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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 191 to 198 of 198 (0.017 seconds)Spelling suggestions: "subject:"bantu"" "subject:"cantu""
| 191 |
Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008Black, David Alexander 11 1900 (has links)
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)
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| 192 |
Grave rites and grave rights: anthropological study of the removal of farm graves in northern peri-urban JohannesburgHill, Cherry Ann 02 1900 (has links)
Text in English / In a diachronic and multi-sited study that extended from 2004 through
2012/2013 I deconstructed the sociocultural dynamics of relocating farm graves
from the farm Zevenfontein in northern peri-urban Johannesburg. The graves at
the focus of the study were some seventy-six graves removed from a northern
portion of the farm in 2004 for a huge development project that commenced
construction in 2010, and other graves removed in the 1980s from portions of
the farm developed for residential estates in the 1990s.
The study explored the people who dwelt on the farm and created the
graveyards, the religious processes entailed in relocating the mortal remains of
ancestors, the mortuary processes of exhuming and reburying ancestors, the
disputations between and negotiating processes of landowners and grave
owners, and the demands and demonstrations by farm workers and dwellers
seeking redress for past human and cultural rights infringements.
Although the topic of farm graves is well-referenced in land claims and sense of
place discourses and is not in itself a new topic, this study provides original and
in-depth information and insight on the broader picture of ancestral graves and
their relocation, including the structuring of a community and its leaders and
followers, it suggests answers to the question as to whether ancestral
graves/graveyards can successfully and functionally be relocated. Not only are
religious aspects examined in the study, but also the sociopolitical and economic
dimensions of relocating graves are fully scrutinised in the context of farm
workers and dwellers’ political awareness of and astuteness to the social and
economic potential of farm graves and their relocation. / Anthropology and Archaeology / M.A. (Anthropology)
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| 193 |
The development of a culture of learning among the black people of South Africa, 1652-1998Mahuma, Swetsy Maria 01 1900 (has links)
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)
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| 194 |
Water use and sustainable development in South AfricaUkwandu, Damian Chukwudi 11 1900 (has links)
This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the country as a whole. There is also an analysis of the effects of the liberalisation of the water sector on the citizenry, and how this can disempower millions of poor South Africans. Finally, this study offers solutions for the lack of sustainable use of water in South Africa. Amongst the findings and conclusions are the deleterious effects of employment equity, cut-backs in municipal funding that resulted in the outsourcing of critical services such as water provision, and the deployment of party cadres to local councils. / Human Resources / M.A. (Development Studies)
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| 195 |
The development of a culture of learning among the black people of South Africa, 1652-1998Mahuma, Swetsy Maria 01 1900 (has links)
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)
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| 196 |
Water use and sustainable development in South AfricaUkwandu, Damian Chukwudi 11 1900 (has links)
This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the country as a whole. There is also an analysis of the effects of the liberalisation of the water sector on the citizenry, and how this can disempower millions of poor South Africans. Finally, this study offers solutions for the lack of sustainable use of water in South Africa. Amongst the findings and conclusions are the deleterious effects of employment equity, cut-backs in municipal funding that resulted in the outsourcing of critical services such as water provision, and the deployment of party cadres to local councils. / Human Resources / M.A. (Development Studies)
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| 197 |
The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
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| 198 |
The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Baloyi, Colonel Rex 31 December 2004 (has links)
Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004.
To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)
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