Summaries in English, Sesotho and Isizulu / The doctrine and practices of ordination in the Methodist Church of Southern Africa (MCSA) were adopted from the Wesleyan Methodist Church in England when the Southern African Conference was constituted in 1882. This replication, together with the influences of colonialism and a Western epistemology, negatively impacted the ministry and mission of the church. In response to the appeals for the decolonisation and Africanisation of the denomination’s practices, aspects relating to both the doctrine and practices of ordination have been adapted from the colonial past to our southern African context. However, many elements remain Western and the food cooking in the African pot lacks the taste of authentic ingredients grown in southern African soil. The study researches whether a decolonised and Africanised model of ordination would be very different from existing understanding and practices and examines the impact that a new model would have on the MCSA. Drawing from literature and interviews with persons in leadership positions in the MCSA, the study determines those aspects of southern African culture and spirituality that would be appropriate to assimilate into the present doctrine and practices. The liturgy of the Service of Ordination forms the basis on which the contributions of southern African culture are applied to the doctrine and practices of ordination. A similar process of evaluation and assimilation follows when applying the data gained from the interviews to the doctrine and practices of ordination in the MCSA. The thesis then concludes by proposing concrete changes to both the doctrinal understanding and practice of ordination in the Methodist Church of Southern Africa. / Dithuto le ditlwaelo tsa ho hlomamiswa ha Kereke ya Methodist ya Afrika e Borwa (MCSA) di ile tsa amohelwa ho tswa Kerekeng ya Methodist ya Wesleyan ya Engelane ha Seboka sa Afrika e Borwa se thehwa ka 1882. Ho ikatisa hona, hammoho le ditshusumetso tsa bokolone le theori ya tsebo ya Bophirima, di amme tshebeletso le mosebetsi wa kereke. Ho arabela dillo bakeng sa ho tloswa ha thuto ya bokolone le Ho etsa dintho Seafrika ha ditlwaelo tsa bodumedi, dikarolo tse amanang le thuto le ditlwaelo tsa tlhomamiso ka bobedi di amohetswe ho tswa bokoloneng bo fetileng hofihlela maemong a rona a hona jwale. Leha ho le jwalo, dintho tse ngata di dutse e ntse e le tsa Bophirima, mme dijo tse ntseng di phehwa ka pitseng ya Afrika di haellwa ke tatso ya metswako e lengwang mobung wa Afrika e Borwa. Phuputso e batlisisa hore na mmotlolo o tlositsweng tsebo ya bokolone le o etsang dintho Seafrika wa tlhomamiso o ka fapana le kutlwisiso ya hona jwale le ditlwaelo le tshusumetso eo mmotlolo o motjha o ka bang le ona ho MCSA. Ho tswa ho dingodilweng le dipuisano le batho ba boemong ba boetapele ho MCSA, phuputso e lekanya dikarolo tseo tsa setso sa Afrika e Borwa le bomoya bo ka nepahalang ho utlwisisa ka botlalo thuto le ditlwaelo tsa hona jwale. Borapedi ba Tshebeletso ya Tlhomamiso bo etsa motheo oo ho ona diabo tsa setso sa Afrika e Borwa di sebediswang thutong ya tlhomamiso. Tshebetso e tshwanang ya iv tlhahlobo le kutlwisiso e phethahetseng dia latela ha ho sebediswa lesedi le fumanweng ho tswa dipuisanong ho thuto le ditlwaelo tsa tlhomamiso ho MCSA. Phuputso e phethela ka ho etsa tlhahiso ya diphetoho tse hlakileng kutlwisisong ya thuto le tlwaelong ya tlhomamiso Kerekeng ya Methodist ya Afrika e Borwa ka bobedi / Inqubo kanye nezinkambiso zokugcotshwa kwabefundisi eBandleni lamaWeseli, i-Methodist Church of Southern Africa (MCSA) kwathathelwa ebandleni i-Wesleyan Methodist Church eNgilandi ngenkathi kusungulwa i-Southern African Conference ngowe-1882. Ukwamukelwa kwenqubo leyo nezinkambiso, kanye nemithelela yenqubo yobukoloniyali, nokugxila