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This article has its basis in the author's own growing annoyance at so-called "sandwich" programmes, where young academics from developing countries study and learn theories at universities in the Global North, then go to their own countries for fieldwork -- only to return to the host country to fit their data into the theories of the Global North. The purpose of this article is twofold. The author's first aim is to demonstrate that the thinking and concepts of some African educational thinkers such as, for example, Julius Nyerere, fit the educational reality in Africa better than those of Western thinkers, and that these concepts should therefore be used. Second, she argues that when it comes to building theories from the ground, the life experiences of Africans (in terms of everyday reality, indigenous knowledge, cultural transmission, community engagement etc.) should be taken into account. She explains why, through her own teaching at the University of Dar es Salaam in Tanzania, she became interested in the qualitative research method called "autoethnography." She also draws on her experience of teaching qualitative research methods at a number of historically black universities in South Africa. She notes a recent positive development in the availability of a promising postgraduate programme with an authoethnographic approach. Entitled "The Narrative Study of Lives" and launched by the South African University of the Free State (UFS) Department of Sociology in 2012, this Master's and PhD programme builds entirely on African experiences. In the last part of her article, the author applies an autoethnographic approach to the study of languages in Africa. She explains that some of her Tanzanian students grew up with several Tanzanian languages simultaneously, so that Western linguists' terms like "mother tongue", first and second language do not make sense to them. She also introduces the concept of "ubuntu" translanguaging, an effective practice of purposeful juxtaposition of languages observed in African empirical research.

Human–wildlife conflict is an important factor in the modern biodiversity crisis and has negative effects on both humans and wildlife (such as property destruction, injury, or death) that can impede conservation efforts for threatened species. Effectively addressing conflict requires an understanding of where it is likely to occur, particularly as climate change shifts wildlife ranges and human activities globally. Here, we examine how projected shifts in cropland density, human population density, and climatic suitability—three key drivers of human–elephant conflict—will shift conflict pressures for endangered Asian and African elephants to inform conflict management in a changing climate. We find that conflict risk (cropland density and/or human population density moving into the 90th percentile based on current-day values) increases in 2050, with a larger increase under the high-emissions “regional rivalry” SSP3 - RCP 7.0 scenario than the low-emissions “sustainability” SSP1 - RCP 2.6 scenario. We also find a net decrease in climatic suitability for both species along their extended range boundaries, with decreasing suitability most often overlapping increasing conflict risk when both suitability and conflict risk are changing. Our findings suggest that as climate changes, the risk of conflict with Asian and African elephants may shift and increase and managers should proactively mitigate that conflict to preserve these charismatic animals. [ABSTRACT FROM AUTHOR]

The May 2013 Report of the High Level Panel, established by the UN Secretary-General Ban Ki-moon in 2012 to advise on the global development framework beyond 2015 underscored that rising inequity is a growing worldwide concern. The high level panel refers to a study of 28 countries in Africa which found that more than one out of every three pupils (23 million primary school children) could not read or do basic math after multiple years of schooling. No mention is made of the language in which the children could not read or do basic math. It is most likely a foreign language, a language children do not normally speak or hear around them. The language of instruction is a powerful mechanism for social stratification, increasing inequality. In my article I devote some time to a discussion of the language of instruction policy in Africa and the problems it creates for the African school-child. But I first and foremost concentrate on the effect of the language policy in Africa on the creation and sustainability of a living democracy including free elections, freedom of the press and the preservation of human rights. The languages used at the highest educational level, in the parliaments of Africa; the languages used by the leaders to communicate with their voters, used in the courts and in the press bear testimony to the inequity in most African countries and the power of the African elites and their international allies.

Africans speak African languages in their everyday lives while lessons in school are delivered in an exogenous language. In many places adult education is also carried out in a language the majority of people do not speak. The exogenous languages, which are the languages of the former colonial powers and mastered just by a small African elite, are used in most parliaments in Africa and in most newspapers. This problem is largely ignored by the international community. An argument often put forward against using African languages as Languages of Instruction (LOIs) is that there are so many of them, and it may be problematic to select one as an LOI. But is this really the case? And does one need to select one language? The main work of the Centre for Advanced Studies of African Society (CASAS) located in Cape Town has been to harmonise the written forms of most African languages so that these languages can be used as LOIs and as languages of government and the press. This paper examines in some detail the work undertaken by CASAS, its successes and challenges. It shows that the political process of getting the harmonised languages adopted is more difficult and unpredictable than the linguistic work itself.

