A real leader by any title proves their worth even after their death for the people shall not long forget the truest of those that have led them especially them who were martyred because of their leadership skills . May God help the heresy around the world that still clings to cult/figures of darkness such as obama or trump or their equivalents around the world who are no longer alive and have lost all honor as leaders. Adagio 1st
01. Good bad or corrupt, a constitutional U.S. Presidents to whose citizenship is not in question will be part of American history.
02. If it is proven he has murdered a U.S. Citizen or an Immigrant and got away with it, by ballot, voters may vote to remove him from any kind of future government promotional services or even rewrite his legacy in schoolbooks.
03. Recent Mason Presidents used themselves to represent the Ideal man, the Ideal husband and the Ideal leader. These we know that to not be true and not all American presidents were Masons.
04. Many presidents of our past history were excellent men of character and some were not.
05. Voters are encouraged to do research on their presidency to edit the process of choosing or annotating the history of their presidency honestly and correctly through ballots and voting.
06. Offering an honest History to students will make the Nation even stronger than anyone ever could imagine as well as any other country that follows in these footsteps.
07. Obama’s one-term presidency by sheer constitutional law is not recognized and has been dissolved and he is not up for voting to be included as a US President no matter how well he is liked by good and decent Americans who knew nothing about his secret society life as a 33 degree grand master high priest grand master Mason who used scripture, church attendance, talk of God and Jesus Christ to extend his heresy on to the American public and increase the strength oh his wizardry and sorcery over Americans.
09. Many children and people were deceived into liking him and for me this is the greatest of sins
08. Trump’s failure to become president in 2001 is a historical fact. His digital presidency however never existed to begin with and as everyone knows, this video campagne is not our shame, but the shame of white supremacy that sought to impose a great Hoax onto the world and on to the American people. The processes of Justice Continue. Thank you. Adagio 1st
Happy Presidents Day from the United States Public Health Service Civilian Corpse (The Department of Justice, The U.S. Navy, The U.S. Marines, The U.S. Army, USGS. General Dynamics, The United States Coast Guard, The American Red Cross, the Library of Congress, the Department of the Interior, The Department of Education, The Department of Forestry, The Bureau of Indian Affairs, The Department of State, all Law Enforcement Agencies The EMA Emergency Management Agency et all and Her Royal Highness Mary of Maryland and her staff the citizens of the United States of America =)
Happy Presidents Day from the Theocracy of the United States of America – fighting to preserve your freedoms, rights, and liberties One Nation under God Indivisible with Liberty and Justice for all.
Happy Presidents Day from the White House http://thewhitehousegov.wordpress.com/2017/02/20/happy-presidents-day/
Review: About Psychological Warfare https://officialgovernmentoftheunitedstatesofamerica.wordpress.com/2017/02/18/about-psychological-warfare/
02. Please be patient a nd look to the new U.S. News and World Report for news about education, the arts music and topics that are safe to chronicle during this level 5 media emergency.
The new US News and World Report http://usnewsandworldreport.wordpress.com/
03. The reason, I regularly write about very old business is that daily new people are discovering real government here at the new official website representing the United States of America, a real active and caring voice for Americans and world citizens. Please try to understand that daily I have to assume many things such as everyone is not well-informed about the media crisis and the false election that just occurred in the United States of America through media lies and conspiracies of lies. My assumptions are based on the collection and gathering of intelligence that translates to many citizens around the world are not aware that there country has suffered or is suffering a severe media crisis .
04. Every day I have to assume a new set of readers has come on board and do my best to get them caught up and get them in touch with real leaders in the white house or in their local government and law enforcement that are there to help guide them through the process of healing and reflecting that the past 5 years of their political media lives has counted for little, but try not worry as videos cannot launch any missiles, deport people or conduct war.
