Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education)

Thesis (MTech(Management))-- Cape Technikon, 2002 / Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology 2014 / This study seeks to contribute to the field of documentary photography by looking at a resistance photographer who documented events during the liberation struggle against Apartheid in the 1980s in Cape Town, South Africa. The research explores the richness, depth and complexity of the reflective knowledge of the phenomenon and develops a sense of understanding of the meanings of the circumstances and social context of the researcher. It considers the thoughts, observations as well as reflections regarding the meanings and interpretations of experience as a photographer in the 1980s. The perspective of the research is to understand through the photographer’s memory the phenomenon of interest in the exhibition Martyrs, Saints & Sell-Outs and in so doing argue for a consideration of the lives of those who not only lived during Apartheid but continue to do so after its demise. In addition to thinking about questions of photographic representation, the study also addresses ideas of space, and unarticulated injuries and trauma. The photograph is well suited as a medium through which one may think about these difficult questions, for in its very inception, the medium is one of simultaneous absence and presence. The study concludes with recommendations for future investigation in the documentary photography narrative in Cape Town, South Africa.

Thesis (MTech (Architectural Technology))--Cape Peninsula University of Technology, 2017. / In the developed Western world, the need to preserve buildings, including industrial buildings, is well established, and the many charters that exist for guidance for preservation of the built environment point to the necessity of preservation. It can be posited that many of South Africa buildings with industrial architectural heritage are being lost either through neglect, obsolescence, demolition or vandalisation. At an international conference, David Worth, the sole South African representative for the International Committee for the Conservation of the Industrial Heritage (TICCIH), stated that South Africa‟s industrial heritage has been neglected by the public, by professionals and academics, and by commercial and political interests. Läuferts and Mavunganidze make the point that South Africa continues to lag behind other countries in the preservation of and declaration of its industrial heritage. The purpose of this research was to investigate if adaptive reuse is a successful strategy to preserve industrial architectural heritage in South Africa. A further aim was to investigate whether adaptive reuse can be considered sustainable or „green‟ (in terms of the UN‟s sustainable development goals)

Orientador: Robert Wayne Andrew Slenes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-18T03:47:10Z (GMT). No. of bitstreams: 1 Durao_GustavodeAndrade_M.pdf: 1012006 bytes, checksum: b54e80dc86e928419564dd9588ba5334 (MD5) Previous issue date: 2011 / Resumo: Este trabalho propõe-se analisar a trajetória do escritor senegalês Léopold Sédar Senghor (1906-2001) no que tange à criação e participação ativa no movimento artístico e literário conhecido como Negritude. As movimentações literárias dos escritores norte-americanos e a valorização das formas de arte associadas ao negro-africano serão fundamentais para a formação dos alicerces teóricos da Negritude. A escolha da obra de Senghor "Liberté I: Négritude et Humanisme? contém interpretações importantes do seu pensamento na defesa e divulgação dos valores dos povos negro-africanos. Através desta obra se pretende compreender melhor o que foi o movimento da Negritude e o que ele representou para os escritores negros perante a realidade colonial francesa. Diante disso, este trabalho propõe um recorte temático temporal que vai de 1920 até 1945, quando Senghor e os próprios criadores da Negritude direcionam o conceito e a noção de negritude como sendo algo que vai legitimar a luta política em oposição ao colonialismo francês / Resumé: L'objectif de ce travail est d'analyser la trajectoire de l'écrivain sénégalais Léopold Sédar Senghor (1906-2001) en ce qui concerne sa création et engagement au mouvement artistique et littéraire connu sous le nom de Négritude. La prise de conscience des écrivains nord-américains et la valorisation de toutes les formes d'art liées au noir-africain seront mise en étude comme la base théorique de la Négritude. L'oeuvre de Senghor "Liberté I: Négritude et Humanisme? montre des interprétations importantes de sa pensée en défense et diffusion des valeurs des peuples Noirs africains. A partir de cette oeuvre, on cherche à mieux comprendre le mouvement de la Négritude et son importance par rapport aux écrivains noirs du contexte colonial français. Ainsi, ce travail propose un extrait thématique de 1920 jusqu'à 1945, quand Senghor et les créateurs de la Négritude mènent le concept et la notion de négritude vers la légitimation de la lutte politique en opposition au colonialisme français / Abstract: This study proposes to examine the trajectory of the Senegalese writer Leopold Sedar Senghor (1906-200 I) regarding the establishment and active participation in artistic and literary movement known as Blackness. The awareness of North-American writers and appreciation of art forms associated with black African will be related to the theoretical foundations of Blackness. The choice of the masterpiece of Senghor 'Liberti 1: Negritude et Humanisme' contains important interpretations of his thought in upholding and disseminating the values of the Black African people. Through this work is intended to better understand what was the Blackness movement and what he represented for black writers before the French colonial reality. Thus, this paper proposes a temporal thematic focus that goes from 1920 until1945, when Senghor and the creators themselves drive the concept of Blackness and the notion of blackness as something that will legitimize the political struggle in opposition to French colonialism / Mestrado / Historia Social / Mestre em História