Comparative research on education in small states has attracted international attention since the mid-1980s when the Commonwealth sponsored a number of seminal meetings and publications, and became a key advocate for the advancement of such work. This article considers the place of different dimensions of scale in comparative research; re-examines the potential of small states as a framework for comparative analysis; and explores the ways in which insights from the small states literature may contribute to new directions for innovative research on education policy transfer in this arena. In doing so, conclusions point to ways of extending the traditional boundaries that have come to demarcate this distinctive arena for research and scholarship in comparative education.

This article deals with the fact that most children in Africa are taught in a language neither they nor their teachers master, resulting in poor education outcomes. While there are also donor interests and donor competition involved in retaining ex-colonial languages, as well as an African elite that may profit from this system, one of the main reasons why teaching in ex-colonial languages persists lies in the fact that a large proportion of the general public still believes that the best way to learn a foreign language is to have it as a language of instruction. By contrast, research studies conducted in Africa, as well as examples from Asian countries such as Sri Lanka and Malaysia, have shown that children actually learn mathematics and science much better in local and familiar languages. Though the recent World Bank Education Strategy policy paper is entitled "Learning for All," it does not specify which language learning should take place in. A claim one often hears in countries of so-called Anglophone Africa is that English is the language of science and technology, and that teaching these subjects through English (instead of teaching English as a subject in its own right as a foreign language) is best. The monolingual island of Zanzibar is in fact about to reintroduce English as the language of instruction in maths and science from grade 5 onwards in primary school. The author of this paper suggests that when it comes to language policy, some African and some Asian countries could learn from each other.

This article is an abbreviated version of the BAICE Presidential Address held at the 11th UKFIET International Conference in Oxford on September 16, 2011. It discusses debates on the use of a foreign and ex-colonial language as a language of instruction (LOI) in African schools and argues that the quality of education cannot be seen as an issue separate from the LOI. Nevertheless, the World Bank 2020 strategy, "Learning for All", does not mention the language in which learning is to take place. The article then discusses policy changes in Rwanda where English was made the LOI from the first grade in 2008, and examines the use of "Timms-like" testing. Taking the example of text messaging and chat amongst students in Dakar and Dar es Salaam, it considers how new information and communication technologies seem to offer opportunities for change where linguistic policy has failed. (Contains 11 notes and 2 figures.)

This article offers an analysis of the dozens using Black feminist theory. The dozens are a ritualized verbal game of insults that historically have used sexual offenses against Black women as the vehicle for insults. Rather than simply viewing the dozens as a cultural phenomenon, the article draws a connection between its occurrence in West Africa, the West Indies, slave communities, and post enslavement and attempts to understand the various changes and the connection of the dozens to Black female devaluation. Through dialog with Oshun, the author deconstructs the historical and cultural significance of the dozens, placing it in a constructed conversation methodology. Importantly, the article shows how deconstruction of the dozens can be used as a pedagogical tool leading students to a deeper and more thorough understanding of a taken-for-granted cultural phenomenon. (Contains 3 notes.)

Since 1995 I have been engaged in consultancies and since 2001 in research dealing with the language of instruction policies in Africa. To what extent are the policies being implemented? What is the role of research and consultancy when it comes to language policy? What happens when researchers or consultants come up with recommendations which do not please donors or the people of power? My paper builds on a consultancy on the language policy of Namibia from 1995, the stock-taking exercise of ADEA/GTZ/UIL of 2006, as well as on research results and experiences gathered within the LOITASA (Language of Instruction in Tanzania and South Africa) project. In the first part of the article I give two examples where the policy recommendations by the consultants/researchers have not been followed up. I give an example of a consultancy that has had some impact on the policy formulation in some African countries. Recommendations from only one of the four studies/consultancies looked at have been thoroughly followed up. These recommendations were in line with what the donors wanted, but did not logically follow from the research done. In the second part of the article I deal with the challenge of making policy research relevant for those most greatly affected by the policy. This means working for a paradigm shift in the research and consultancy on language policies in Africa. It also means looking at the power of misconceptions held by lay people. Towards the end of the article I discuss changing a belief system which has become common knowledge. I show examples of how Tanzanian colleagues in the LOITASA project are trying to do this.