05. Review: United States of America Department of Education:
- http://unitedstatesofamericadepartmentofeducation.wordpress.com/education-and-the-law/ Published 2017/01/15
- http://unitedstatesofamericadepartmentofeducation.wordpress.com/the-ongoing-goals-of-early-learning/ Published
- http://unitedstatesofamericadepartmentofeducation.wordpress.com/the-white-house/ Published 2017/01/16
- http://unitedstatesofamericadepartmentofeducation.wordpress.com/about/ Published 2017/01/15
- http://unitedstatesofamericadepartmentofeducation.wordpress.com/contact/ Published 2017/01/15
JC Angelcraft 14 days of Valentine
The Quill at the White House an Official U.S. Government Website
United States of America Department of the Interior Official Government Website of the United States of America
Human rights is the soul of our foreign policy, because human rights is the very soul of our sense of nationhood. – Jimmy Carter
01. Good Sabbath today this Sunday and Greetings and blessings to the US Marines and to all departments of USPHS The Real US Collective of Military Forces including the Navy, the Army and US Coast Guard USGS, the Justice Department and Law Enforcement. Greetings to Her Royal Highness, the citizens of the United States of America, the real Leaders of the World and our Worldwide audience and good evening once again and looking forward to tomorrow’s third Monday Presidents day in the United States of America.
02. A special and warm greeting to Her Royal Highness and Secretary of State Angie Fenimore.
“A good leader is worth his or her weight in Gold, a great leader deserves their respect as a Queen or a King or even a full term Presidency for the whole their lives so that the process of evil and of democracy cannot install a worker of civil unrest and a warmonger.” – JC Angelcraft
01. Looking ahead to the meeting the future leaders of the South Africa the African Union of States and a very brief history and review of Africa’s struggle against Apartheid Masonry White Supremacy.
02. An important art of foreign diplomacy is looking at the world with our eyes on the youth and the future leaders of this world putting behind us all conspiracies of lies and all policies of white supremacy.
03. We have now arrived to a great precipice one in which we see that we are not alone in our suffering against white supremacy a suffering that we share with our friends and brothers and sisters around the world who are a generation of truly amazing people and dedicated in their ministry to be more unified and respectable with each other in Africa and in many parts of the world .
04. The African folk song Amavolovolo s a traditional Zulu Dowry song
Amavolovolo (African Folk Song) – Choir Performance by N3A of Kungsholmens Gymnasium The Island of Kungsholmen in Stockholm, Sweden – Exhortation by Adagio 1st
05. “Amavolovolo ngeke siye le la Kwamashu sisa ba ma volovo lo we ma” means
06. “we won’t go to Kwamashu, we are scared of revolvers.”
07. And this staanza repeats throughout the song,
08. Amavolovolo is a song of the people sung while fighting or protesting against the oppression of white supremacy.
09. About Kwamashu
10. The development of KwaMashu Township, in the KwaZulu-Natal province and located some 19km north of Durban, resulted from the mass resettlement of the slum population of Cato Manor during the period of 1958 to 1965.
11. It was a mass resettlement due to the bio-terrorism, massacres and taking of human life in their former townships where they were forced to leave and be concentrated by use of guns revolvers and wizardry attempting as usual a slow extermination of the people
13. After the resettling in Kwamashu, it soon came under attack.
14. Formerly associated with sugar cane plantations, KwaMashu’s name is a Zulu adaptation of the name “Marshall” which means ‘the place of Marshall’.
15. The name refers to Sir Marshall Campbell (1848-1917) the sugar cane farmer and magnate who owned the land on which KwaMashu stands and who was a member of the Legislative Assembly of the Natal colony (now KwaZulu Natal).
16. Marshall was the father of the late Dr Killie Campbell (Margaret Roach Killie Campbell), who had a close relationship with the Zulus living in KwaMashu.
17. The area was successively administered by the Durban City Council and the Port Natal Administration Board and, on 1 April 1977, was transferred to the authority of the newly defined KwaZulu government.
18. The Group Areas Act
19. KwaMashu is one of the first of Durban’s townships that emerged with the implementation of the Apartheid Group Areas Act during the 1950s.
20. While the financial implications on people affected by the Group Areas Act of 1950 were harsh, perhaps its most severe impact has been psychological.
21. Some children who were confined to these ghetto-like areas began to self-identify with their new environments in often unwholesome ways.
22. For many it meant the absorption of Apartheid imposed racial identities correlated with perceived rights or non-rights to space in relation to these identities.
23. For the variety of people who were named ‘Colored’, it meant the formation of often stagnant communities where there was no place to grow outwards, so that their identities became shaped within the spaces to which they were confined.
24. As the Group Areas Act of 1950 caused divisions of space, this created barriers between people as they became defined racially within the spaces they occupied.