Orientador: Omar Ribeiro Thomaz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T17:43:00Z (GMT). No. of bitstreams: 1 Salve_GiovaniGrillode_M.pdf: 2906820 bytes, checksum: 9d5d86bfde9041baf7d30662f4733738 (MD5) Previous issue date: 2012 / Resumo: A primeira década do século XX, na Colônia do Cabo da Boa Esperança, marcou a elaboração de um projeto assimilacionista coloured por parte da African Political Organisation (APO). Formalizado através de ações, negociações, resistências e passividades, este conjunto de práticas dialoga com a complexidade dos processos de estabelecimento da segregação institucional na África do Sul e da formalização de relações sociais pautadas por estatutos raciais. Esta dissertação de mestrado discute como o presidente desta organização, o Dr. Abdullah Abdurahman (1870-1940), e outros afiliados à African Political Organisation lutaram para que a identidade coloured fosse entendida, social e legalmente, como diferente daquela dos nativos. Ademais, discutimos como estes indivíduos desenvolveram subterfúgios às barreiras legais estabelecidas pela "Grande Traição" colocada em prática pelos colonialistas britânicos após o término dos conflitos Anglo-Bôeres de 1899-1902, negociando direitos constitucionais e privilégios civis e sociais a partir de suas próprias experiências e agências / Abstract: The first decade of the 20th century, at the Cape Colony of Good Hope, was marked by the elaboration of the African Political Organisation's (APO) coloured assimilationist project. Formalized through actions, negotiations, resistances and passivity, this conjunct of practices was tied to South Africa's complex processes of establishment of institutional segregation and by-law racial and social relations. This master's dissertation discusses how the organisation's president, Dr. Abdullah Abdurahman (1870-1940), and some others African Political Organisation's members fought for the social and legal recognition of coloured identity as apart and distinct from the Natives' identities. Furthermore, it is discussed how these individuals developed subterfuges against the legal colour bar established by the "Great Betrayal", held by the British colonialists after the end of the Anglo-Boer War of 1899-1902, negotiating constitutional rights and the franchise, as social and civil privileges, by their own experiences and agencies / Mestrado / Historia Social / Mestre em História

M.Ed. / The task of this research report has been to map out the historical experience of the People's Education movement in South Africa from its inception in 1986 to its eventual national closure in March 1995. The People's Education movement under the banner of the NECC had been an endemic part of the education struggles experienced in South Africa, and had played a major role in informing the post-apartheid educational bureaucracy. Its historical role is therefore a significant and essential part of our educational experience. As Wolpe (1991: 77), has said, "the historical significance of People's Education lies in the fact that its conceptions not only challenged all previous conceptions of educational transformations in South Africa, but in so doing, placed on the agenda questions which must constitute the necessary point of departure for the formulation of new policies and strategies under new conditions". The first chapter of this dissertation has demonstrated that the concept of People's Education had been adopted by the oppressed peoples of South Africa in various forms from a very early stage and has therefore not been a new notion. The official launching of the People's Education movement encouraged extreme state repression but despite this, the movement managed to initiate the introduction up of alternative textbooks and the redirection the opposition movement towards a more reconstructive channel. The second chapter of this theses has attempted to trace the experience of the NECC between the years 1986-1990. It was found that the concept of People's Education captured the interests of academics who attempted to make sense of the movement by dissecting and analysing the various terms employed by People's Education. This theoretical analysis did not paralyse the movement in any way. Instead, it revitalised it and enhanced its value. As Carrim (1993) has stated, "Intellectual theorising has been an endemic part of the struggle nationally, as well as within the NECC, and at no time did it paralyse it, rather, it was enhanced and informed by these debates". Theory and practice always compliment each other. The intellectual scrutiny that the People's Education movement experienced was a natural stage in its growth. Without the necessary theoretical debates, many ideas in the People's Education movement would remain unworkable on a practical level. The final chapter of this paper has historisised the People's Education movement during the political transformative years of 1990-1995. It showed that during this time the official banner of People's Education, the NECC, played an instrumental role in the negotiating process and at the same time succeeded in extinguishing numerous crisis situations. Its decision to expand on a national level by incorporating affiliated educational organisations tended to complicate the smooth running of the organisation, and the eventual withdrawal of international