This article examines some of the problems concerning the language of instruction in higher education within Europe and relates them to the African context. The author argues that there is reason to be worried about the spread of the use of English as a language of instruction in higher education, to the detriment of the smaller European languages in particular. The article gives an insight into the Norwegian and Swedish debate on the issue of domain loss to English in higher education. Towards the end, the article examines the language situation within the European Union. Here politicians publicly stress the need to maintain all the languages of the EU as part of the community's wealth, but the reality appears to be different, as the EU is marked by the ever greater predominance of just one language, English.

Examines the child protagonists of "The Ear, the Eye, and the Arm" as they move within their own culture. Concludes that what could be a novel of understanding and acceptance turns out to be a terrific adventure story, but rather typical in that any culture that is not the protagonist's own is dangerous and inferior. (SG)

Discusses two studies that examine the effects of English, and its status as the official language, on Namibian languages. Finds that the numbers of students in African language classes in Namibia have been dropping significantly--in 1995 there were 100 students taking Oshindonga, and in 1999-2000 there was one. (Contains 66 references.) (NB)

Discusses the indigenization of universities in Africa. Briefly looks at pre-colonial and colonial education before describing the situation after independence and, especially, the effects on higher education of a concentration of resources on basic education. Draws upon examples, taken mostly from Tanzania. Contains 36 references. (VWC)

Examines whether efforts by donor agencies and Third World governments toward achieving basic education for all will lead to further development of peace education in Africa; whether the outcomes of the 1990 Education for All (EFA) conference in Thailand will promote positive peace; and whether the new EFA strategy will lead to a self-reliant development for Third World countries. (SM)

Copyright of Historia is the property of Historical Association of South Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Algerian-Tunisian frontier zone was much contested in the late nineteenth century, defying the logic of modernity that sought to establish territoriality. This modernity appeared only through an imbrication of raids, warfare, environmental shifts, and competing territorial claims. The violence of the territorial process, the changing geography of sovereignty, and uncertain frontier delimitation: these and other elements challenge the image of modernity arising in a fixed territory according to a linear chronology. This article argues that modernity in the Maghrib, seen through the lens of territory, is a temporally and spatially variable process: "modern" sovereign power existed only at certain levels of abstraction and within certain environmental relations. To consider modernity in the Maghrib, we will have to see how claims of sovereignty and the process of territorialization were understood by actors operating on local, regional, and imperial scales. [ABSTRACT FROM AUTHOR]

This article discusses the concept ' ubuntu', an African worldview rooted in the communal character of African life. Some of the same thinking can, however, be found in various Eurasian and Latin-American philosophies. The concept ' ubuntu' is also used in language planning: here, the question of language of instruction is discussed through an ubuntu paradigm. The article focuses on policies regarding language in education, both at the micro-level, where translanguaging and code-switching are central, and at the macro-level, where Prestige Planning is discussed. The assessment practices taking place in schools are also looked at through an ubuntu lens. How far is it possible for developing countries to adhere to an education policy based on their own values when they have to participate in tests like Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) for Development? [ABSTRACT FROM AUTHOR]

Africans speak African languages in their everyday lives while lessons in school are delivered in an exogenous language. In many places adult education is also carried out in a language the majority of people do not speak. The exogenous languages, which are the languages of the former colonial powers and mastered just by a small African elite, are used in most parliaments in Africa and in most newspapers. This problem is largely ignored by the international community. An argument often put forward against using African languages as Languages of Instruction (LOIs) is that there are so many of them, and it may be problematic to select one as an LOI. But is this really the case? And does one need to select one language? The main work of the Centre for Advanced Studies of African Society (CASAS) located in Cape Town has been to harmonise the written forms of most African languages so that these languages can be used as LOIs and as languages of government and the press. This paper examines in some detail the work undertaken by CASAS, its successes and challenges. It shows that the political process of getting the harmonised languages adopted is more difficult and unpredictable than the linguistic work itself. [ABSTRACT FROM AUTHOR]

The article responds to the journal forum "COMPARE Forum: The Post-2015 Education and Development Agenda" in the December 2013 issue, focusing on the issue of educational quality in Africa. Topics include the lack of schooling opportunities using many African languages, orthographic research in African linguistics sponsored by the organization Centre for Advanced Studies of African Society (CASAS), and the effectiveness of bilingual education in Africa.