25. In areas like Windermere, a variety of people were referred to collectively as ‘White’, ‘Colored’ and ‘African’ and they lived as neighbours.
26. As a result the Group Areas Act ‘re-proclaimed’ the neighbourhood as being for people the system identified as ‘Colored’ grouping peaceful whites and identifying these whites as un-desireables and without close medical scrutiny called them people of mixed color or colored.
27. The most devastating impact of these demarcated spaces caused by Apartheid Group Areas Act of 1950 in terms of racial categories is how these categories became internalized to the extent that they caused conflict rifts aggressions and divisions between people who were formerly neighbours and no doubt white supremacist wizardry ad its allied forces of darkness had much to do with the causing and provoking of problems.
28. Survival Strategies
With the advent of Apartheid’s White Supremacist Group Areas Act of 1950 some people‘re-shaped’ their identities within the boundaries of Apartheid structures in ways that would exempt them from the consequences of the Group Areas Act.
29. This they did by having themselves ‘reclassified’ into categories that would offer them ‘lifestyle improvements’ amidts a quick poverty and reduction of resources of those who opposed white supremacy.
30. Thus there were those who were placed into the category of ‘Colored’ who later had themselves ‘re-classified’ as white and there were those who were placed into the class of ‘Native’ or ‘African’, who had themselves ‘reclassified’ as ‘Colored’.
31. Racial and ethnic questions in the census and in other forms used as a question formula for white supremacist controllers are still on many applications yet in the right hands, this information can help government Identify problem areas that may still exist among people from different cultural backgrounds in need of more help and government assistance than the average population
32. During Apartheid in Africa’s past, the personal cost of this ‘new identity’ was great.
33. It meant relinquishing ties with family and friends and disconnecting from the best emotional support that could help to sustain them even if they together had to suffer.
34, Because of the great Apartheid White supremacist oppression it is understandable that many worked hard at getting approval of white supremacists to escape suffering and enabled themselves get help and better access to goods and services within a system which down-graded people racially and rewarded or penalized them accordingly.
35. Although the Group Areas Act of 1950 was applied throughout South Africa, the place in Cape Town that has come to symbolise forced removals is District Six.
36. Significant too is the fact that save for an educational institution, the area has never been poorly re-developed., but today the future looks bright for former white supremacists strongholds.
37. But during turbulent times, Life was a gaping hole for many, a white supremacist pit in the landscape of Cape Town, a physical reminder of the destruction brought about in peoples’ lives by the Group Areas Act of 1950.
38. The Group Areas Act was a system used by the Apartheid government to physically separate Indians, Coloreds and Africans who lived collectively in places such as Umkhumbane (Cato Manor ) an Indian township in Durban , Sophiatown in Johannesburg and District Six in Cape Town.
39. Then KwaMashu became home to many of the people who were displaced through the implementation of the Act.
40. Durban’s rapid population growth in the 1950s intensified pressure on the Durban City Council (DCC) from the White population to clear Durban of its slum areas for security purposes and segregate urban areas.
41, The Council was now compelled to take action on the housing of the African population of the city. Subsequently, in 1952, an emergency camp at Cato Manor was erected on a “site and service” basis in an attempt to ease the situation.
42. This was followed by a period of prolonged negotiation and planning for the purchase of land and the building of the KwaMashu township. The Durban City Council was required to submit their strategies to the central government for authorization.
43. The Council was not only expected to make sure that 10 000 “Indians” were removed from the Duff’s Road village, which fell within the boundaries of the new proposed township, but it also had to place buffer zones between African and Indian neighbourhoods and make certain that there were no connecting roads between them.
44. Into this situation the famous human rights activist Nelson Mandela was initiated to his cause until thrown into Jail for fighting for thee rights of both all colors in South Africa.
45. Nelson Mandela spent the greater part of his life in Jail. After he was removed from jail, Nelson Mandela became the first black president of South Africa in 1994, serving until 1999 the processes of democracy limiting and regulating any real political power this great African leader of Africa’s civil rights movement might have been able to affect to a greater capacity during his presidency.
46. In his early 20s, Nelson Mandela Became actively involved in the anti-apartheid movement as a young man of great promise and his movement was the peaceful anti-psychological warfare and struggle of its day against a militant white supremacist international militia that had United Nations support and support from various Masons Political and Industrial around the world.
