Midterm 2 Flashcards

1
Q

Film: Lumumba, the death of a prophet, dir. Raoul Peck, Belgium, 72 min., 1992. (Kanopy)

A

o Movie: Lumumba: Death of a Prophet
 Paoul Peck: director; haitian, european director; family was sent to congo right after lumumba’s death as civil servant administrators
• incorporates his own life story into the documentary
• reflexive mode:
o meta-commentary (philosophical/big picture, ex sociology of forgetting)
o poetic (opens with poem)
o selfaware (aware of how own life story impacts presentation of material)
o representational (uses symbols; not filmed in congo because they might not survive; brussels represents capital of congo)
o process-oriented (understand process of making the film)
• strategy: couldn’t visit the Congo, relied on home-movie footage, archival material; interviews in journalist; belgian colonial officials; lumumba’s family
o uses black screen to represent forgetting
 summary:
• poetic beginning with cold pictures of brussels(katanga)
• gives background on his family
• showing process: clack of black film thing
• airport scene: walking against flow

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2
Q

• Reflexive Mode (L):

A

o meta-commentary (philosophical/big picture, ex sociology of forgetting, lumumba: sociology of forgetting, how we remember)
o poetic (opens with poem)
 selfaware (aware of how own life story impacts presentation of material, why director is making film)
o representational (uses symbols; not filmed in congo because they might not survive; brussels represents capital of congo)
o process-oriented (understand process of making the film)
o rouch saw social reality as past, present, and future
o not objective, more creative
o situation dependent

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3
Q

• Patrice Lumumba (F/R)

A

Lumuma: becomes first african elected prime minister of the Congo in 1960

  • decides congo has to be economically independent from europe and america
  • reached out to soviets for support during Cold War
  • murdered after 6 months in katanga (where the mines are; wanted to secede because that’s where all the wealth was)
  • Lumumba: first prime minister, wanted economic independence from west, turned to Soviet Union; US killed him through anti- efforts
  • supported Mobutu in power
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4
Q

• Josef Mobutu (F/R)

A

o Mobutu; made head of the military during lumumba’s reign
 coup d’etat
 installed as head of the government (dictator)
• for 30 years
• no separation between state assets and his own
 uranium was bargaining chip
• that’s why US backed him up; didn’t want to give that metal to the soviets
o king leopold’s ghost- rules country like colonialist
o Mobutu Sese Seko
o renamed country Zaire
 wanted return in African tradition
o farms nationalized
o schools taught Mobutuism
o elected again
o US supported him even though he was a dictator
 Foreign powers fought rebels
 Supported because against communism
 Took money for himself
o didnt pay gov workers, but filled his own pockets
 printed more money  riots
o made a mess
o in power for 32 years
o created Popular Movement for the Revolution to give perception of multi-party election- won unopposed
 later there was a pro and anti Mobutu government
• merged in High Council of the Republic-Parliament of Transition with Mobutu as head of state
o views towards Mobutu
 Eisenhower: nothing is perfect and being pro Mobutu is important in struggle with russa
• relieved when lumumba was killed because he was threat to US
 Kennedy: liberal policy; wanted to form parliament abroad; Adoula became prime minister; hard because there wasn’t a democratic tradition or sense of national unity; mobutu changed the power of doula
 carter: wanted to distance themselves from the military dictator but ended up supporting him because other option was worse
 reagan: supported this anti-communist ally; lots of aid
 today: US self-confidence is lower bc of all of the sneaky things they did in the past, russia is at same level military wise

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5
Q

• Jules Marchal (R)

A

o Employee of liverpool shipping company
 Realized Belgium was using the congo for slave labor
o Became Belgian diplomat
o Marchal did a lot of research on the congo
 belgium hid it’s dark past
 belgium wrote textbooks that praised leopold
 little collective memory
 discovered unburned documents in Belgian Foreign ministry- transcripts of testimony given by African witnesses
• couldn’t read them because Belgium wouldn’t share documents that were bad for its reputation
 had to wait until he retired to finish the research

