Thesis (M.A.) --University of Limpopo, 2010 / Ngudo iyi i khou sedzulusa ṱhuṱhuwedzo ya lutendo lwa vhuloi kha vhushaka vhukati ha vhathu kha Tshivenḓa. Luambo lu kwamaho matshilisano na vhupfiwa zwi ḓo dzhielwa nzhele. Hu ḓo sedziwa na maipfi a elanaho na zwa vhuloi. Izwi zwi ḓo itwa ho katelwa vhuḓipfi, u vhaisala, kudzhielwe kwa zwithu, mbeu na maambele musi hu na lutendo lwa zwa vhuloi. Ndi zwa ndeme u ḓivha uri dziṅanga dzi na luambo lu ne dza lu shumisa u sumbedzisa vhuloi ngeno vho vhafunzi vha zwa vhurereli vha na maitele na maambele a vho.

This study explores the government's current land refonn programme in the light of nation building. It is hypothesised that though the government means well by its introduction of the programme, the current land refonn policy will negatively affect race relations. This is due to the fact that the introduction of this policy has exacerbated white fears of dispossession and raised black expectations of redress. Therefore, the success of this policy will exacerbate white dissatisfaction, and the failure of the policy will frustrate black expectations. Nevertheless, it is argued that this is only prevalent in the short run where as in the long run nation building could be achieved through this programme. / Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 2002.

This study deals with the administrative and curricular development of Indian teacher education in South Africa for the period 1860 - 1984. It is set against the background of developments in the education system for Indians in this country. Historical and political events which have a direct bearing on Indian education are touched upon merely cursorily to give the reader the necessary background for a fuller appreciation of the Indian community's struggle for education in the country of their adoption. The study is divided into three parts. Part one comprising the first two chapters, provides a brief historical perspective of Indian education from 1860 to 1965. Chapter One deals with a brief review of the coming of the Indians to Natal and the origins and early development of education for the Indians. Chapter Two carries on the historical review with the emphasis on the early development of Indian teacher education. Part Two comprising four chapters deals with aspects of Indian education after it was transferred from provincial control to central State control in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as a point of departure. Chapter Three begins with a very brief discussion of the principles underlying the nationalisation of education in South Africa. The de Lange Report and the Government's reaction to its recommendations are considered against the new political dispensation. Chapter Four deals with such aspects as control and administration, involvement of Indians in the control of their education, school accommodation, growth in pupil enrolment and the school curricula are examined to assess growth and progress. Chapter Five is concerned with the control and administration of Indian teacher education after nationalisation of Indian education. Within the framework of this chapter recent developments such as the recommendations of the Gericke Commission leading to the National Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de Vries Commission's recommendations for a closer co-operation with universities in respect of teacher education, are examined with a view to tracing their influence on Indian teacher education. Chapter Six attempts to examine demographic aspects which influence the demand for and supply of teachers in Indian education. Part Three comprising four chapters, examines contemporary issues and perspectives in Indian teacher education. Chapters Seven and Eight examine critically the teachers' courses at the Colleges of Education and the University of Durban-Westville respectively. Chapter Nine examines on a comparative basis structural changes and new developments in methodological skills in teacher education. Finally, in Chapter Ten proposals and recommendations are formulated with a view to achieving a properly structured institutional arrangement such as the college council and college senate to facilitate Indian teacher education. / Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.

During the middle decades of the twentieth century, the exiling from South Africa of jazz musicians, including The Blue Notes, brought the discourses of local jazz, its performance culture and repertoires, to international attention. This process points to jazz’s global reach and raises questions about its adoption by differently constituted cultural subjects. Arjun Appadurai’s arguments about global homogenisation and heterogenisation come into play here, and have special significance today, when the study of jazz performance and history is increasingly part of the music education of young South Africans. Questions about who ‘owns’ jazz and what constitutes its authenticity loom large, as do questions about its global entanglement. The careers of The Blue Notes emerge from a background of South African syncretic musical performance; as such, they belong within the protracted history of African cultural engagement with European and American mediations of modernity. Among other issues, my thesis examines the use of jazz-influenced repertoires in the narration of cultural identities in postcolonial South Africa, under apartheid, and in exile. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1973.

No abstract available. / Thesis (Ph.D.)-University of Natal, 1979.