47. In 1942, Mandela joined the African National Congress where for 20 years, he directed a campaign of peaceful, nonviolent defiance against the White supremacist South African government and its racist policies.
48. In 1993, Mandela and South African President F.W. de Klerk were jointly awarded the Nobel Peace Prize for their efforts to dismantle the country’s apartheid system, only for it to be replaced by new terms, acts and white supremacist bureaucracy and still with military plans to keep Africa under the control of White supremacy.
49. Nelson Mandela was born Rolihlahla Mandela on July 18, 1918, in the tiny village of Mvezo, on the banks of the Mbashe River in Transkei, South Africa. “Rolihlahla” in the Xhosa language literally means “pulling the branch of a tree,” but more commonly translates as “troublemaker.” a term embraced by white supremacist to label Mandela as a undesireable.
50. Nelson Mandela’s father, who was destined to be a chief, served as a counselor to tribal chiefs for several years, but lost both his title and fortune over a dispute with the local colonial magistrate loyal to the powers of white supremacists who most likely made up a slander story and lies about how and why this occurred to put the matter in their favor and insure his ruin and liquidation.
51. Mandela was only an infant at the time, and his father’s loss of status forced his mother to move the family to Qunu, an even smaller village north of Mvezo.
52. The village was nestled in a narrow grassy valley; there were no roads, only foot paths that linked the pastures where livestock grazed.
53. The family lived in huts and ate a local harvest of maize, sorghum, pumpkin and beans, which was all they could afford.
Water came from springs and streams and cooking was done outdoors.
54. Mandela played the games of young boys, acting out traditional African male rights-of-passage scenarios with toys he made from the natural materials available, including tree branches and clay. Mandela was later baptized in the Methodist Church and went on to become the first in his family to attend school.
55. In school, Mandela’s teacher told him that his new first name would be Nelson, a popular British Name after the great British Naval Admiral Lord Nelson.
56. When Mandela was 9 years old, his father died of lung disease, causing his life to change dramatically the signs of white-supremacist bio-terrorism already subtly secretly affecting Africa and his life.
57. He was adopted by Chief Jongintaba Dalindyebo, the acting regent of the Thembu people—a gesture done as a favor to Mandela’s father, who, years earlier, had recommended Jongintaba be made chief.
58. Mandela later left the carefree life he knew in Qunu, fearing that he would never see his village again. He traveled by motorcar to Mqhekezweni, the provincial capital of Thembuland, to the chief’s royal residence. Though he had not forgotten his beloved village of Qunu, he quickly adapted to the new, more sophisticated surroundings of Mqhekezweni.
59. Mandela was given the same status and responsibilities as the regent’s two other children, his son and oldest child, Justice, and daughter Nomafu.
60. Mandela took classes in a one-room school next to the palace, studying English, Xhosa, history and geography.
61. It was during this period that Mandela developed an interest in African history and learned how the African people had lived in relative peace until the coming of the white supremacists.
62. According to the elders, the children of South Africa had previously lived as brothers, but white supremacist men had shattered this fellowship.
63. While black men shared their land, air and water with whites, white supremacist men took these things for themselves by force.
64. From the time Mandela came under the guardianship of Regent Jongintaba, he was groomed to assume high office, not as a chief, but a counselor to one.
65. As Thembu royalty, Mandela attended a Wesleyan mission school, the Clarkebury Boarding Institute and Wesleyan College, where, he would later state, he achieved academic success through “plain hard work.”
66. He also excelled at track and boxing. Mandela was initially mocked as a “country boy” by his Wesleyan classmates, but eventually became friends with several students, including Mathona, his first female friend.
67. In 1939, Mandela enrolled at the University College of Fort Hare, the only residential center of higher learning for blacks in South Africa at the time.
68. Fort Hare was considered Africa’s equivalent of the University of Oxford or Harvard University, drawing scholars from all parts of sub-Sahara Africa.
69. In his first year at the university, Mandela took the required courses, but focused on Roman Dutch law to prepare for a career in civil service as an interpreter or clerk—regarded as the best profession that a black man could obtain at the time.
70. In his second year at Fort Hare, Mandela was elected to the Student Representative Council. For some time, students had been dissatisfied with the food and lack of power held by the SRC. During this election, a majority of students voted to boycott unless their demands were met.