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6
Q

• Sociology of Forgetting (L)

A

o shadow culture: dark, death; things that didn’t happen/try to forget; based on psychologist’s (Jung) idea of unconscious shadow
o sociology of forgetting/of the shadow

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7
Q

• Raoul Peck (F/L)

A

o Paoul Peck: director of Lumumba, the death of a prophet; haitian, european director; family was sent to congo right after lumumba’s death as civil servant administrators
 incorporates his own life story into the documentary
 strategy: couldn’t visit the Congo, relied on home-movie footage, archival material; interviews in journalist; belgian colonial officials; lumumba’s family
• uses black screen to represent forgetting

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8
Q

• King Leopold (R)

A
o	King Leopold II claims the Congo
	never went, just exploited
o	King leopold burned evidence/trail
	Exploited congo for slave labor
	Killed millions of Congolese
o	Legend in congo that Leopold hadn’t died but actually came to live in the Congo as Jean Felix de Hemptinne
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9
Q

• Film: Taking Root: The Vision of Wangari Maathai, dirs. Alan Dater and Lisa Merton, 81 min., 2008. (Kanopy)

A

o experiential mode
o kenya
o a little dramatic: building up who Wangari is
o talks about connection of living things
o pictures of native groups in africa: taken because they knew that they were going to be decimated
 historical preservation
 honoring but also dehumanizing
o deforestation: land was cleared for settlements
o british missionary strategy for colonization
 Mau Mau: first armed movement against colonization, hid in forests
• british burned down forest to find them
o new gov continued deforestation- regime change but doesn’t result in good for the people
 forest was privatized and turn into tea and coffee zones
o developed countries support ruining of environment by dictators of third world countries
 gov turned against Wangari
• she stopped the building of a skyscraper in a public park

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10
Q

• Dramatic Mode (L)

A
•	sound track
•	voice of god narration
•	“characters”: dramatic, off beat people, extreme opinions
•	emotionally charged
•	structured narrative: beg, middle, end
•	inspirational/triumphant
o	over the top
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11
Q

• Experiential Mode (L)

A

o subjective experience
o interviews
 not that objective; person speaking for themselves
o “speak about themselves”
o “non-expert” knowledge
o social/political realities
 simple, making a point, not meta commentary

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12
Q

• Wangari Maathai (R/F)

A

o first woman PhD in kenya; first african women winning nobel peace prize, first central african person to win nobel peace prize; first person to win nobel prize for environmental issue
o born in rural family
o went to college in US
o ended up getting divorced and losing job
 made her stronger- able to stand up
o in danger because of protests

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13
Q

• Green Belt Movement (F/R)

A

o GBM empowers women to stand up for rights
o Green Belt Movement started by Wangari Maathai
 planted over 30 million trees
 educational activities
• fruit trees to supplement died
 bridge gap of rural and urban kenya
 empower women
• learn about plants and cycles
• encouraged traditional skills of semi-literate women
 criticisms from professional foresters because women were learning how to do it better than the professionals

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14
Q

• 2004 Nobel Peace Prize (R)

A

o Wangaari: first african women to receive nobel peace prize, 2004
o planted 30 million trees
 supported children and household needs
 supports employment
 empowers women with socio-economic position
 promotes peace
o democracy needed to sustain environment
 tree became symbol of democracy
 tree became symbol of peace- between disputing communities
o project started 30 years ago
 need to fix environment

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15
Q

• Ecofeminism in Kenya (R/F)

A

o women didn’t have enough firewood to cook healthy food
 idea: plant trees
o women compensated for trees that survived
 collected seeds themselves
 motivated women
o women gathered to protest their husbands, sons, and friends being imprisoned for political reasons
 gov got violent
 women used fact that all women the age of a persons mother had to be treated like a mother
 wangari was beaten and taken to a hospital
 protested for 11 months
o women had to deal with water shortages and environmental degradation
 fuel gatherers, use firewood for food
 women were scapegoats for problems
o GBM trains women and girls in health education

