In the year 2004 South Africa celebrated its first ten years of democracy, which reflected the success of the struggle for the liberation of this country. The year 1960 was considered as a year of strong resistance throughout South Africa. Political leaders like Nelson Mandela, Oliver Tambo, Robert Sobukwe, Raymond Mhlaba, Chief Albert Luthuli, Walter Sisulu, Ahmed Kathrada, Lionel Bernstein, Dennis Goldberg and others played a vital role in leading the black people to resist the plan of the current Prime Minister Hendrick Verwoerd, who deprived Africans of their citizenship by forcing the Bantustan system upon them. On the 6th June 1960 more than four thousand Pondos from eastern Pondoland (Bizana, Lusikisiki, Flagstaff and Ntabankulu) met at Ngquza Hill with the intention of discussing their problems. They demanded the withdrawal of the hated system of the Bantu Authorities Act, the representation of all South Africans in the Republic's Parliament, relief from increased taxes and the abolition of the pass system. Before these problems were tabled before the people, a military force had occupied Ngquza Hill. The peaceful meeting was turned into a massacre of innocent people, when police shot victims, tear-gassed them and beat them with batons. Eleven people were killed, many of them were shot in the backs of their heads; and more than 48 casualties were hospitalized and arrested. The Paramount Chief, Botha Sigcau, was blamed for the massacre because he was seen as supporting the government, and this led to the uprising in Pondoland from 1960 to 1963. This event happened three months after the Sharpeville shooting of the 21st March 1960. More than 200 casualties were reported and 69 unarmed protesters were shot dead outside the police station. The ANC and PAC, the liberation movements of the day, were banned and a state of emergency was declared. The Nationalist government suspected the African National Congress of being behind the revolt in Pondoland. The ringleaders of the Pondo Revolt were Mthethunzima Ganyile, Anderson Ganyile, Solomon Madikizela and Theophulus Ntshangela. They listed the Acts that were to be protested against as follows: The Bantu Authorities Act of 1951, the Bantu Education Act of 1953, the Pass Law System of 1952, as well as rehabilitation and betterment schemes. These Acts were imposed by the National Party through Paramount Chief Botha Sigcau. All were detrimental to the future of the Pondo people. Church leaders such as Beyers Naude, Ben Marais and Bartholomeus Keet of the Dutch Reformed Church (DRC), Archbishop Geoffrey Clayton and Archbishop Desmond Tutu of the Anglican Church, Rev Charles Villa-Vicencio of the Methodist Church of Southern Africa, Allan Boesak of the Dutch Reformed Mission Church (DRMC) and others played a major role in confronting and challenging the Nationalist government, which justified apartheid as grounded on Scripture. Not all church leaders opposed this policy: the Dutch Reformed Church was the bedrock of apartheid, along with other Afrikaans speaking churches. This dissertation will serve as a tool to determine the involvement of the church regarding the Pondo Revolt in South Africa from 1960 to 1963. / Christian Spirituality, Church History and Missiology / M.Th. (Church History)

This thesis reflected upon the historical roots of the problems which prevent parents, teachers and the state from fulfilling their societal functions in such a way that a culture of teaching and learning is established. It was emphasised that during the traditional period (1554-1799) parents, teachers and the state (chiefs) played a leading role in the upbringing of children to the extent that there were few factors militating against the establishment of a culture of teaching and learning. From 1799 up to 1910 education was under the control of missionaries. Missionaries made the mistake of encouraging the weakening of traditional values once effectively employed in raising children. Parents were not given an opportunity to play an effective role in the education oftheir children. Schools lacked resources. Teachers were poorly paid and ill qualified. In spite of these shortcomings, missionaries did more good than harm in creating favourable conditions for teaching and learning. It was also indicated that from 1910 up to 1953 education was under the control of the missionaries and provincial administrations (backed by the Union Government). The era was characterised by: • The state giving increasing financial assistance to schools • The teachers' fight for the improvement of their conditions of service and resources. • The limited participation given to parents in educational matters concerning their children. It was further indicated that when Bantu Education was introduced in 1953, schools became political battle-fields. Through the influence of political organisations, parents, teachers and school children organised strikes took place in protest against the Bantu Education system. The state relied on repressive measures to control education. The activities of political organisations and the state led to the breakdown of the culture of teaching and learning. The threatening situation in the country towards the late 1970s caused the state to realise the urgency of bringing reforms into education. The reforms brought about by the state were rejected by parents, teachers and school children. This resulted in the continuation of the crisis in education. Despite the dawn of the New Dispensation in 1990 parents, teachers and the state are worried by the deepening education crisis manifested in factors such as violence, increasing use of drugs and the Aids epidemic. Finally, it was indicated that there are no instant solutions to the deepening education crisis. What is important is that parents, teachers and the state should make a united effort to bring about a gradual improvement. / Educational Studies / D. Ed.(History of Education)