80. Aligning with the student majority, Mandela resigned from his position. Seeing this as an act of insubordination, the university’s Dr. Kerr expelled Mandela for the rest of the year and gave him an ultimatum: He could return to the school if he agreed to serve on the SRC.
81. When Mandela returned home, the regent was furious, telling him unequivocally that he would have to recant his decision and go back to school in the fall.
82. In all hs success while working against the processes of Apartheid and white supramcy, it was evident that God has his hands on the young man.
83. A few weeks after Mandela returned home, Regent Jongintaba announced that he had arranged a marriage for his adopted son.
84. The regent wanted to make sure that Mandela’s life was properly planned, and the arrangement was within his right, as tribal custom dictated. Shocked by the news, feeling trapped and believing that he had no other option than to follow this recent order, Mandela ran away from home.
85. He settled in Johannesburg, where he worked a variety of jobs, including as a guard and a clerk, while completing his bachelor’s degree via correspondence courses. He then enrolled at the University of Witwatersrand in Johannesburg to study law making him more dangerous than ever and later he would earn his law degree from British Univeristy under harsh conditions.
86. Mandela soon became actively involved in the anti-apartheid movement, joining the African National Congress in 1942.
87. Within the ANC, a small group of young Africans banded together, calling themselves the African National Congress Youth League.
88. Their goal was to transform the ANC into a mass grassroots movement, deriving strength from millions of rural peasants and working people who had no voice under the current regime.
89. Specifically, the group believed that the ANC’s old tactics of polite petitioning were ineffective. In 1949, the ANC officially adopted the Youth League’s methods of boycott, strike, civil disobedience and non-cooperation, with policy goals of full citizenship, redistribution of land, trade union rights, and free and compulsory education for all children.
90. For 20 years, Mandela directed peaceful, nonviolent acts of defiance against the South African White Supremacist government and its racist policies, including the 1952 Defiance Campaign and the 1955 Congress of the People.
91. He founded the law firm Mandela and Tambo, partnering with Oliver Tambo, a brilliant student he’d met while attending Fort Hare. The law firm provided free and low-cost legal counsel to unrepresented blacks.
92. In 1956, Mandela and 150 others were arrested and charged with treason for their political advocacy (they were eventually acquitted). Meanwhile, the ANC was being challenged by Africanists, a new breed of black activists who believed that the pacifist method of the ANC was ineffective.
93. Africanists soon broke away to form the Pan-Africanist Congress, which negatively affected the ANC; by 1959, the movement had lost much of its militant support.
94. In 1961, a very frustrated Mandela, who was formerly committed to nonviolent protest, began to believe that armed struggle was the only way to achieve change.
95. He subsequently it is said he co-founded Umkhonto we Sizwe, also known as MK, an armed offshoot of the ANC dedicated to sabotage and guerilla war tactics to end apartheid.
96. In 1961, Mandela orchestrated a three-day national workers’ strike.
97 He was arrested for leading the strike the following year, and was sentenced to five years in prison.
98. In 1963, Mandela was brought to trial again. This time, he and 10 other ANC leaders were sentenced to life imprisonment for political offenses, including sabotage not very well defined or defended,
99. Nelson Mandela was then incarcerated on Robben Island for 18 of his 27 years in prison.
100. During this time, he was subject to white supremacist unhygienic bio-terrorist tactics and standards and contracted tuberculosis and, as a black political prisoner, received the lowest level of treatment from prison workers.
101 Assassinations Plans of White Supremacists
102. A 1981 memoir by South African intelligence agent Gordon Winter described a plot by the South African government to arrange for Mandela’s escape so as to shoot him during the recapture.
103. The plot was foiled by British intelligence.
104. Mandela continued to be such a potent symbol of black resistance that a coordinated international campaign for his release was launched, and this international groundswell of support exemplified the power and esteem that Mandela had in the global political community.
105. In 1982, Mandela and other ANC leaders were moved to Pollsmoor Prison, allegedly to enable contact between them and the South African government.
106. In 1985, President P.W. Botha offered Mandela’s release in exchange for renouncing armed struggle; the prisoner flatly rejected the offer.