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16
Q

• Bias in Climate Change Research (R)

A

o bias: research only in countries that are former british colonies, countries that have stronger protections for civil liberties, and countries that have more stable political institutions
o climate change will significantly affect Africa
o research in africa
 go to countries that are more convenient (easier to get to and speak same lang)
 research—>polices
• approaches might not work in all countries (especially those not researched)
o solution:
 promote research in other african countries
 translate research of other countries into english for wide-spread use

17
Q

• Film: Yesterday, dir. Darrell Root, South Africa and U.S., 96 min., 2004. (On Reserve/HBO-GO)

A

o director: Darell James Root (also did Cry, the Beloved Country)
o offers poignant narrative of a young Zulu woman (and her daughter Beauty)
o Daily Realities:
 highlighted in movie
 shows how difficult chores are while being sick
o shows limited social and economic opportunities for most rural women who typically can’t read or write and lack a trade
o teacher shows hope in film: live outside marriage, educated
o access to medical care: long wait periods, long travel distance- portrayed in opening scenes
o gender differences in burden of HIV
 women and girls are biologically at greater risk of contracting the disease
 women and girls have less power to negotiate condom use
 women and girls are victims of sexual violence
 women usually outlive spouses since spouse usually contracts it first, become caretaker
 social ramifications if diagnosed with HIV+
 HIV- girls usually drop out of school to take care of sick members of the family
 social consequences even if HIV-
o shows difficulty of performing tasks while sick
o long waits at the clinic
 can’t see the doctor again
o interesting how the spiritual person thought her sickness came from anger
o teacher is also an outsider
 pays for a taxi to the doctors
o mom’s name is yesterday
o older women do road work
o husband works in one of the mines
 married out of love
 beats her when she tells him that she’s sick
• flashback- compare past and present
o when community finds out she’s sick- they don’t help
 makes the hard chores even harder (like pumping water)
o husband comes back really sick, she forgives him and takes care of him
 she builds a nursing area inside this abandoned building
• because the hospital is full and they don’t want him in the village
• doing all this while HIV+
o husband dies, she visits grave everyday
o teacher says she’ll take care of the daughter
o opening shot: with daughter
o closing shot: by herself, know she’s going to die

18
Q

• Analytical Frameworks for Understanding Women’s Vulnerabilities to AIDS in Africa (R)

A

o Women’s unique biological risk factors and high-risk sexual behaviors
 Focus on education and empowerment campaigns on high risk sexual behavior
o Limited income-earning options and low education levels of poor women
 Focus on economic empowerment of women through enterprise development
o Unequal access to property, land, ownership and inheritance
 Focus on changing discriminatory laws and practices that deny women access to income and property

19
Q

• Structural Adjustment Programs (R)

A

o Conditions for obtaining loans from the World Bank or International Monetary Fund established in 1970s
 Shown to undermine health and education systems
 Negatively affect developing countries
• Encourages privatization
• Budget constraints on health and education
• Budget constraints reduces public sector employees
• Affects women by reducing access to resources needed to fight HIV/AIDS
o represented a shift in control of social and economic policy away from the nation-state and towards global institutions, such as World Bank and the International Monetary Fund
o focused on currency devaluation
o macro approach
 not about daily life of people living with HIV
 imposition of what’s working in the West and how it can work in Africa
o disproportionately affected women:
 couldn’t do long work days and unpaid housework
 increased household expenses
 more on slide
 women’s chores were very physical
• men finding work in cities
• difficult to maintain this work while sick
 export/import:
• if things are cheaper to buy than grow ourselves, we don’t grow it anymore
• incentivized to grow particular plants for export but if that market collapses, you don’t know how to tend to your own needs
• industry is subsidized- which keeps global prices low
o competition with native farmers- might have to drop prices but they aren’t subsidized
 removed social support structures needed for families with sick members

20
Q

• Gendered Vulnerabilities for Women and HIV/AIDS (R/L)