This article begins with a discussion of the terms globalisation and edu-cation. It is argued that globalisation really means capital driven market economy leading to some few winners and very many losers. The neo-lib-eral policies forced on African countries lead to a more class-structured so-ciety with greater inequalities. The 1988 World Bank document: Educational policies for Sub-Saharan Africa : Adjustment, Revitalization, and Expansion has become almost a Bible for the donor policies in the ed-ucation sector in Africa. The document is looked at anew here with the benefit of hindsight. What has happened after this document was re-leased? What about the World Bank Education Strategy 2020 called Learning for All: Investing in People's Knowledge and Skills to Promote Development ? What does this shift from Education for All to Learning for All mean? Do the authors of the World Bank document show that they know that children learn better when they understand what the teacher is saying? The use of African languages as languages of instruction would make for a more egalitarian educational system in Africa. Using the colo-nial languages as languages of instruction serves the interest of a small elite, increases inequality and works to the detriment of the majority of Africans. [ABSTRACT FROM AUTHOR]

This article looks into the unfounded belief in many so-called anglophone countries in Africa that mathematics and science are best taught in English and not in an African language, the language pupils and teachers normally speak and command much better than English. Examples are given from Tanzania, South Africa, Botswana, Lesotho and Ghana. The reintroduction of English from the 5th grade in primary school in maths and science in the Kiswahili speaking island of Zanzibar is discussed at some length. Examples from Africa are contrasted with examples from some Asian countries like Sri Lanka and Malaysia. The attitudes of parents which are built on a misconception are analysed. The article ends on a more optimistic note claiming that misconceptions can be altered. [ABSTRACT FROM AUTHOR]

This article is an abbreviated version of the BAICE Presidential Address held at the 11th UKFIET International Conference in Oxford on September 16, 2011. It discusses debates on the use of a foreign and ex-colonial language as a language of instruction (LOI) in African schools and argues that the quality of education cannot be seen as an issue separate from the LOI. Nevertheless, the World Bank 2020 strategy, ‘Learning for All’, does not mention the language in which learning is to take place. The article then discusses policy changes in Rwanda where English was made the LOI from the first grade in 2008, and examines the use of ‘Timms-like’ testing. Taking the example of text messaging and chat amongst students in Dakar and Dar es Salaam, it considers how new information and communication technologies seem to offer opportunities for change where linguistic policy has failed. [ABSTRACT FROM PUBLISHER]

Lujo virus (LUJV) is a novel member of the Arenaviridae family that was first identified in 2008 after an outbreak of severe hemorrhagic fever (HF). In what was a small but rapidly progressing outbreak, this previously unknown virus was transmitted from the critically ill index patient to 4 attending healthcare workers. Four persons died during this outbreak, for a total case fatality of 80% (4/5). The suspected rodent source of the initial exposure to LUJV remains a mystery. Because of the ease of transmission, high case fatality, and novel nature of LUJV, we sought to establish an animal model of LUJV HF. Initial attempts in mice failed, but infection of inbred strain 13/N guinea pigs resulted in lethal disease. A total of 41 adult strain 13/N guinea pigs were infected with either wild-type LUJV or a full-length recombinant LUJV. Results demonstrated that strain 13/N guinea pigs provide an excellent model of severe and lethal LUJV HF that closely resembles what is known of the human disease. All infected animals experienced consistent weight loss (3–5% per day) and clinical illness characterized by ocular discharge, ruffled fur, hunched posture, and lethargy. Uniform lethality occurred by 11–16 days post-infection. All animals developed disseminated LUJV infection in various organs (liver, spleen, lung, and kidney), and leukopenia, lymphopenia, thrombocytopenia, coagulopathy, and elevated transaminase levels. Serial euthanasia studies revealed a temporal pattern of virus dissemination and increasing severity of disease, primarily targeting the liver, spleen, lungs, and lower gastrointestinal tract. Establishing an animal LUJV model is an important first step towards understanding the high pathogenicity of LUJV and developing vaccines and antiviral therapeutic drugs for this highly transmissible and lethal emerging pathogen. Author Summary: The pathogenic arenaviruses are a diverse group of human pathogens capable of causing a wide range of human illness ranging from encephalitis to severe hemorrhagic fever throughout the New and Old World. In 2008, a previously unknown virus (now named Lujo virus) caused a high case fatality outbreak (80%) in southern Africa. Limited data available from these patients indicated that LUJV HF was characterized by thrombocytopenia, elevated liver transaminases, coagulopathy, viral antigen in multiple tissues, neurological symptoms in some cases, and eventual death. The source of exposure of the index patient remains unknown. Due to the unusually high lethality and rapid human to human spread, we sought to develop an animal model of Lujo hemorrhagic fever. We report here that after infection with Lujo virus, Strain 13/N guinea pigs develop a hemorrhagic fever syndrome similar to the disease observed in human patients. This animal model of severe Lujo hemorrhagic fever is a critical first step to increase our understanding of this highly pathogenic virus, and to develop anti-viral therapeutics or experimental vaccines for this new and unique threat to human health. [ABSTRACT FROM AUTHOR]