African encounter with the Bible is different from their encounter with Christianity. This thesis looks at different stages of African reception and appropriation of the Bible in African prophecy. The appropriation of the Bible by Africans is important to look at because it allows them to use their own thought pattern in order to understand the Word of God. Isaiah Shembe (1870-1935) is one of the AlC's prophets who sought to revitalize his Zulu community after the dispossession of their cultural identity in the name of Christianity. He did .. this through his different hermeneutical interpretation of imibhalo eNgcwele (Holy Scriptures) and through his maintenance and revival of social customs. When missionaries came with the Bible in Africa there also came with them colonialists and it is evident that the two went together. Africans did not only see the Bible as a tool for western colonialism but also as a book of numinous powers. However, it was not long before Africans realized that there was nothing wrong about the "Book" because when they could read it for themselves they realized that the Book portrays a life that is similar to theirs. The researcher sought to separate the Bible from Christianity in order to understand different stages of the reception of the Bible in Africa. This thesis, then looks at the appropriation of the Bible in African prophecy. It argues that in African prophecy the Bible is used to renew African society. This is done by examining and contrasting the material of two Zulu prophets Isaiah Shembe and George Khambule. These two prophets who emerge in the time of the destruction of the Zulu society have a religious experience that sought to restore and renew Zulu community. This is seen in the way they interpreted and enacted the promise of the New Jerusalem in the Book of Revelation among their communities. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2006. / Draper, Jonathan A.

Very little has been written on the lives of Methodist ministers in Southern Africa. Even less has been written about ministers using oral history as the primary source of information. This paper will seek to capture the stories of some Methodist ministers and then to reflect on their experiences of ministering in the late twentieth century. In order to maintain focus this paper will hone in on the clergy who were ordained in the Methodist Church of Southern Africa between 1980 and 1999. A considerable portion of the initial analysis has been taken from personal interviews with the ministers, focusing mainly on what they have encountered in their ministries. Most of the interviewees are currently serving in the Natal West District, however further valuable feedback has been received from ministers living in other communities around Southern Africa. These thoughts and comments were gathered by means of a questionnaire. This research is further complemented with information gathered by means of a database. This database deals exclusively with all ministers ordained between 1980 and 1999. Making use of simple statistics and comparative figures, a number of results will be reflected upon. This paper will also examine what impact ministerial training has had on the formation of the ministers, as well as their thoughts on further training. Chapters on the burdens of being in the ministry, the effect of politics on the clergy, understanding the reasons for ministers leaving the church and the impact of clergy moving into other forms of ministry have been included. The negative aspects of ministry have been countered by considering the number of blessings of being called into the ministry. This paper will also reflect on what lessons can be learnt from these clergy in order to leave a legacy for future generations of ministers. The ultimate aim of this paper is to give voice to the stories of men and women who have been called to serve God, through the Methodist Church of Southern Africa. It is hoped that the readers of this paper will dignify the oral histories of these ministers and will indeed find them challenging, refreshing, insightful and powerful. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Sounding the Body’s Meridian examines the ways in which notions of belonging are constructed through the display of bodies in performance, specifically the registers of private and public body that have been revealed in the theatre‟s attempts to locate a post-liberation notion of South African-ness in historical narrative. The author investigates various ideas of the imagined community constructed in postliberation performances of South African history as a form of embodied historical-social intervention. This investigation is undertaken with specific reference to claims that are made of South African identity in terms of its public culture, especially the inscription of nationalist ideology as a performative act that operates both upon and through the „citizen‟ bodies that it mediates. The study pursues a notion of the body so mediated, and (perceived) essential “characteristics” that describe its claims to authority and “authenticity”: the “meridian” or line of essential energy that activates its power to signify on behalf of other bodies like it in the debate and transaction of social values. / Thesis (M.A.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This thesis explores some of the ways in which listening to South African popular music allows individuals to enter into imaginative engagements with others in South Africa, and in so doing, negotiate their place in the social landscape. Taking as its starting point the notion of the "musical imaginary" - the web of connotational meanings arising out of the interaction between music and society, rendering it a particularly suitable medium through which to imagine social actors - it focuses specifically on the role of music in constructions of 'race' and, to a lesser extent, of 'nation'. It examines some of the ways in which dominant discourses exert pressure on what is imagined, as well as highlighting the creativity of listeners who appropriate the musical imaginary for their own ends of identification. It attempts to depict the complexity of musical identification in postapartheid South Africa, in which individuals must negotiate multiple boundaries marking difference, including categories of 'race', ethnicity, gender and class. It also investigates perceptions of the role of music in generating new identities and modes of social interaction, and offers some speculations as to how an analysis of these perceptions may contribute to current theoretical models of change in multicultural societies. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2005.