kakhulu olwazini lwaseNtshonalanga, kwaba nomthelela omubi impela emsebenzini webandla wokuhambisa nokusabalalisa ivangeli. Njengomzamo wokusabela ezikhalazweni nezicelo zokuthi kushiywe phansi izinkambiso nezinqubo ezihlobene nenqubo yobukoloniyali futhi ebandleni kusetshenziswe izinkambiso ezisungulwe kwizwekazi lase-Afrika futhi ezihambelana kahle naleli zwekazi, sekuguqulwe izingxenye ezithile ezihlobene nenqubo kanye nezinkambiso zokugcotshwa kwabefundisi zisuswa esimweni sazo esedlule ebesihlobene nenqubo yobukoloniyali, futhi esezakhiwe ngendlela ezozwana futhi ihambelane kahle nesimo samanje esiphila kusona. Kodwa-ke, kusekuningi kakhulu okuphathelene nalezi zinkambiso okusagxile kakhulu ezinqubweni zaseNtshonalanga, futhi lokho-ke kubangela ukuthi ‘isitshulu esiphekwe ebhodweni lase-Afrika sizwakale singenakho ukunambitheka kwezithako ezilinywe emhlabathini waseNingizimu ye-Afrika’. Lolu cwaningo luzama ukuthola ukuthi inqubo yokugcoba abefundisi engalandeli izinkambiso zobukoloniyali zamazwe aseNtshonalanga futhi okuyinqubo egxile ezinkambisweni zase-Afrika ingaba nawo yini umehluko omkhulu kulokhu kuqonda okukhona njengamanje kanye nezinkambiso ezilandelwayo esikhathini samanje, futhi luzama ukubheka nomthelela ebingaba nawo inqubo entsha ebandleni i-MCSA. Ngokususela emibhalweni efundiwe kanye nezingxoxo ezibanjwe nabantu abasezikhundleni zobuholi ebandleni i-MCSA, ucwaningo luhlonza lezo zingxenye zosiko-mpilo kanye nezinkolelo ezingokomoya zaseNingizimu ye-Afrika ezingakulungela ukulunjaniswa nofakwa ngaphansi kwenqubo nezinkambiso ezilandelwa esikhathini samanje. Izinqubonkambiso kanye nemidanti yeNkonzo Yokugcotshwa Kwabefundisi kwakha isisekelo okusetshenziselwa phezu kwaso izinqubo ezithile, ezithathwe kusiko-mpilo lweNingizimu ye-Afrika, enqubweni yokugcotshwa kwabefundisi. Inqubo efanayo yokuhlola nokulumbanisa iyalandela ngenkathi kusetshenziswa idatha etholakale ezingxoxweni ezibanjwe nababambiqhaza bocwaningo mayelana nenqubo kanye nezinkambiso zokugcotshwa kwabefundisi ebandleni i-MCSA. Lo mbhalo wocwaningo uphetha ngokuthi uphakamise izinguquko eziphathekayo futhi ezinohlonze ezingenziwa kukho kokubili inqubo-kuqonda kanye nenkambiso yokugcotshwa kwabefundisi ebandleni i-Methodist Church of Southern Africa. / Philosophy, Practical and Systematic Theology / PhD. (Systematic Theology)

This doctoral thesis claims the vital significance of music in mission work, particularly from the Lutheran point of view. It, therefore, calls for a liturgical missiology which would positively affect missionary efforts, especially in the African mission context. After giving a theological foundation - the doctrine of the Trinity - and the concept of the missio Dei as its missiological basis, the thesis investigates its topic from different angles: Luther and music, music in the work of the Hermannsburg Mission in the region of the ELCSA-Western Diocese, the role of music in African culture and spirituality, some qualities of music relevant to mission and a few musical steps to approach the future of music in mission. These analyses corroborate music's importance in future Lutheran mission designed for the African context. Examining Luther's stance towards music, a strong affinity to music is recognised, both theoretically and practically. While interpreting music theologically, Luther employs music in his liturgical, educational and reforming efforts. However, the example of the Lutheran Hermannsburg Mission shows a usage of music without a proper theoretical foundation, as well as only partial efforts at contextualisation. In Africa, music plays a prominent role in the interpretation and expression of life and religion indicated in the Tswana choruses; music represents the wholeness of African existence symbolising the paradigm of harmony. Further, in