107. With increasing local and international pressure for his release and White Supremacy Masons inability to wear down Nelson Mandelas Divine Protection from God, the White Supremacist government was forced to participated in several talks with Mandela over the ensuing years, but no deal was made.
108. It wasn’t until Botha suffered a stroke and was replaced by Frederik Willem de Klerk that Mandela’s release was finally announced—on February 11, 1990. De Klerk also unbanned the ANC, removed restrictions on political groups and suspended executions.
109. Upon his release from prison, Nelson Mandela immediately urged foreign powers not to reduce their pressure on the South African government for constitutional reform.
110. While he stated that he was committed to working toward peace, he declared that the ANC’s armed struggle would continue until the black majority received the right to vote.
111. In 1991, Mandela was elected president of the African National Congress but the processes of Democracy made sure he would not for long hold presidential political powers His presence being the most dangerous for unseating or removal of militant white supremacists from the Country.
112. A good leader is worth his or her weight in Gold, a great leader deserves their respect as a Queen or a King or even a full term Presidency for the whole their lives so that the process of evil and of democracy cannot a install a worker of civil unrest and a warmonger.
113. God help you and bless you in all things and help you to do the right thing and make the right decisions always for your lives.
S.A.R. Jose Maria Chavira M.S. Adagio 1st Nom de Plume JC Angelcraft special agent in charge of the United States of America
114. (Full Divine Name) JV Agvs Dei Verbvm Dei Filvs Dei Son AltesseRoyale Jose Maria Chavira Adagio 1st M.S. Agnvs Khan V PrimogentivsFilvs dei HominisSpiritvs Dominus dominorum est et rex regum et reginarum Nom de Plume JC Angelcraft
Son Altesse Royale Jose Maria Chavira MS Adagio 1st at Linked-In. The Linked-In a Network is for working Government Administrators, Professionals small medium and large businesses as well as Corporations, Schools and Universities and Specialized Groups
Jose Maria Chavira At Facebook a Network Website for Friends Specialized Groups, Specialized Interests, Free Publicity Pages: Pages for Public Figures, Pages of Corporations, Pages for Government, Pages for Businesses of all Sizes, Pages for Activism, Pages for Freedom of Expression, Pages for Real Individuals and Persons
- http://fr.linkedin.com/in/josemariachavira/xx Yidish
Son Altesse Royale Jose Maria Chavira MS Adagio 1st at Linked-In. The Linked-In a Network is for working Government Administrators, Professionals small medium and large businesses as well as Corporations, Schools and Universities and Specialized Groups
The African folk song Amavolovolo s a traditional Zulu Dowry song retreived February 19th 2017 from
Afrovibes-Community-Choirs received February 19th 2017 from
Leisure and the Making of KwaMashu (1958-1989) retrieved February 19th 2017 from https://open.uct.ac.za/bitstream/item/15666/thesis_hum_2010_molefe_siphesihle_cyril.pdf?sequence=1
• Kamwashu South African History retieved February 19th 2017 from
• Kamwashu South African History retieved February 19th 2017 from
• South African History retieved February 19th 2017 from http://www.sahistory.org.za/dated-event/south-african-government-passes-group-areas-act
• Group Areas act retieved February 19th 2017 from https://en.wikipedia.org/wiki/Group_Areas_Act
• 2017 Notes from the Biography of Nelson Mandela retrieved from an unsafe Internet website.
• 2016, Young, Joline How group areas act shaped spaces memories and identities
• Anon. Booklet: Summary of the Group Areas Act 1950 (Union of South Africa). Source: Simon’s Town Museum.
• 2001 Field, Sean. ‘Remembering Experience, Interpreting Memory: Life Stories from Windermere’ African Studies Volume 60, Issue 1,.
• 2007 Geschier, Sofie M.M.A. ‘So there I sit in a Catch-22 situation’: remembering and imagining trauma in the District Six Museum’, in (Eds.) Sean Field, Renata Meyer & Felicity Swanson Imagining the City (Cape Town: HSRC Press).
• 2009 Ruiters, Michele. ‘Collaboration, assimilation and contestation: emerging constructions of coloured identity in post-apartheid South Africa, in Burdened By Race (Ed.) Mohamed Adhikari, (Cape Town: UCT press.
• 1972 Whisson, Michael, The Fairest Cape?, (Johannesburg: South African Institute of Race Relations.