This article deals with the fact that most children in Africa are taught in a language neither they nor their teachers master, resulting in poor education outcomes. While there are also donor interests and donor competition involved in retaining ex-colonial languages, as well as an African elite that may profit from this system, one of the main reasons why teaching in ex-colonial languages persists lies in the fact that a large proportion of the general public still believes that the best way to learn a foreign language is to have it as a language of instruction. By contrast, research studies conducted in Africa, as well as examples from Asian countries such as Sri Lanka and Malaysia, have shown that children actually learn mathematics and science much better in local and familiar languages. Though the recent World Bank Education Strategy policy paper is entitled Learning for All, it does not specify which language learning should take place in. A claim one often hears in countries of so-called Anglophone Africa is that English is the language of science and technology, and that teaching these subjects through English (instead of teaching English as a subject in its own right as a foreign language) is best. The monolingual island of Zanzibar is in fact about to reintroduce English as the language of instruction in maths and science from grade 5 onwards in primary school. The author of this paper suggests that when it comes to language policy, some African and some Asian countries could learn from each other. [ABSTRACT FROM AUTHOR]

Abstract: Since 1995 I have been engaged in consultancies and since 2001 in research dealing with the language of instruction policies in Africa. To what extent are the policies being implemented? What is the role of research and consultancy when it comes to language policy? What happens when researchers or consultants come up with recommendations which do not please donors or the people of power? My paper builds on a consultancy on the language policy of Namibia from 1995, the stock-taking exercise of ADEA/GTZ/UIL of 2006, as well as on research results and experiences gathered within the LOITASA (Language of Instruction in Tanzania and South Africa) project. In the first part of the article I give two examples where the policy recommendations by the consultants/researchers have not been followed up. I give an example of a consultancy that has had some impact on the policy formulation in some African countries. Recommendations from only one of the four studies/consultancies looked at have been thoroughly followed up. These recommendations were in line with what the donors wanted, but did not logically follow from the research done. In the second part of the article I deal with the challenge of making policy research relevant for those most greatly affected by the policy. This means working for a paradigm shift in the research and consultancy on language policies in Africa. It also means looking at the power of misconceptions held by lay people. Towards the end of the article I discuss changing a belief system which has become common knowledge. I show examples of how Tanzanian colleagues in the LOITASA project are trying to do this. [Copyright &y& Elsevier]

This essay reflects on the history of the African diaspora-both as an academic and as a political project. The study of black peoples in academic organizations from 1945 to 1990 problematically formed part of civil rights, nation-building, and Cold War agendas. The result: a distancing and isolation of people in the diaspora from each other. Today there is an explosion of African diaspora studies in the academy, but what of the political project? [ABSTRACT FROM AUTHOR]

Describes contrasting patterns of migration between two villages in the Mali region in West Africa. Information on sustainable livelihoods in the two villages; Background of migration from the villages; Information on how institutions influence the way households tried to achieve sustainable livelihood.

Rather than look at children as they move between cultures, this article examines the child protagonists of The Ear, the Eye, and the Arm as they move within their own culture. Although this multi-cultural novel is from the science fiction genre, the psychological reality of encountering different peoples holds true. Tendai, Rita, and Kuda are unique characters: they live in isolation within their own culture. This isolation allows the children to experience each segment of their culture as if they were outsiders to it. Both the narrator and narrative are set up to help the reader find the various subcultures visited as lacking—this despite several overt statements about not making judgments. In the end, what could be a novel of understanding and acceptance turns out to be a terrific adventure story, but rather typical in that any culture that is not the protagonist's own is dangerous and inferior. [ABSTRACT FROM AUTHOR]