mission, music's qualities, such as its cultural-social, symbolic, ritualistic and community-building qualities, support the integration of the convert into a fundamental relationship between the missio Dei and the missiones ecclesiae. With the help of a musica missionis, which includes missiological music and missionary music, the practice of future mission can be approached successfully; for instance, through the Africanisation of the Lutheran mission liturgy based on a context-musicology. Thus, a liturgically orientated theology of mission, meditating deeply on music's qualities (music being one essential element of Lutheran worship), has the potential to develop into a future liturgical missiology. This musical-liturgical approach to mission is encouraged by this thesis. / Christian Spirituality, Church History and Missiology / D.Th. (Missiology)

Text in Afrikaans / Afrikanisering en universiteitsonderwys: 'n histories-opvoedkundige deurskouing en evaluering In hierdie studie is 'n beskrywing van en verklaring vir die ontstaan, ontwikkeling en betekenis van die begrip afrikanisering gegee. Daar is bevind dat die begrip afrikanisering 'n emosiebelaaide en polities sensitiewe begrip is wat saam met verbandhoudende begrippe soos Afrika-persoonlikheid, Negritude, Afrosentrisme, Ethiopianisme, lokalisering en swartbewussyn 'n ge"integreerde deel vorm van die strewe om nie net politieke onafhanklikheid vir Afrika-kolonies en Afrikane te verkry en te handhaaf nie, maar om hierdie onafhanklikheid ook op sosio-ekonomiese en kulturele gebiede te verseker. Die standpunte van verskeie pleitbesorgers van afrikanisering is ontleed en na aanleiding daarvan is 'n vergelyking tussen vroeere afrikaniseringspogings in Brits Wes-Afrika en die in Suid-Afrika getref. Nadat 'n aantal implikasies van afrikanisering vir Suid-Afrikaanse universiteite aangedui is, is enkele toekomsperspektiewe rakende die afrikanisering van universiteite in Suid-Afrika geformuleer. / Africanisation and university education: an historical-educational explication and evaluation In this study a description of and explanation for the origin, development and meaning of the concept africanisation is given. It can be concluded that the concept africanisation is emotive and politically sensitive and together with related concepts such as African personality, Negritude, Afrocentrism, Ethiopianism, localisation and Black consciousness it forms an integrated part of the aspiration not only to gain and maintain political independence for African colonies and Africans, but also to secure this identity in the socio-economic and cultural fields. The views of various advocates/proponents of africanisation were analysed and based on this analysis a comparison between the earlier africanisation attempts in British West Africa and those in South Africa was drawn. After some implications of africanisation for South African universities were indicated, a number of future perspectives with regard to the africanisation of universities in South Africa were formulated. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)

Text in Afrikaans / Multikulturele onderwys is die uitkoms van demokratiseringstendense wereldwyd. Die Verenigde State van Amerika, Zimbabwe en die Republiek van Suid-Afrika is as eksemplare geselekteer om die wordingsgang van multikulturele onderwys te ondersoek. Die wordingsgang toon duidelike ooreenkomste met die wordingsgang van gesegregeerde, monokulturele onderwysstelsels. Weerstand teen die eksklusiewe aard van monokulturele onderwys het uitgeloop op die ontwikkeling en implementering van multikulturele onderwys. In die Verenigde State van Amerika word die implementering van multikulturele onderwys wetlik afgedwing. Multikulturele onderwys in Zimbabwe word nie s6 intensiefverreken nie. In