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[null,"1.","Record Nr.",null,"UNINA9910724331103321"]
[null,null,"Autore",null,"Wahab Saada"]
[null,null,"Titolo",null,"History of Indians in Zanzibar from the 1870s to 1963 / / Saada Wahab"]
[null,null,"Pubbl/distr/stampa",null,"Göttingen : , : Universitätsverlag Göttingen, , 2022"]
[null,null,"Descrizione fisica",null,"1 online resource (198 pages) : illustrations"]
[null,null,"Collana",null,"Göttingen series in social and cultural anthropology"]
[null,null,"Disciplina",null,"970.1"]
[null,null,"Soggetti",null,"Indians"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"List ofAbbreviations -- Acknowledgements -- 1 Introduction -- 1.1 Historical Background ofthe Present Research -- 1.2 Statement ofthe Problem and Justification oftheResearch Topic -- 1.3 Research Objectives -- 1.4 Literature Review -- 1.4.1 Contributing Factors for Indian Migration -- 1.4.2 The Diversity ofthe Indian Communities in Zanzibar -- 1.4.3 Indian Education in Zanzibar -- 1.4.4 Indian Economic Status under British Colonial Rule in Zanzibar -- 1.4.5 The Role ofIndians in the Political History ofZanzibar -- 1.5 Theoretical Framework -- 1.6 Research Methodology -- 1.6.1 Archival Research -- 1.6.2 The Interview Method -- 1.7 The Structure ofthe Dissertation -- 2 The Historical Background: Diversity ofthe Indian Diaspora in Zanzibar -- 2.1 Introduction -- 2.2 The Indian Communities in Zanzibar -- 2.2.1 The Hindu Communities -- 2.2.2 The Muslim Communities -- 2.2.3 The Christian Community -- 2.3 The Diversity ofIndian Migration Narratives in Zanzibar -- 2.3.2 The Muslims' Migration Narratives -- 2.3.3 The Goans' Migration Narratives -- 2.4 Conclusion -- 3 The Development ofthe Indian Communities in Zanzibar, 1800-1963 -- 3.1 Introduction -- 3.2 Push and Pull Factors -- 3.2.1 Physical (Environmental) Conditions -- 3.2.2 Economic Conditions -- 3.2.3 Political Factors -- 3.3 Conclusion -- 4 Indian Education in Zanzibar, 1870-1963 -- 4.1 Introduction -- 4.2 Historical Background to the Development ofEducational Activities in Zanzibar -- 4.2.1 The Development ofNon-Secular Education in Zanzibar -- 4.2.2 History of Secular Education -- 4.3 The Formation ofIndian Schools -- 4.3.1 Background for the Establishment ofIndian Schools -- 4.3.2 Denominational and Non-Denominational Indian Schools -- 4.4 Teaching Staff at Indian Schools -- 4.5 Conclusion -- 5 The British Economic Legislation and Indian Interests, 1890-1938 -- 5.1 "]
[{"$nulls":4},"Introduction -- 5.2 The Economy ofZanzibar and Arab Debt and Bankruptcy, 1890 to 1920s -- 5.3 British Economic Measures in Zanzibar and Indian Interests in the 1930s -- 5.3.1 The Alienation ofLand (Restriction Land Evidence) Decree, 1934 -- 5.3.2 The Moneylenders' (Amendment) Decree of 1934 -- 5.3.3 The Clove Legislation -- 5.4 The Aftermath ofthe Decrees -- 5.4.1 Indian Resistance to the Economic Legislation of 1934 -- 5.4.2 The Zanzibar Clove Strike of 1937-1938 -- 5.4.3 The Clove Boycott of 1937-1938 -- 5.5 The End ofthe Clove Decree Crisis in Zanzibar in 1938 -- 5.6 Conclusion -- 6 Indians in Zanzibar's Politics, 1940s-1963 -- 6.1 Introduction -- 6.2 Background ofthe Racial Associations in Zanzibar -- 6.3 The Indian Associations -- 6.3.1 The Indian National Association (INA) -- 6.3.2 The Muslim Association (MA) -- 6.3.3 Efforts to Form an Asian Association in Zanzibar -- 6.4 Indians in the Zama za Siasa From the 1950s to 1963 -- 6.4.1 The Winds ofConstitutional Change -- 6.4.2 The July 1957 Election and its Aftermath -- 6.4.3 The Constitutional Commission ofthe Early 1960s -- 6.5 The Elections of 1961 and 1963 -- 6.6 Conclusion -- 7 Conclusion -- 7.1 Suggestions for Further Research -- 7.1.1 Indian Traders in Zanzibar Between the 1940s and 1963 -- 7.1.2 A Holistic Study ofthe Indians after Independence -- 8 Bibliography -- 8.1 Oral Collections -- 8.2 Archival Materials -- 8.2.1 Zanzibar National Archive (ZNA) Material -- 8.2.2 Newspapers at the Zanzibar National Archive -- 8.2.3 British Public Record Office (PRO) (now the National Archives ofthe United Kingdom) Materials -- 8.2.4 The United Nations Online Archive (UNOA) Materials -- 8.3 Secondary Sources and Published Primary Sources."]
