Along the South African coast between Cape Town and Durban, a distance of 822 miles, are the two major ports, Port Elizabeth and East London. These two ports, rivals in some ways, have histories that are closely linked. Their harbours have been built at two of the most favourable spots along a coastline poorly endowed with natural harbours. East London, the fourth harbour of the Union of South Africa, is the only river port of any consequence, and had to win the mechanical fight against nature and the fight against prejudice that contended that her position was too close to a troublesome frontier. After a hundred years of growth, East London is a mature town, with the residential and industrial areas clearly defined. Her expansion will be along the lines of planned zoning. (2) Her population in 1950 was 910,195 of which 43,195 were European and 39,698 Native. Besides being a port, East London is a prominent holiday resort and, of recent years, is developing as an industrial town. A striking feature is the clean aspect of the town. Those two "miracles" of South Africa, the discovery of diamonds and the discovery of gold, stimulated the growth of East London; especially the discovery of diamonds since Kimberley was about 450 miles from this, its nearest harbour. But the river mouth at East London had very little natural advantage over the other river mouths along the coast. There was at the Buffalo Mouth no outstanding, decisive merit. In many matters, such as the railway, the bridge, the water supply, there was doubt, uncertainty and bickering, with subsequent decisions to shelve the latter or make use of a temporary expedient, because there were many mediocre alternatives but none which was supremely suitable. In 1852, Bishop Gray wrote, "East London ... .has as few natural advantages as any place I have seen claiming to be a port. I could have walked across the river without getting wet above the knee." Intro., p. i-ii.

Orientador: Wencesláo Machado de Oliveira Junior / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T16:00:02Z (GMT). No. of bitstreams: 1 Novaes_IniaFrancode_D.pdf: 9716295 bytes, checksum: caa9b1d24fdbdcaab9376a6f718212e1 (MD5) Previous issue date: 2014 / Resumo: Pensar encontros para mobilizar pensamentos e fazer brotar outra(s) África(s) é a proposta desta pesquisa em educação que se dispõe a provocar nos leitores reflexões sobre imagens do continente africano. Reflexões que tiveram início em conversas que aconteceram em oficinas realizadas com professores de Geografia, convidados a pensar o continente africano com imagens cartográficas, fotográficas e videográficas produzidas por artistas africanos contemporâneos. Nas oficinas e nesta pesquisa o que importa não é o acúmulo ¿ de informações e conhecimentos ¿ e sim as potências ¿ das criações e pensamentos, os acontecimentos que ali e aqui tem lugar e que possibilitam a proliferação de pensamentos e de experimentações curriculares que derivaram dos encontros e conversas, permitindo que se pensasse o currículo com imagens como possibilidade de resistência, currículo-resistência, no território da educação que é predominantemente da escrita. A materialização das linhas de fuga, reterritorialização dos pensamentos em imagens pelos professores, e a proliferação de criações realizadas pelos alunos destes professores, mostram a mobilização provocada ao longo dos encontros, permitindo que os professores-participantes manifestassem muitos dos clichês de África presentes na cultura escolar brasileira, e também se encharcassem e resistissem a esses clichês, possibilitando encontros com outra(s) África(s) que não foram permanentes, que por ali passaram, demoraram e foram embora, de maneira singular e individual permitindo que a multiplicidade se fizesse presentes e em constante devir / Abstract: Thinking meetings to mobilize thoughts and bring forth other Africas was the purpose of this research in education. We were willing to provoke on the readers reflections concerning images of the African continent. These reflections started in conversations that occurred in workshops with Geography teachers, invited to think the African continent with cartographic, photographic and video images produced by contemporary African artists. What mattered in those workshops - and also for this research - was not the accumulation (of information and knowledge), but the powers of creations and thoughts, the events that take place here and there, and that enable the proliferation of curricular experiences and thoughts which stemmed from meetings and conversations, allowing everyone thought the curriculum from images as a resistance possibility (resistance-curriculum) within the education, which is predominantly the territory of writing and not the images. Realising the vanishing point, the reterritorialization of thoughts into images by the teachers and the proliferation of creations made by the students of these teachers show the mobilization triggered throughout the sessions, allowing teachers-participants manifest many of the clichés of Africa present in Brazilian school culture and also penetrate and resisted these clichés, allowing encounters with other Africas, Africas those who were not permanent, they spent in their classrooms and for our meetings, took the necessary and went away in a unique and individual way, allowing that multiplicity is made gifts and constant becoming / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

D.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Subject Didactics) / It is a well known fact that half the people of the world are completely illiterate and only about a third are functionally literate. Chapman and Czerniewska (1978:65) support this statement by saying the United states of America needs to be looked at. It is one of the world's most developed countries and yet more than two per cent of persons older than fourteen have not yet attained functional literacy. This factor illustrates the tremendous education work that still lies ahead of the school and other institutions of learning. South Africa, like many other countries of the world, suffers the same consequences in experiencing educational turmoil, "extending from the classroom to the work-place. One of the major reasons singled out was the implementation of the Bantu Education Act of 1953 (Act 47/1953). The ideology thereof being not to educate a Bantu on the same level as a white man. As a result there was no relationship in curriculum content pertaining to classroom and work-place. In view of this, Black education has become a centre of concern for most race groups in this country because of educational, social and economical repercussions. This factor is well demonstrated in the report of the main commission of the Human Sciences Research Council on the investigation into education (1981 :108). It has shown the need to provide an educational system which will enable all members of the different population groups to acquire the skills of basic literacy. This will pose a long term problem for the State, as far as its economy is concerned.

From introduction: This is a study of the physical landscape, climate, natural vegetation, historical geography and rural land use of the Bedford, Adelaide, Fort Beaufort, Stockenström and Victoria East magisterial districts. These five districts may be regarded as a natural region bounded by the crest of the Amatole-Winterberg range in the north and by the Great Fish River in the west. The southern boundary is a zone of semi-arid scrub bordering the Great Fish River valley. The Ciskei may be regarded as the eastern boundary of the region.

M.Ed. (Curriculum Studies) / In his Introduction, Heunis (1984) describes Geomorphology as a "part-discipline of Geography that has as its field of study the landforms occurring on the Earth's surface". Geomorphology is a study of how these landforms are formed and the processes which have led to their formation. The content in Geomorphology has been extended to include new concepts. Selfinstruction is a program of study in which the pupil studies on his own. According to Swanevelder (1976:3) a model is a figure or diagram accompanied by a verbal explanation which clarifies the diagram. The problems in the teaching of Geomorphology will be stated, followed by the aim of the study and the program of study...

The work began with the production by the author of a geological map of the area, since this essential task had not previously been undertaken. A detailed study of the settlement plan, containing both European and African smallholders, was then made. This proved a very fruitful field of study, because within the area the settlement plan is undergoing dramatic changes which are having an effect on the land use pattern within the area. This study was concerned mainly with the production of a detailed land use map and a quantitative analysis of the land use distributions revealed by this map. The classification used fer the categories on the land use map closely resembles one used in the land use map of 'The Border Region' produced by the Border Regional Survey (1957/8) which was in turn based on the World Land Use Map classification. Accompanying this text are seven maps produced by the author, three of the land settlement plan (1: 50,000), one each of the geology (1: 50,000) and rainfall (1:125,000) and two of the land use (l: 50,000 and 1: 125,000) in the area. The field sheets (1: 18,000) which show the land use of the area in great detail, are to be found in the library of the Geography Departmont, Rhodes University in atlas form.