die onderwys van Zimbabwe val die klem oorwegend op Afrikanisering en lewensvoorbereiding en daarna op die optimale hantering van kultuurdiversiteit. Onderwys in die Republiek van Suid-Afrika is steeds gesegregeer en hoofsaaklik monokultureel. Dit blyk uit die beleidsdokumente van onderwysbelanghebbendes dat 'n toekomstige onderwysbedeling dieselfde weg as die in Zimbabwe gaan volg. Die onderrig van samelewingsvaardighede word as prioriteit gestel. / Multicultural education is the consequence of universal trends towards democratisation. The United States of America, Zimbabwe and the Republic of South Africa were selected as exemplars to investigate the emergence of multicultural education. There are distinct similarities between this process and that of the development of segregated monocultural education systems. Opposition to the exclusive nature of monocultural education resulted in the establishment and implementation of multicultural education. In the United States of America multicultural education is enforced by legislation. Multicultural education in Zimbabwe is not applied as stringently. Zimbabwe's educational model emphasises Africanisation and the preparation for life, also proficiency in dealing with cultural diversity. Education in the Republic of South Africa remains segregated and predominately monocultural. From the policy documents of those parties interested in education it seems that any future educational dispensation will follow a course similar to that of Zimbabwe. The teaching of societal skills enjoys precedence. / Educational Studies / M. Ed. (Historical Education)

La thèse a pour objectif d'étudier le rôle et l'influence de la France dans le processus d'internationalisation du sport en Afrique noire francophone au Mouvement olympique (1944-1966). Il s'agit de montrer que les manifestations sportives compétitives entre la France et l'Afrique pendant la période coloniale, puis au moment de la décolonisation deviennent les analyseurs de la dynamique des transformations des dispositifs politiques du sport africain (FN, CNO et FI). En effet, dans le contexte d'après Seconde Guerre mondiale, la question principale est de comprendre comment et dans quelles conditions l'accès des anciennes colonies françaises en Afrique au CIO peut-il révéler les transformations des relations franco-africaines ? La démonstration s'articule autour de trois moments : d'abord, les effets conjugués des reconfigurations du Nouvel ordre international post-Seconde Guerre mondiale, consécutives aux influences de la guerre froide et du tiers-mondisme qui rendent nécessaire dans un but de préservation du pré-carré, le rapprochement entre les anciennes colonies françaises avec le Mouvement olympique ; ensuite, la Ve République française de De Gaulle intègre cet enjeu de la reconnaissance sportive olympique de ses anciennes colonies africaines en pleine accession à l'indépendance par des Jeux de la Communauté et de l'Amitié (1960-1963) ; enfin, la mise en interaction des dispositifs politiques franco-africains au CIO (CAIO, 1961) permet d'envisager une politique sportive olympique africaine (Jeux Africains, 1965 et CSSA, 1966). En conséquence, la coopération sportive franco-africaine devient l'instrument de la politique étrangère gaullienne, rendue possible par la connivence des élites politiques du sport africain avec les dirigeants français. Dans cette perspective, on met ainsi au jour un double processus : le maintien de l'influence française dans le sport africain postcolonial par l'utilisation stratégique du Mouvement olympique d'une part ;et la réappropriation de cet espace olympique par les élites politiques du sport africain pour affirmer leurs revendications d'autre part : l'anti-apartheid et la poursuite de l'aide au développement au sport olympique.

