M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.

This thesis examines development changes that took place in Glenmore after 1994. To examine such change one needs to have a concise historical understanding of the situation in Glenmore before democracy. The aim of the work is to critique development at a local, rural level, pinpointing the major changes, if any, that came with the incorporation of the former homeland of Ciskei (and thus Glenmore village) with South Africa. These people were forcibly resettled in 1979 for political and economic reasons. Their situation then was one of dire poverty; it is argued here that even with democracy, their history of underdevelopment has continued. The reason for this continued underdevelopment is the structure of the former reserves. The overall political context has changed in South Africa but the most important aspect with regard to the development of the homelands: land, has not. At the central level, the government has churned out a wide variety of development policies, which due to the prevailing political and economic context of the times are fraught with inconsistencies. The example used here to show some of these inconsistencies is the 1997 White Paper on Land Reform. This confusion at the central level with regard to the perceived future of South Africa has managed to adversely affect the rural areas and their development. There very well might be policies in abundance to improve the life-world of the rural poor, but there are inconsistencies between this policy and actual practice. With regard to Glenmore the confusion in the present government’s central development policy is arguably the main reason for the underdevelopment of the village. The inconsistencies in policy such as the 1997 White Paper on Land Reform, have meant that the structure of the reserves has not changed. Vital issues such as land tenure and ownership have not been dealt with. The study thus shows that unless the structure of the homeland system which is predominantly based on issues of land, is changed, genuine social and economic development will not take place in areas like Glenmore.

From preface: This dissertation is concerned with the impact of the implementation of a particular kind of agricultural development project, viz. Betterment Planning, upon a rural Black village in the Keiskammahoek Magisterial District of the Ciskei, in South Africa. The project was implemented in the mid-1960s, and involved the re-organisation of the village environment into demarcated arable, grazing and residential areas, which necessitated the villagers moving from their old, scattered residential clusters to several new, concentrated residential areas. This dissertation seeks to trace the consequences of this development project, and particularly the socio-economic consequences of the residential relocation that it involved.

South Africa is currently experiencing ever-increasing rural-urban migration with many citizens from the former homeland areas migrating to cities to seek employment. Despite long-term residence in urban areas, many township dwellers do not consider these places to be home. Research into circular migration patterns reveal the lifelong relationships that migrants (amagoduka) have with their family home (ekhayeni). This study aimed to explore this relationship, looking in particular at the meanings imbued in the locality of home. In addition, the role of natural landscapes and social components in constructing meanings and attachments to ekhayeni for Xhosa-speaking migrants in Cape Town townships, who have family linkages to rural villages in the Transkei, was also explored. The study found that the landscape of home remains central to migrants’ cultural identity, belonging and well-being. Childhood experiences in nature, and cultural and recreational activities that continue to take rural inhabitants into these landscapes, remain key to this relationship. The rural area, as a geographical entity embodied with social and cultural/spiritual components continued to supply and satisfy many human needs for migrants, which were seen as crucial for psychological, mental and spiritual well-being.

This thesis in an exploration of political mobilisation and its relation to violence and control in the townships of the Vaal Triangle, South Africa, c.1976 to 1986, with a particular focus on the Vaal Uprising of 1984. It examines the emerging conflict between councillors and local communities and the redrawing of imagined boundaries of community. Councillors were demarcated as a collective group that was perceived to be violating the social contract and were regarded as being obstacles to meaningful political change. The period saw the emergence of a localised discourse around accountability, political legitimacy, transparency, freedom and community. Political subjectivities were influenced by the straddling of everyday experiences of oppression, violence, inequality and poverty on one hand and the impact of ideologies of freedom and liberation on the other. The latter were promoted by the African National Congress in exile, as well as the United Democratic Front, but these organisations did not provide direct leadership. On 3 September 1984 the conflict escalated, sparked by an announcement to increase rent, service tariffs and municipal levies. It led to a large-scale uprising that altered the political and social landscape. It heralded the beginning of the insurrectionary period of the mid-1980s that brought the most sustained challenge to the apartheid regime. The relative success of the uprising in enforcing concessions from local authorities and the departure of councillors from the townships informed subsequent political strategies. The state attempted to win Hearts and Minds with limited reforms but also used heavy-handed repression. Terror began to escalate and state violence further conscientised and radicalised local communities. Youth activists in particular came to believe that the regime could only be overcome if confronted with strategies of political violence. Alleged informers and black policemen came under increasing attack, reflecting a redrawing of boundaries of community and hindering effective policing.

Social problems that are identified by government policy are articulated in ways that confer the responsibility of their management onto the state. In this way, policy reform serves as a means to justify political rule, as the ‘answers’ to policy failures are located within the realm of state intervention. This role of policy is maintained by the traditional definition of policy as it enables policies to be presented as the outcome of ‘necessary’ actions taken by state institutions to better the wellbeing of citizens. Since 1994, mainstream research on basic education policy in South Africa has employed traditional understandings of policy and its function. In doing so, these inquiries have failed to question the very idea of policy itself. They have also neglected to identify the productive role played by policy in the practice of power. To illuminate the necessary limits of policy reform, an alternative approach to analyse basic education policy is necessary. This thesis premises policy as discourse and advances a governmentality analysis of basic education policy during the first fifteen years of democracy (1994-2009) in South Africa. By drawing on the work of Michel Foucault, the study argues that government – ‘those actions upon the actions of others’ – during this period in South Africa was informed by both a liberal and a neo-liberal mentality of rule. The tensions between these two rationalities contributed to the continuation of apartheid’s socio-economic inequalities in the postapartheid era; an outcome buttressed by the contradictory impulses within basic education policy. By considering policy as a productive translation of governmental reasoning, the boundaries of intervention for future policy reforms are highlighted. These show that the inequalities that were perpetuated during the first fifteen years of democracy justify policy responses similar to those responsible for their production

M.A. / This chapter has been dedicated towards painting a picture of the quality of life issues regarding migrant workers living in hostels. The results and findings as interpreted has brought about useful information that will be utilised to draw conclusions and recommendations. Quality of Life of Migrant Workers at Eskom The findings have reconfirmed who the migrant worker is in terms of the description given by Leatt (1981) which was the definition adopted for the study. The indices drawn from the objective and subjective indicators of quality of life which were adopted from Moller, Schlemmer and Du Toit's (1987) were used as the basis from which the interview schedule was drawn, and has proved useful. Reference is made in particular to questions 12,13 and 14. Relevant construct for quality of life were found, with more usable constructs from questions 12 and 13. Furthermore the statistical analysis of the vector of the mean test scores referring to the HOT 1 has also given useful information as it enabled the student to analyse three variables independently and jointly see section 3.3. Cross tabulations representing correlations between indices created out of quality of life indicators namely core quality of life issues as identified by Question(s) 12,13 and 14 and the objective indicators of quality of life, namely accommodation, the intake of nutritious food, and recreation practices. There is a clear demonstration of quality of life issues that should be looked at if the quality of life of migrant workers living in hostels has to be improved. Although there are many diverse quality of life issues identified in the study the three that were selected with the framework of this study has given usable information. The next chapter will address the conclusions and recommendations.

M.A. (Social Science) / Please refer to full text to view abstract

M.Cur. / Please refer to full record to view abstract

This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.