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Summaries in Afrikaans and English / Apartheid het die oorgrote meerderheid Suid-Afrikaners se lewens onherroeplik beinvloed. Dit is daarom te verstane dat dit in die Suid-Afrikaanse literatuur, insluitende die Engelse Suid-Afiikaanse jeugliteratuur, neerslag gevind het. Ten einde die studie in konteks te plaas, word in die eerste drie hoofstukke 'n historiese oorsig van die apartheidsera, Engelse Suid-Afrikaanse volwasse literatuur, en Engelse Suid-Afrikaanse kinderen jeugliteratuur, gegee. Die hoofgedeelte van die studie word vervolgens bespreek, en is in die volgende drie hoofstukke verdeel: • Die uitbeelding van sosio-ekonomiese toestande gedurende die apartheidsera, soos byvoorbeeld van afsonderlike woongebiede en aparte openbare geriewe. • Die uitbeelding van die onderwystoestande, veral van die Bantoe-onderwysbeleid. • Die uitbeelding van die veiligheidsmagte (polisie en weermag), insluitende die beeld van hierdie magte in die bree gemeenskap. Ten slotte word verskillende ooreenkomste wat na vore gekom bet in die bestudeerde Engelse Suid-Afrikaanse jeugromans waarin apartheid uitgebeeld word, bespreek. Daar word ook gekyk na die waarde van hierdie jeugromans. / Apartheid had a irrevocably influence on the lives of the majority of people in South Africa. Therefore it is understandable that it would be portrayed in South African literature, including the English South African youth literature. To put the subject in context, the first three chapters ofthe thesis deal with a historical overview of the apartheidera; South African English adult literature; and South African English children's literature. The main part of the thesis has been divided as follows: • The portrayal of socio-economic conditions, e.g. separate residential areas and public amenities. • The portrayal of the education situation, especially the Black Education policy. • The portrayal of the security forces (police and army), including the images of these forces in the broader community. To conclude the thesis, similarities in the youth novels portraying apartheid are discussed. The value of these youth novels is also looked into. / Information Science / M. Inf.

This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / D. Ed. (History of Education)

Le présent ouvrage envisage la présentation des conclusions comparatives résultant de l’inventaire systématique et de l’analyse linguistique du vocabulaire relatif à la poterie en bantou. À partir des données comparatives provenant de l’ensemble des langues bantoues actuellement documentées, l’organisation interne et l’évolution historique de ce domaine particulier de vocabulaire technique sont examinées. Portant sur la lexicologie diachronique, l’étude associe une approche onomasiologique et une approche sémasiologique. Non seulement plusieurs reconstructions formelles sont proposées à différents niveaux chronologiques et géographiques, mais ceux-ci font également l’objet d’une analyse sémantique approfondie. Les quatre chapitres de la thèse traitent du lexique portant sur cinq catégories conceptuelles majeures du champ sémantique en question :le travail de la poterie lui-même, l’artisan, les matières premières, les différents types de produits finis et enfin les procédés et outils typiques de la chaîne opératoire céramique. Les résultats obtenus sont confrontés aux modèles historiques et culturels apportés par les approches spécifiques aux études archéologiques et ethnoarchéologiques d’une part, et d’autre part, aux connaissances qui découlent de l’étude comparative du vocabulaire bantou relatif à d’autres techniques. Dans un cadre plus général, l’étude aboutit à quelques réflexions sur les rapports qu’entretiennent les langues et les cultures de même qu’à quelques propositions en vue de l’approfondissement de la méthode ‘Wörter und Sachen’. Ainsi, elle met en lumière certains traits méthodologiques spécifiques à l’exploitation des vocabulaires techniques dans la reconstruction de l’histoire très ancienne des sociétés dépourvues de traditions écrites et de vestiges iconographiques. / Doctorat en philosophie et lettres, Orientation linguistique / info:eu-repo/semantics/nonPublished

The interpretations of the war of 1835 and the identity of the Fingo that were presented by the English settlers, have remained the mainstays of all subsequent histories. They asserted that the war of 1835 was the fault purely of 'Kaffir' aggression, that it was controlled by Hintza, the paramount chief, and that the ensuing hostilities were justifiable colonial defence and punishment of the Africans. The arrival of the Fingo in the Colony, it was claimed, was unconnected with the war. It was alleged that the seventeen thousand Fingo brought into the Colony in May 1835 were all Natal refugees who had fled south from the devastations of Shaka and the 'mfecane', and who had then become oppressed by their Gca1eka hosts. Both of these 'histories' need to be inverted. The 'irruption' of December 1834 was not unprovoked Rharhabe aggression, but the final response to years of the advance of the Cape Colony. Large areas of Rharhabe land had been expropriated, and their cattle regularly raided. Their women and children had been seized and taken into the Colony as labourers. The attacks were carried out by only a section of the Rharhabe on specific areas in Albany. The damage caused, and stock taken, was vastly exaggerated by the colonists. The Cape Governor, D'Urban, and British troop reinforcements arrived in Albany in January, and the Rharhabe were invaded two months later. D'Urban later invaded the innocent Gcaleka, took cattle, wreaked havoc and killed Hintza after he refused to ally with the Colony. The Fingo made their appearance at this moment. They were not a homogenous group. There were four categories within the term: mission and refugee collaborators (who were given land at Peddie and had chiefs appointed), military auxiliaries, labourers, and later, destitute Rharhabe seeking employment in the Colony. Only a small minority of the total Fingo were from Natal. The majority of the Fingo appear to have been Rharhabe and Gcaleka women and children, captured by the troops during the war and distributed on farms in the eastern districts to ameliorate the chronic labour shortage. Thus, instead of the year 1835 being one of great loss for the eastern Cape, as claimed by the settler apologists, it was a catalyst to the economic development of the area. All Rharhabe land was seized, to be granted as settler farms. Well over sixty thousand Rharhabe and Gcaleka cattle were captured and distributed amongst the colonists. The security threat of the adjacent Rharhabe and the independent Gcaleka was removed. And a large colonial labour supply was ensured.

This study deals with the history of ballroom dancing in South Africa. While reference will be made to the founding of ballroom in the early eighteenth century in South Africa, the study will mainly focus on the period between 1920 and 1940 in the Johannesburg, Pretoria region. The study will determine how and why ballroom dancing came to South Africa from abroad; how South Africans borrowed from the international dancing world; what they copied, what ideas they followed, how they chose to dance ballroom and how this affected South African society at large. Copyright / Dissertation (MHCS)--University of Pretoria, 2009. / Historical and Heritage Studies / unrestricted

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)