In the first part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries. [ABSTRACT FROM AUTHOR]

This article deals with the role of the universities in Africa. What are the challenges for educators who want to root African education in African traditions? After a brief look at pre- colonial and colonial education the article goes on to describe the situation after independence and especially the effects on higher education of a concentration of resources on basic education. To what extent do the link arrangements built up between universities in the North and the South perpetuate a colonial situation? What can be done to restore the dignity and heritage of the African people through university training? Examples are mostly taken from Tanzania, the country in Africa the author knows best. [ABSTRACT FROM AUTHOR]

Tackles the issue of peace education in postcolonial Africa. Efforts of donor agencies and Third World governments toward achieving basic education for all; Development of peace education programs in Africa; Outcomes of the Education for All (EFA) conference in Jomtien, Thailand.

Discusses the problems of validity and reliability in qualitative research within education in Africa. Focus on the voice of Africans; Need of secondary research to reanalyze from an Afro-centric viewpoint of accounts by Western travelers and anthropologists; use of an autobiographical approach to secure data of high ecological validity.

Describes the efforts of countries in East Africa to establish appropriate educational systems to replace those of the colonial era. Renewed dangers of educational dependency after the 1990 World Conference on Education for All; Examples of good educational aid projects in Africa.

Characterizing genetic diversity in Africa is a crucial step for most analyses reconstructing the evolutionary history of anatomically modern humans. However, historic migrations from Eurasia into Africa have affected many contemporary populations, confounding inferences. Here, we present a 12.5x coverage ancient genome of an Ethiopian male ("Mota") who lived approximately 4500 years ago. We use this genome to demonstrate that the Eurasian backflow into Africa came from a population closely related to Early Neolithic farmers, who had colonized Europe 4000 years earlier. The extent of this backflow was much greater than previously reported, reaching all the way to Central, West, and Southern Africa, affecting even populations such as Yoruba and Mbuti, previously thought to be relatively unadmixed, who harbor 6 to 7% Eurasian ancestry. [ABSTRACT FROM AUTHOR]

The honeybee, Apis mellifera, is the world's most important pollinator and is ubiquitous in most agricultural ecosystems. Four major evolutionary lineages and at least 24 subspecies are recognized. Commercial populations are mainly derived from subspecies originating in Europe (75-95%). The Africanized honeybee is a New World hybrid of A. m. scutellata from Africa and European subspecies, with the African component making up 50-90% of the genome. Africanized honeybees are considered undesirable for bee-keeping in most countries, due to their extreme defensiveness and poor honey production. The international trade in honeybees is restricted, due in part to bans on the importation of queens (and semen) from countries where Africanized honeybees are extant. Some desirable strains from the United States of America that have been bred for traits such as resistance to the mite Varroa destructor are unfortunately excluded from export to countries such as Australia due to the presence of Africanized honeybees in the USA. This study shows that a panel of 95 single nucleotide polymorphisms, chosen to differentiate between the African, Eastern European and Western European lineages, can detect Africanized honeybees with a high degree of confidence via ancestry assignment. Our panel therefore offers a valuable tool to mitigate the risks of spreading Africanized honeybees across the globe and may enable the resumption of queen and bee semen imports from the Americas., (© 2015 John Wiley & Sons Ltd.)

The process of domestication often brings about profound changes in levels of genetic variation in animals and plants. The honey bee, Apis mellifera, has been managed by humans for centuries for both honey and wax production and crop pollination. Human management and selective breeding are believed to have caused reductions in genetic diversity in honey bee populations, thereby contributing to the global declines threatening this ecologically and economically important insect. However, previous studies supporting this claim mostly relied on population genetic comparisons of European and African (or Africanized) honey bee races; such conclusions require reassessment given recent evidence demonstrating that the honey bee originated in Africa and colonized Europe via two independent expansions. We sampled honey bee workers from two managed populations in North America and Europe as well as several old-world progenitor populations in Africa, East and West Europe. Managed bees had highly introgressed genomes representing admixture between East and West European progenitor populations. We found that managed honey bees actually have higher levels of genetic diversity compared with their progenitors in East and West Europe, providing an unusual example whereby human management increases genetic diversity by promoting admixture. The relationship between genetic diversity and honey bee declines is tenuous given that managed bees have more genetic diversity than their progenitors and many viable domesticated animals., (© 2012 Blackwell Publishing Ltd.)