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An analysis of the organizational practices and educational effects on the Quebec Board of Black Educators /Brathwaite, Gilbert. January 1986 (has links)
No description available.
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Black education in South Africa : the case of the Qadi Tribal Area, Inanda Reserve, Kwa Zulu.Jarvis, B. J. January 1984 (has links)
This thesis is concerned with formal education for black South Africans.
Central to the argument is an appreciation of how formal educational systems
tend to foster specific ideologies and reproduce particular social relations
which protect the interests of the state and those class interests which
are most closely reflected by it. This is demonstrated at a general level
with reference to colonial and post colonial education in Africa (Chapter 1)
before proceeding to the South African situation (Chapter 2).
In this context educational inequalities in South Africa have been systematically
entrenched by the Nationalist government following its accession
to power in 1948 in accordance with apartheid ideology and the perceived
needs of capital. Specifically education has been deployed to: a) help
maintain the proclaimed unique identity of the Afrikaner - and more generally
the white South African; b) to perpetuate the myth of white supremacy;
and c) to maintain and reproduce the social relations of racial capitalism.
As such, it is a form of discrimination and social control (now drawing an
organised and often violent black response) which aims to 'prepare' black
South Africans for distinct and inferior roles within society. This is
discussed in some depth drawing on both the 'liberal' and 'Marxist' interpretations.
Whereas the broad contours of the apartheid educational system have been
well sketched by a variety of authors, comparatively little attention to
date has been directed towards its impact on the micro level. In view of
this a detailed survey of the education that is available to the Qadi tribal
area of Kwa Zulu's Inanda Reserve was conducted by the author. This forms
the kernel of the thesis (Chapter 3). The survey focused on both 'in-school'
and 'in-community' factors to examine educational deprivation in the area.
Comparisons were also made with a neighbouring white area to illustrate the
depth of the inequalities that obtain under the apartheid framework. In
addition, an attempt was made to evaluate the potential for education related
unrest in the area by analysing pupils' aspirations and expectations.
The results of this survey highlight the urgent need for remedial action.
Consequently, Chapter 4 - taking note of the various recommendations of
inter alia the HSRC and Buthelezi Commissions - is devoted to a discussion
of possible interim measures for alleviating hardship in the educational
system. It is stressed that any attempt to adequately rectify inequality is dependent on structural change within the wider political economy.
Nevertheless, given that fundamental apartheid structures such as those
in education are unlikely to disintegrate in the immediate future, a
number of suggestions for improving black education within the present
context are considered. / Thesis (M.Soc.Sci.)-University of Natal, Durban, 1984.
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The history and the problems of Bantu urban secondary education in the Eastern Cape, 1937-1954 (Ciskei region)Dyasi, Hubert Mongameli January 1961 (has links)
1. Reasons for Choosing the Topic. Much has been written about secondary education in England, Continental Europe, the United States, Canada, China and other countries mainly "because Secondary Education has been one of the most prized of all formal types of education ... because it has been the rung of the educational ladder that has led to opportunity and preferment". Very little research work has been done on Bantu secondary education in the Ciskei, and still less about Bantu urban secondary education. This is a shortcoming since the Ciskei has been one of the most important educational areas for the Bantu in the Union of South Africa and the territories outside her borders. It was here that the experiment of Bantu day secondary schools was carried out. It could aptly have been said of the Ciskei, too, that "experimental work (destined one day to blaze into a consuming fire) has been carried on, where men and women of faith and inspiration have lit up some dark corner of the field, and where teachers of genius have defied tradition and convention, gone their own way in scorn of consequence, and have lit a candle which will never be put out". The Bantu Urban Day Secondary Schools started amidst conflicting opinions as regards their advantages and disadvantages. Difficulties were encountered and efforts made to overcome them. The present writer attempts to show how the problems of these schools were overcome and to assess the progress that was made. 2. Need for the Study. There is a great need for the study of the history and problems of Bantu Urban Day Secondary education because for many years to come these schools will have to serve an increasing number of urban Bantu pupils. The results of the research may serve as a guide to teachers appointed to these schools. The important history of these institutions preserved only in the minds of old men and women, may be lost to posterity. There is also a great need to bring to light the unique problems confronting these schools. 3. Scope of Dissertation. The dissertation limits itself to Bantu Urban Day secondary education, in specific areas of the Ciskei. Two secondary and two high schools have been chosen for special study. Bantu Urban Day Secondary Schools are those schools which are situated in areas under the jurisdiction of municipalities or town councils irrespective of whether the school admits largely pupils who are outside such an area or only those within it or both. The entrance qualification to these schools has always been a pass in Standard VI (normally after eight years of primary or elementary schooling). For the Bantu pupil the Junior Certificate Course was of three years' duration. The successful completion of the J.C. course qualified pupils to train as nurses, in the case of girls, and agricultural demonstrators in the case of boys. Both sexes could undertake studies for Native Primary Higher Teachers' Course, and the Senior Certificate Course or the Matriculation leading to university degrees.
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An analysis of the organizational practices and educational effects on the Quebec Board of Black Educators /Brathwaite, Gilbert. January 1986 (has links)
No description available.