A

 Limited income earning options
 Central role of women in domestic labor
 Increasing informalization of economies
 Need for economic empowerment of women- microcredit and microenterprise development for women in HIV affected communities

21
Q

• Neoliberalism and HIV/AIDS in Africa (R)

A

o Neoliberalism: political and economic doctrine that proposes that collective human interest is best advanced by unleashing entrepreneurial freedom
 Strong individual property rights, free markets, and free trade
 Led to deregulated global financial markets, weakened institutions, diminished gov services
 Water, health care, education become privatizes
 Unpaid household labor- women
o SAPs weakened capacity of states to provide adequate health services, undermine health systems, local economies and social determinants of health
o New Variant Famine Hypothesis: “an episode of acute food insecurity fueled by the loss of human capacity in agriculture” from HIV and AIDS
 food crisis is more social
• no one to tend/farm because of AIDs related mortality rates
• don’t have enough people to create food in region
• war leads to famine
o losses from famine are usually larger than losses from battle

22
Q

• Trade, TRIPS and AIDS (R)

A

o TRIPS: Trade-related Aspects of Intellectual Property Rights
 Patent holders have exclusive rights to invention for 20 years monopoly of drug prices
• Can’t get treatment (ART)- more expensive
o Trade: food insecurity (due to deaths from AIDS) affect trade policies
 Undermines self sufficiency in sub-saharan Africa
 Farmers can’t earn enough income to send children to school or feed families
 Focus on export crops- undermines women farmers

23
Q

• Condoms as Risk-Reduction Strategy (R/L)

A
o	Eliminate possibility or pregnancy
o	Have to be used to be effective
o	Why women don’t use them:
	woman asking to use condom shows dominance- unfamiliar role for men
	possibly reduce sexual pleasure
	trust between partners
	not enough communication between partners
	male opposition
	religious beliefs
24
Q

• Dave Eggers (R):

A

o Wrote the novel What is the What; blend of fact and fiction because of gaps in knowledge
o Went back to Africa with Valentino Achak Deng
o Connected with valentine through the Lost Boys Foundation

25
Q

• Valentino Achak Deng (R)

A

o Left his village in Southern Soudan in 1987- was 5 or 6
 Doesn’t know his age or birthday
 Left because village was burned and couldn’t find parents
• Took months
o Original name: Dominic Arou, Achak is his Sudanese name
o Now lives in atlanta
o Still laughs despite hardships
o Remembers everyone he met
o Hasn’t seen parents in a long time- dad has 5 wives
 Reunited
 Everyone assumed he had died
o Now at Allegheny College in PA

26
Q

• South Sudan (R)

A

o Independence in 2011
o Animists and chritian beliefs
o Lots of langs and ethnic groups
o Exploited by arab muslims when colonized by british egyptians

27
Q

• Second Sudanese Civil War (R/L)

A

o After “peace” in 1972 (south became self governing)
o General Nimeiry began Islamization campaign in 1983
 Took away autonomy of southerners
 Supported by US
o Southern People’s Liberation Army: against General Nimeiry
 Got arms from Marxist Ethiopia
• They were overthrown so no more arms
 Broke up into 2 groups
o Civil war lots of people having to flee homes
o Khartoum gov couldn’t win war, new regime took over (also against southern rebels)
 Wanted to spread islam and get rich off oil in south
o Clashing ideas:
 Arab-muslim sudan
 Sudan divided into 2 separate states
 Unified secular sudan
o Groups paired up against each other
o Reconciliation meetings in 1999
 Traditional ways: slaughtering bull
• Symbolizes end of conflict
 Regime in Khartoum was still under threat, held some elections but not fair; marriage of convinence
 Other gov got involved and negotiated peace

28
Q

• Lost Boys of Sudan (R/L)

A

o Tens of thousands of children who fled the civil war of the 1980s when arab militias attacked their villages
o Terrifying journeys towards safety
o Many died from starvation, disease, and further attacks
o Went to refugee campes in Ethiopia
o See awful things like people eaten by wild animals
o Boys went crazy with how awful the journey was
o Watched people die and had to leave them