Ph.D. thesis. Faculty of Humanities, University of the Witwatersrand, 1996

Thesis (M. Ed.) -- University of the North, 1992 / Refer to the document

Masters of Art / This mini-thesis seeks to understand how the colonial and apartheid state imagined the African child in South Africa through education policies and their associated hidden curriculum. It asks what educational project was deemed suitable for the African child and how did this project configure her future? At the core of this enquiry is a preoccupation to understand how institutions, their curricula and objects rid themselves of colonial precepts. In working through this, I employ Blythswood Institute as a provocation to think and to historicise the education of African children, such as those at Blythswood, in three moments: colonialism and the founding of Blythswood in 1877; apartheid and the passing of the Bantu Education Act of 1953, and the post-apartheid times of democratic South Africa.

Philosophiae Doctor - PhD / The deliberate and sometimes unwitting complicity of psychology with apartheid social formations has received little attention in the psycho-historical literature. This, study in an attempt to break the silence, offers a descriptive characterization of South African psychology by tracing its origins, evolution, formalization and development to its ethnoscientific, colonial and apartheid roots. The study begins with an examination of the globalization of Euro-American psychology. The proliferation and domination of Euro-American psychology closely correlates with the emergence and globalization of colonial power that is intimately connected to the missionary discourses of conquest and conversion and to the doctrines of scientific racism. Western explorers, soldiers, missionaries, and social scientists are among the figures who participated in the occupation and conversion of the 'Dark Continent' of Africa. Within the context of colonialism, psychology became an enterprise of conquest and conversion that endeavoured to understand how people of colour, 'marginal beings', could be transformed into active subjects The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry and objects of Western racial and economic exploitation. The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry to rationalize and bolster White economic and political hegemony. The racial overtones that characterized the establishment of a professional association represents a startling example of how apartheid ideology was reproduced within the profession itself Unfortunately, oppressive discourse appears to continue to inform the research agenda, practices and theoretical concerns of many South African psychologists, thereby creating the impetus for the present crisis within the discipline. The crisis relates to, among other issues, the failure of Euro-American psychology to represent the psychological experiences of people of colour. Attempts at resolving the crisis are stymied by the production and reproduction of conceptual paradoxes within the fields of family therapy, community psychology and cross-cultural psychology, fields that are often portrayed as the solution to the crisis. Despite the increasing levels of theoretical complexity and ideological scrutiny each of these fields offer, South African psychology still faces various epistemological challenges and communieentric biases. A content analysis of 977 articles that appear in the South African Journal of Psychology, Psychologia Africana, the Journal of Behavioural Science, Psychology in Society, Humanitas. Psygram and the South African Psychologist confirms that the crisis in psychology continues. Details obtained from the analytical review show South African psychology, between 1948 and 1988, to be characterized by five features. First, Whites and males affiliated to the open liberal universities and Afrikaans universities dominate knowledge-production in the discipline. Blacks and women authors, especially those affiliated to the historically Black universities, tend to occupy mainly co-authorship positions at the level of publication. Second, the majority of articles reviewed are written in English. Third, whereas the bulk of articles analysed are empirical in nature, there is an increasing trend towards theoretical articles that examine the ideological and philosophical premises of the discipline. Fourth, empirical studies tend -to select subjects from both male and female gender groups, who are mainly White, and mostly affiliated to institutional settings. Fifth, research is dominated by an emphasis on conventional areas such as psychometrics, research methodology, industrial psychology and educational psychology. The more recently evolved fields such as community psychology and the psychology of oppression receive little attention. By moving to a point beyond critique and characterizations, the study concludes with an exploration of the dynamic quest for liberatory psychology, central to which is the formulation of an emancipatory agenda. An emancipatory agenda may well propel progressive psychologists towards systematically addressing the silences within the field, securing the centralization of Blacks and women at the levels of knowledge production and political representation and creating liberatory epistemologies.

The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.

The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.

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 / M. Ed. (History of Education)

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 / M. Ed. (History of Education)

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

The Prefecture of Pella bought Heirachabis in 1895 and occupied it in 1898. This marked the beginning of the Mission in the South. The Oblates of Mary Immaculate officially started on 8 December 1896. They were allowed to minister among the Europeans and among Africans, not ministered to by a Protestant Mission. The first expansion was at Klein Windhoek, and at Swakopmund being the gateway to the Protectorate. The Tswana invited the Mission to help them after they had arrived from the Cape. Aminuis and Epukiro were founded. After 1905 the Mission was allowed to open stations among the Herera and Damara. Doebra, Gobabis, Usakos, Omaruru, and Okombahe were the result. Seven expeditions were undertaken to reach Kavango. After many failures the first mission became a reality at Nyangana in 1910. Just before the war the expansion reached Grootfontein, Tsumeb and Kokasib. In the South missions were opened at Warmbad, Gabis, Keetmanshoop, Luederitz and Gibeon. World War I scattered the African population of the towns which disturbed the missionary work. The S. A. Administration allowed most missionaries to stay. After the Peace Conference S. W. A. became a Mandate of S. A. In 1924 permission was granted to enter Owambo. The first station was opened in Ukuambi, later followed by Ombalantu and Okatana. In 1926 the Prefecture of Lower Cimbebasia was elevated to the Vicariate of Windhoek, while the Prefecture of Great Namaqualand became the Vicariate of Keetmanshoop in 1930. World War II left the missionary activities undisturbed. In 1943 Magistrate Trollop in Caprivi invited the Catholic Mission in 1943 to come and open educational and health facilities. The South expanded into Stampriet, Witkrans, Aroab, Mariental. The election victory in 1948 in South Africa of the Afrikaner Parties with the resulting apartheid legislation negatively affected the missions in S. W. A. After 1965 the influence of Vatican II became noticeable, while the pressure of the United Nations Organisation moved the territory towards independence. While initially the Catholic Church had been very cautious, in the ?O's and 80's she took a very definite stand in favour of human rights. She also became a full member of the CCN. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)