• 2001 Zegeye, Abebe. ‘Imposed ethnicity’, in (Ed.) Abebe Zegeye Social identities in the New South Africa, (Cape Town: Kwela Books.
• Booklet: Summary of the Group Areas Act 1950 (Union of South Africa) p.5. ‘focal points of contact should be eliminated as far as possible.
• Booklet: Summary of the Group Areas Act 1950 (Union of South Africa) p.3 ‘Europeans may exclusively own and / or occupy land and in which they are protected against penetration by members of the non-European groups’.
• Booklet: Summary of the Group Areas Act 1950 (Union of South Africa), p. 11 ‘In order to enforce the scheme of the Act … there must be effective sanctions against the holding of immovable property by disqualified persons. The Minister may … cause the property to be sold either out of hand or by public auction. The proceeds of the sale are applied firstly to defray the costs of the sale and thereafter to pay off the legal burdens upon the property in their legal order of priority. Except in certain cases the balance, if any, is paid into the Consolidated Revenue Fund.’
• 1972 Michael Whisson, The Fairest Cape?, (Johannesburg: South African Institute of Race Relations, 1972), pp.v-vi.
• 2009 Michele Ruiters, ‘Collaboration, assimilation and contestation: emerging constructions of coloured identity in post-apartheid South Africa, in Burdened By Race, (ed.) Mohamed Adhikari, (Cape Town: UCT press, 2009) p.110 (‘Apartheid legislation created correlations between race, space’).
• 2007 Sofie M.M.A. Geschier, ‘So there I sit in a Catch-22 situation’: remembering and imagining trauma in the District Six Museum’, in (Eds.) Sean Field, Renata Meyer & Felicity Swanson Imagining the City (Cape Town: HSRC Press, 2007) p.48.
• 2001 Abebe Zegeye, ‘Imposed ethnicity’, in (ed.) Abebe Zegeye Social identities in the New South Africa, (Cape Town: Kwela Books, 2001) p.6 (‘Black people were forced to live in ‘homelands’, which were generally rural areas with scant opportunities for employment’).
• 2007 Sofie M.M.A. Geschier, ‘So there I sit in a Catch-22 situation’: remembering and imagining trauma in the District Six Museum’, in (eds.) Sean Field, Renata Meyer & Felicity Swanson, Imagining the City (Cape Town: HSRC Press 2007) p. 40.
• 2009 Michele Ruiters, ‘Collaboration, assimilation and contestation: emerging constructions of coloured identity in post-apartheid South Africa, in (Ed. Mohamed Adhikari), Burdened By Race (Cape Town: UCT press, 2009), p.110 (‘Even imposed identities are reconstructed to reflect the daily experiences and realities of a communiy and individuals and this process could entail a reconstruction of an ethnic identity’.
• 2009 Michele Ruiters, ‘Collaboration, assimilation and contestation: emerging constructions of coloured identity in post-apartheid South Africa, in (Ed.) Mohamed Adhikari, Burdened By Race (Cape Town: UCT press, 2009), p.109 (‘With forced removals, the state pushed together people who would not otherwise have lived in the same area or have mixed socially. This process led to closer identification between neighbours and within neighbourhoods, cementing a closer sense of colouredness’.
• 2001 Sean Field, ‘Remembering Experience, Interpreting Memory: Life Stories from Windermere’ African Studies Volume 60, Issue 1, 2001.
• 1972 el Whisson, The Fairest Cape? (Johannesburg: South African Institute of Race Relations, 1972).
• 2007 Sofie M.M.A. Geschier, ‘So there I sit in a Catch-22 situation’: remembering and imagining trauma in the District Six Museum’, in (Eds.) Sean Field, Renata Meyer & Felicity Swanson, Imagining the City (Cape Town: HSRC Press, 2007)p. 45
• 2007 Sofie M.M.A. Geschier, ‘So there I sit in a Catch-22 situation’: remembering and imagining trauma in the District Six Museum’, in (Eds.) Sean Field, Renata Meyer & Felicity Swanson,Imagining the City (Cape Town: HSRC Press, 2007), pp. 43-44
• 2010 Sioheshle Masters Thesis Molif thesis_hum_2010_molefe_siphesihle_cyril
Updated February 20th 2017: 7:03 p.m.