D.Ed. (Educational Management) / The influence of union leadership plays an important role in determining both the perspectives and leadership styles of the principals who hold positions of leadership in teacher unions. Although there is extensive literature on the basics of the development of the concept of identity in general, little is known about how identity is forged in education unionisation in general and what specific leadership character may result out of the principals who are union leaders. As is commonly known, such knowledge is crucial because principal leaders are continuously faced with making leadership decisions, acquiring endless information and implementing educational policies whose effectiveness might be tainted by union biasness and favoritism. In the light of continued absence of knowledge of how identity is forged in unionisation, coupled with the ever increasing election of principals by teacher union members to occupy leadership roles in these unions, this inquiry explored how such occupation of union leadership roles shape the self-knowledge of these principals and what leadership style may result as a reason there off. The inquiry specifically sought to determine whether the unionisation discourse constructs the identities of the principals who are leaders and if so, how it does this and what consequences this is likely to have on the leadership style of the principals concerned. The identity theory of Stryker and Statham (1985) (Owens, Stryker and Goodman, 2006) was used to addresses this aim. In addition to this, the inquiry used the principals who hold positions of leadership in Teacher Union A, Teacher Union B and Teacher Union C respectively as case studies, focusing specifically on the broader social discourses that exist subjectively in these unions as a vehicle to demonstrate the development of the identity of the principals who are leaders in them. The language used by these principals in focus groups discussions and participant observations were the main source of data for this inquiry. By doing so, this inquiry aimed to illuminate how union leadership act to produce self-knowledge that, in turn, leads to the discursive coordinates by which the principals who are union leaders come to define themselves. This was achieved by conducting focus groups interviews and participant observations of the principals who are in positions of leadership in these three unions and thereafter drawing on Critical Discourse Analysis in order to interpret the transcripts of the data collected by both focus groups interviews and participant observations.

M.Ed. / Present day society displays a noticeable concern with regard to public interest in history. The debate about the relevance of history is increasing. This concern is not unjustified if one closely examines the statistics of high school pupils taking history at matric level. Numerous reasons are given for the pupils' lack of interest in the subject and many academics, historians, teachers and other interest groups have come up with suggestions to counter this phenomenon regarding the lack of interest in history. The dissertation has as its aim the investigation of possible educative advantages in local history teaching and to prove how local history teaching, as an agent of broader history studies, can be used to boost and build pupil interest in history. Reference will be made to local history; what it is, how it fits into broader history and how it can be implemented at primary school level to counter some of the problems educators are experiencing regarding the lack of interest by pupils. Firstly, reference will be made to the educatiye principles underlying local history teaching and how these can be utilized by history teachers in an endeavour to enhance pupils' interest in the subject. Secondly, attention will be paid to the psychological development of pupils. One of the most important characteristics of any didactical situation is that the learning material should be designed in such a manner that it takes into account the intellectual development and abilities of pupils. This is an inherent feature of local history teaching and can be used by educators as a tool to counter the lack of interest that was refered to earlier. One of the reasons why pupils display a lack of interest in their history classes may be because of the traditional method of history teaching in which teachers tend to lapse into unilateral discussions. Local history, if taught correctly, involves active participation by pupils and it is through this active participation that pupils are exposed to the acquisition of historical skills. Pupils, through local history studies, can become critically aware, analytical, nonprejudicial and may strive to continiously seek the truth. Futhermore, the dissertation will argue that through the acquisition of such skills, pupils learn to find an objective, well-balanced and meaningful history and this in itself can lead to the cultivation and enhancement of interest in history, which is of vital importance to a subject that reflects a deteriorating interest-level. Lastly, the dissertation intends to prove that if the educative principles and cognitive values, encompassed in local history teaching are comprehensively explored at primary school level, this may help pupils acquire the necessary skills essential for futher studies in the subject and also vitally important for maintaining an interest level.