This doctoral thesis claims the vital significance of music in mission work, particularly from the Lutheran point of view. It, therefore, calls for a liturgical missiology which would positively affect missionary efforts, especially in the African mission context. After giving a theological foundation - the doctrine of the Trinity - and the concept of the missio Dei as its missiological basis, the thesis investigates its topic from different angles: Luther and music, music in the work of the Hermannsburg Mission in the region of the ELCSA-Western Diocese, the role of music in African culture and spirituality, some qualities of music relevant to mission and a few musical steps to approach the future of music in mission. These analyses corroborate music's importance in future Lutheran mission designed for the African context. Examining Luther's stance towards music, a strong affinity to music is recognised, both theoretically and practically. While interpreting music theologically, Luther employs music in his liturgical, educational and reforming efforts. However, the example of the Lutheran Hermannsburg Mission shows a usage of music without a proper theoretical foundation, as well as only partial efforts at contextualisation. In Africa, music plays a prominent role in the interpretation and expression of life and religion indicated in the Tswana choruses; music represents the wholeness of African existence symbolising the paradigm of harmony. Further, in mission, music's qualities, such as its cultural-social, symbolic, ritualistic and community-building qualities, support the integration of the convert into a fundamental relationship between the missio Dei and the missiones ecclesiae. With the help of a musica missionis, which includes missiological music and missionary music, the practice of future mission can be approached successfully; for instance, through the Africanisation of the Lutheran mission liturgy based on a context-musicology. Thus, a liturgically orientated theology of mission, meditating deeply on music's qualities (music being one essential element of Lutheran worship), has the potential to develop into a future liturgical missiology. This musical-liturgical approach to mission is encouraged by this thesis. / Christian Spirituality, Church History and Missiology / D.Th. (Missiology)

The Apostolic Faith Mission (AFM) of South Africa was established in 1908 and is regarded as the source from which Zionist and Apostolic Churches sprang. A study of archival records and secondary sources leads to a conclusion that the black Section of the AFM was, for many decades since its inception, almost indistinguishable from these churches in their beliefs, practices and appearance. The processes to rid the AFM of Zionism, which began in 1929, and were intensified from the 1940s, led to black Pentecostalism shedding most of its Zionist-like beliefs and practices to become an evangelical Pentecostal movement oddly aligned to white interests and expectations. These changes took place at the expense of black agency which Zionist-like Pentecostalism represented and was a testimony thereof. Central to the idea of agency is possession of an interest or idea and power to pursue this interest or realise one's idea. The loss of agency by black Pentecostals is lamentable; this study calls for a reawakening that will mobilise among others, black Pentecostals' cultural resources in theologising and expressing the gospel mandate in a reawakening Africa. / Christian Spirituality, Church History and Missiology / M. Th. (Church History)

Text in Afrikaans / Afrikanisering en universiteitsonderwys: 'n histories-opvoedkundige deurskouing en evaluering In hierdie studie is 'n beskrywing van en verklaring vir die ontstaan, ontwikkeling en betekenis van die begrip afrikanisering gegee. Daar is bevind dat die begrip afrikanisering 'n emosiebelaaide en polities sensitiewe begrip is wat saam met verbandhoudende begrippe soos Afrika-persoonlikheid, Negritude, Afrosentrisme, Ethiopianisme, lokalisering en swartbewussyn 'n ge"integreerde deel vorm van die strewe om nie net politieke onafhanklikheid vir Afrika-kolonies en Afrikane te verkry en te handhaaf nie, maar om hierdie onafhanklikheid ook op sosio-ekonomiese en kulturele gebiede te verseker. Die standpunte van verskeie pleitbesorgers van afrikanisering is ontleed en na aanleiding daarvan is 'n vergelyking tussen vroeere afrikaniseringspogings in Brits Wes-Afrika en die in Suid-Afrika getref. Nadat 'n aantal implikasies van afrikanisering vir Suid-Afrikaanse universiteite aangedui is, is enkele toekomsperspektiewe rakende die afrikanisering van universiteite in Suid-Afrika geformuleer. / Africanisation and university education: an historical-educational explication and evaluation In this study a description of and explanation for the origin, development and meaning of the concept africanisation is given. It can be concluded that the concept africanisation is emotive and politically sensitive and together with related concepts such as African personality, Negritude, Afrocentrism, Ethiopianism, localisation and Black consciousness it forms an integrated part of the aspiration not only to gain and maintain political independence for African colonies and Africans, but also to secure this identity in the socio-economic and cultural fields. The views of various advocates/proponents of africanisation were analysed and based on this analysis a comparison between the earlier africanisation attempts in British West Africa and those in South Africa was drawn. After some implications of africanisation for South African universities were indicated, a number of future perspectives with regard to the africanisation of universities in South Africa were formulated. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)