Doctoral Degrees (Centre for Africa Studies)

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Browsing Doctoral Degrees (Centre for Africa Studies) by Author "Cawood, Stephanie"

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    Democratisation and state-building in Lusophone African states: the cases of Cape Verde and Mozambique
    (University of the Free State, 2021-11) Canhanga, Nobre De Jesus Varela; Steyn-Kotze, Joleen; Cawood, Stephanie
    Despite promising prospects to political transition towards a democracy, over the last 25 years, Lusophone African states, achieved very different political and economic outcomes in relation to democratization and human development. This thesis investigates the cases of Cape Verde and Mozambique to explore the political transition and democratization processes in both countries to determine what factors support and/or undermine democratization, development, and political stability. The focus of the study is within the institutionalist scholarly tradition, thus considering the correlation between political institutionalism and economic and human development. While Cape Verde has consolidated democratic rule, Mozambique embraces authoritarian rule and became increasingly undemocratic, thus consolidating a form of political hybridity. Drawing on institutionalist and structuralist theories, this study engages quality of democratic institutions and socio-economic indicators in Cape Verde and Mozambique. The research demonstrates that for an effective transition and consolidation of democracy, institutions matter; and they shape the procedural and substantive elements of deepening democracy as well as quality of governance; which are seen as critical elements of economic and human development and quality of governance. In Mozambique, with strong Marxist ideology and military influence the ruling elite captured the state, controlled political and economic power and maintained authoritarian rules that undermine state-building in the democratic tradition and democratic transition. In Cape Verde, political institutions were more inclusive, allowing for greater voice, accountability and control of corruption and consequently democratic consolidation.
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    The impact of the gender policy in a higher education institution in Mozambique: the case study of the University Eduardo Mondlane
    (University of the Free State, 2023) Magaua, Natália Helena; Griffin, Gabriele; Paulo, Margarida; Lake, Nadine; Cawood, Stephanie
    The aim of this thesis was to analyze the impact of the implementation of the Gender Policy at the University Eduardo Mondlane. For this purpose I conducted a qualitative study, gathering original empirical data through questionnaires, focus group discussions, and individual interviews. My research participants were University Council members, Gender Unit employees, gender focal points, and selected academic community members (postgraduate students, administrative staff, and lecturers). These participants were purposively selected based on their presumed knowledge of the subject of study. I conducted thematic analyses on 13 individual interviews with University Council members, four focus group discussions (two with the Gender Unit employees and two with Gender Focal Points), and 27 questionnaires applied to selected members of the UEM academic community. Overall, my findings show that the Gender Policy has been unsystematically implemented at UEM for a variety of reasons that emerge from my data.
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    Interethnic conflict and the role of traditional leaders in the truth and reconciliation programme in North Kivu, Democratic Republic of Congo
    (University of the Free State, 2021-11) Tembo, Emmanuel Tavulya-Ndanda; Mulumeoderhwa, Maroyi; Cawood, Stephanie
    This empirical research was built on the failure of military operations, and formal peacebuilding processes sought to curb the interethnic conflicts revolving around the issues of land, citizenship and political power in the North Kivu province, Democratic Republic of Congo (DRC). This study focused on the truth and reconciliation process designed by the Amani Programme in 2008 for the eastern provinces of North Kivu and South Kivu. It probed the role of the traditional leaders in the said programme for the period between 2008 and 2018. In order to establish its argument, this case study relied on data collected from eleven focus groups and thirty interviews purposively selected. Focus group discussions were conducted among members of CBOs, civil society, field NGOs, church leaders and members of field organisations, while interviews were conducted with traditional/ethnic leaders, church leaders, UN officials, government officials, and members of the civil society. Theoretically, this study used Lederach’s Conflict Transformation Theory and peace education. On the one hand, from the transformative viewpoint, the study's findings revealed that peacebuilding processes failed because they did not consider the local context of North Kivu, which endorses the full participation of the grassroots leadership represented by traditional leaders. On the other hand, this study found that informal and formal education for peace is still insufficient in the province. Clearly, there is a need for change, which is possible if a bottom-up approach is adopted where traditional leaders become the initiators of the reconciliation programme. It is worth noting that traditional leaders have the attribute to manage and distribute land as land question is one of the underlying causes of ethnic conflict in North Kivu. The engagement that restores the bami in their status as peacemakers can significantly change communities’ attitudes and perceptions. There is a strong need to engage the community in more workshops and meetings for reconciliation at the communal level.