[null,null,null,"Sommario/riassunto","This research examines the social, political and economic history of Indians in Zanzibar in the nineteenth and twentieth centuries, specifically between 1870s and 1963. Based on evidence collected from oral interviews and written archival documents, this research work argues that, the Indian migration history in Zanzibar, during this period, was impacted by their religious diversity, economic factors and social factors, as well as the British colonial interest. This research analysis yielded a number of the following key findings: First, there were heterogeneous migration patterns among the Indian migrants in East Africa, influenced by various factors including religion, caste, and the historical contexts in which particular migrants arrived. Second, numerous different social, physical, economic and political processes in India and East Africa motivated Indians to leave their homeland and form a migration community in Zanzibar from 1800 to 1963. Third, the desire to pass on their religion, traditions and customs to their descendants was a significant motivation for Indians to open their own private schools in Zanzibar. Fourth, the change of administration in 1890 had a major impact on the Indians in Zanzibar, especially investors who had already invested heavily in the local economy. Finally, despite their minority status compared to other communities such as Africans and Arabs, Indians participated in the politics of Zanzibar that led towards independence."]
[null,"2.","Record Nr.",null,"UNISA996465263803316"]
[null,null,"Autore",null,"Miller Tyrus <1963->"]
[null,null,"Titolo",null,"Modernism and the Frankfurt School / / Tyrus Miller [[electronic resource]]"]
[null,null,"Pubbl/distr/stampa",null,"Edinburgh : , : Edinburgh University Press, , 2014"]
[null,null,"ISBN",null,"1-4744-0086-8"]
[{"$nulls":4},"0-7486-9471-4"]
[null,null,"Descrizione fisica",null,"1 online resource (viii, 179 pages) : digital, PDF file(s)"]
[null,null,"Collana",null,"Edinburgh critical studies in modernist culture Modernism and the Frankfurt School"]
[null,null,"Classificazione",null,"EC 2430"]
[null,null,"Disciplina",null,"301.01"]
[null,null,"Soggetti",null,"Frankfurt school of sociology"]
[{"$nulls":4},"Modernism (Aesthetics)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Title from publisher's bibliographic system (viewed on 08 Aug 2016)."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Modernism and the Frankfurt School -- Walter Benjamin -- Theodor Adorno -- Herbert Marcuse -- The new wave: modernism and modernity in the later Frankfurt School."]
[null,null,null,"Sommario/riassunto","Provides a single-volume introduction to the important connection of Frankfurt School thought and modernist cultureTyrus Miller's book offers readers a focused introduction to the Frankfurt School's important attempts to relate the social, political, and philosophical conditions of modernity to innovations in twentieth-century art, literature, and culture. The book pursues this interaction of modernity and modernist aesthetics in a two-sided, dialectical approach. Not only, Miller suggests, can the Frankfurt School's penetrating critical analyses of the phenomena of modernity help us develop more nuanced, historically informed and contextually sensitive analyses of modernist culture; but also, modernist culture provides a field of problems, examples, and practices that intimately affected the formation of the Frankfurt School's theoretical ideas. The individual chapters, which include detailed discussions of Walter Benjamin, Theodor Adorno, Herbert Marcuse as well as a survey of later Frankfurt School influenced thinkers, discuss the ideas of a given figure with an emphasis on particular artistic media or contexts: Benjamin with lyric poetry and architecture as urban art forms; Adorno with music; Marcuse with the liberationist art performances and happenings of the 1960s.    Key Features:   * Introduces well-studied major figures such as Benjamin and Adorno in a new light, while connecting their ideas with problems "]
[{"$nulls":4},"in modernist art and culture   *Offers a clear, thorough, and relevant survey of major ideas and figures   *Provides a revisionary view of the rigorous connection of Frankfurt School theory and modernist culture"]