Submitted to the Faculty of Education in fufilment of the requirements for the Degree of Doctor of Education in the Department Foundations of Education at the University of Zululand, 2005. / This research has been conducted during the period when South Africa has undergone numerous changes as a result of social, political and economic developments in the country. The aim of the study was to find out the role that can be played by the educators in promoting the African indigenous culture in schools under Umgungundlovu region. Qualitative research in the form of ideograms, as well as unstructured interviews with educators was used to elicit educators1 views concerning how they perceive their roles in the promotion of African indigenous culture in schools. Interviews conducted enabled the researcher to gain deeper understanding of an insight into the problem under investigation. Results revealed among other issues that; (i) there is a problem of time for African indigenous cultural activities in schools. (ii) not all educators engage themselves in the promotion of African indigenous culture in schools. (iii) the South African curriculum is not doing enough to promote African indigenous culture in schools. (iv) not all parents and School Governing Bodies support the promotion of African indigenous culture in schools. (v) there is a conflict between African indigenous culture and Western culture. (vi) there is a lack of experience in managing diversity in schools. (vii) cultural aspects accommodated in schools are not the same. (viii) sometimes people's right to culture is infringed. These findings presuppose that the South African education department needs to review its policy with regard to the promotion of African indigenous culture in schools. Finally the research recommends that: (i) training of educators on African indigenous culture should be done.. (ii) there should be an improvement of the school curriculum. (iii) consultation to acquire knowledge should be done by educators. (iv) there is a need for an increased support by the SGB and parents. (v) there is a need for educators to be the role models of African indigenous culture. (vi) educators should organise cultural days in their schools. (vii) there is a need for maintenance and elaboration of cultural values. (viii) there should be a development of innovative and adaptive abilities of learners. (ix) there should be a promotion of educational tours to places of cultural importance. (x) promotion of indigenous languages should be done. (xi) there is a need for paradigm shift among Africans. (xii) educators should manage cultural diversity in schools. Promotion of African indigenous culture in schools will amongst other things help the learners to know their history i.e. where they come from and ultimately to regain their identity.

The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.

The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7 years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology)

The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7 years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology)

The poor quality of state controlled black education in South Africa in the past was mainly caused by low pupil per capita expenditure and poor teaching. This resulted in many problems. Because of past neglect, as well as the increase in number of children to be educated, black education must be revitalised. Government funding is not adequate, therefore, privatisation and semi-privatisation of education is a recommended solution. Community and business involvement is encouraged, and state control should be reduced. Short-term strategies have been fairly successfully implemented. With a view to proposing strategies for the upliftment of black education, the upgrading of teachers through improved INSET and PRESET Q!_Qfil_~mmes is considered a priority. Already implemented models, such as Promat, TOPS and the Molteno Project should be investigated. These programmes have been successful to varying degrees. Strategies have been proposed based on the above findings and guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)

The Rorke's Drift Art and Craft Centre is examined in its historical context. In order to place the pottery workshop in the context of the Evangelical Lutheran Church (ELC) Arts and Crafts Centre, the history of the centre's other workshops, Fabric printing and Weaving as well as the Fine Art School will be compared and contrasted. The pottery workshop is investigated and compared with the printmaking of Rorke's Drift. A selection of Rorke's Drift ceramics from the Durban Art Gallery's collection has been selected and examined to determine some of the stylistic changes that have occurred in the Rorke's Drift Pottery studio from 1970 to 1994. Fifteen works appear in an illustrated catalogue which examines the imagery and stylistic content of each work. The similarities between the prints of Rorke's Drift artists and the ceramics are explored; gender issues are analysed. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005

The poor quality of state controlled black education in South Africa in the past was mainly caused by low pupil per capita expenditure and poor teaching. This resulted in many problems. Because of past neglect, as well as the increase in number of children to be educated, black education must be revitalised. Government funding is not adequate, therefore, privatisation and semi-privatisation of education is a recommended solution. Community and business involvement is encouraged, and state control should be reduced. Short-term strategies have been fairly successfully implemented. With a view to proposing strategies for the upliftment of black education, the upgrading of teachers through improved INSET and PRESET Q!_Qfil_~mmes is considered a priority. Already implemented models, such as Promat, TOPS and the Molteno Project should be investigated. These programmes have been successful to varying degrees. Strategies have been proposed based on the above findings and guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)

Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English. It is fairly safe to assert, therefore, that English should be the language life of the Higher Primary and Secondary School classroom. In 1953 a UNESCO report of proceedings of a conference held in 1951 maintained that the best medium for teaching a pupil was that of the mother-tongue. The report pleaded for mother-tongue instruction to be extended to as late a stage as possible in a pupil's school life (UNESCO 1953). While such a plea may be grounded on sound psychological and pedagogical reasoning, it is often ignored because of the realities existing within the educational system. The R.S.A. and the T.B.V.C. states are a case in point for as I have already mentioned, examinations, textbooks, and for that matter tertiary education at the post-matriculation level, all employ English as instructional medium. Pragmatism carries the day and the black pupil is compelled to use English. Other factors applicable to the South African context are the existence of many different ethnic groups, each with its own language, and the fact that a shortage of qualified and experienced teachers in many subjects and different levels within the schools has meant that often teachers whose first language is English are involved in teaching pupils from these various language groups

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