, according to Oyewumi, do not categorize themselves by gender, but by seniority. Explain how seniority works as a system of difference by analyzing yourself in relation to your own/adopted/chosen family. That is, how would you situate yourself and your loved ones in the Yoruba world if you were born into that world. (suggestion: take a lot of notes on the seniority section and then literally, insert your own individual/’family’ narrative into those notes). 250 words.
2) Describe in your own words how you might re-look at your own life ‘relationally.’ You can consider a particular incident in your life, your life choices, your family—whatever. To make this a bit easier, imagine some endeavor by which an ‘individual’s’ accomplishments are defined and/or highly valued. How might those ‘accomplishments’ change if looked at relationally. (150 words)
· Homework Assignment 2: Maternal struggle
If the African continent saw the making of numerous ‘king’doms and (eventually) empires, it must also have seen women struggling to maintain their relational standing against those who might want to take it away.
This second article shows how such struggles may have played out historically. It concerns the Igbo, another West African peoples. Unlike the Yoruba, the Igbo were remarkably de-centralized. There were no kings at all, even though they occupied a very large territory and were culturall consistent. For the most part ‘Igboland’ consisted of many agricultural settlements wherein (to use Oyewumi’s phraseology) anamales and anafemales shared power, even if it was assymetrical—in men’s favor–by the time the British colonized Nigeria in 1903.
Note that the author of this article is writing only 12 years(!) after Nigeria fought for and won its independence in 1960 from the British. To locate the article, Google the title. No need for Google Scholar since the author is very well known and ‘bad’ people (LOL) have put PDFs up online so that it has been made ‘open access’ against the private property will of private databases like JSTOR! So, here we go:
Van Allen, Judith. 1972. “Sitting on a Man”: Colonialism and the Lost Political Institutions of Igbo Women.
1) Think about all of the ‘gendered’ hierarchies and controversies within US supremacist politics and the economy. Choose one manifestation of a hierarchy that you think is especially notable or egregious and that you have experienced directly or indirectly (for ideas, Google: gender hierarchies United States). Write about how you would ‘sit on a man’ given those circumstances. That is, what might ‘sitting on a man’ look like today—or would it even be possible? (250 words).
Next week, we will look at how the African continent became a place of slave raiding justified, on the one hand, though Islam (the Arab slave trade) and on the other hand, through western ‘science’ and Christianity (the transatlantic slave trade). While the first is said to have accounted for the theft of 10 million persons, the latter took 25 million persons. This is not counting the 10 million that would be killed in the Belgian Congo after King Leopold colonized the entire country and treated it as his personal estate (yes, it’s true)!! Here, the strengths of the maternal were turned against themselves, as we will see. So stay tuned!!
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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