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Aspekte van die makro-organisering en -beheer van die standerd 10-eksamen van die Departement van Onderwys en Opleiding13 October 2015 (has links)
M.Ed. (Education Management) / Please refer to full text to view abstract
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Aspekte van beroepsoriëntering van swart stedelike leerlinge20 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Early lateral preferences and mental processing trends in black preschoolers.Jansen, Carmel Patricia January 1998 (has links)
A Thesis submitted to the Faculty of Arts,
University of the Witwatersrand
in fulfilment of the requirements
for the Degree of Doctor of Philosophy / The current study adopts a developmental neuropsychological perspective, an approach
which does not imply brain dysfunction but rather the principle of understanding the general
relationship hetween brain growth and behavioural changes and the effect of environmental
factors in children. A neuropsychology of normal development would seem to be an
appropriate initial prerequisite if we are to understand the effects of brain insult or disease
in the developing child. A modest aim was to acquire a fundamental understanding of
emerging skills in black preschool children, starting with the most basic, the development of
lateral preferences. This area was selected (a) as a departure point because of its location
within the broad area of cerebrallateralization and (b) the opportunity it provided to explore
the children's mental processing skills within the same theoretical perspective.
The purpose of the present study was the longitudinal investigation of lateral preferences
in a sample of Soweto children at three and five years.and information processing skills in
the same sample at five years. Three hundred and thirty-five children, 170 girls and 165
boys, were sampled with the assistance of the Birth to Ten project.a longitudinal study of
growth, health and development of children living in the Johannesburg Metropolitan area over
a ten year period, 1990 to 2000. The children were assessed prior to starting school in
January, 1996. A descriptive approach was adopted in explaining the patterns of handedness,
footedness and eyeness. The findings showed that the patterns for handedness reflected the
expected rightward direction at both ages although the degree to which preference has oeen
established was weaker at five years than that reported in other studies with children of
similar ages. Thirty-nine percent of the sample were mixed-handed at five years,only 3%
were mixed-footed and 5% showed mixed-eyeness,
At five years Simultaneous and Sequential information processing skills were assessed
with the Kaufman Assessment Battery for Children (K-ABC). Factor analysis revealed a two
factor solution broadly supporting the presence of the two processing styles. However the two
coding processes were differentially distributed throughout the sample showing significant
differences. More specifically.it was found that 34% of the children presented profiles of both
processing styles that were below the group mean;31 % showed profiles where one or other
coding style was below the group mean;23 % of the children portrayed processing profiles
above the group mean. Thirty-nine children (12 %) presented patterns of processing that were
above the group mean but were highly developed in one or other processing style. Each of
the profiles that emerged were grouped and considered separately.
Cognitive tasks involving verbal fluency, naming skills,draw-a person,basic perceptual
knowledge,basic literacy.plus lateral preference information such as handedness direction,
handedness consistency and handedness skills were appended to all the groups. Low scores
in processing styles were found to be associated with poor verbal skills, low mental age,poor
perceptual and basic literacy knowledge,poor hand skill performance,and greater (but nonsignificant)
numbers of mixed-handers. The lowest scoring group also contained the majority
of male left-handers. One of the highest scoring groups showed the strongest lateralizing
patterns although the numbers were small (n= 11). Girls with above average sequential skills
also scored highly on verbal fluency (p < .05) and hand skills (p < .05). Boys in this group
showed the strongest degree of right-handedness (p < .05). In the four lower performance
groups,background variables such as type of preschool experience (p <.001),the presence of
books in the home (p < .05) and mothers level of education (p <.001) were found to be
significant. A regression model which incorporated environmental, epigenetic, cognitive and
motoric factors was found to be the most viable in predicting processing skills. / Andrew Chakane 2018
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Social conflicts over African education in South Africa from the 1940's to 1976Hyslop, Jonathan January 1990 (has links)
A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / Contemporary work in the Sociology of Education has been
sharply polarized between approaches which emphasize the
reproductive role of education systems and those which
emphasize the role of popular resistance and culture in
shaping the social relations of schooling. That opting for
either of these two divergent approaches poses serious
theoretical dilemmas is demonstrated particularly sharply
by attempts to analyze the South African education system
for Africans in the years between the 1940s and 1976. On
the one hand, it is widely seen as a system which
maintained relations of class and racial inequality; on the
other it produced an enormous student rebellion in 1976.
The thesis suggests that viewing education systems as part
of the state, understood as a contested field of social
relations, offers a way of investigating educational
conflict which avoids both the functionalism of
reproductionist perspectives and the voluntarist tendencies
of culturalist interpretations. It enables the valid
insights of these theories to be integrated into an
analysis without their characteristic drawbacks. On this
basis a series of analytical propositions about Bantu
Education are generated.
The thesis argues that the relationship between Bantu
Education policy and capitalism was changing and contingent
rather than fixed, as previous analyses have implied. The
state educational bureaucracy did not function as an
instrument of capital; rather, at certain times its aims
were complimentary with the needs of capital, and at other
times, largely contradictory with them, The education
system reproduced varying levels of skill in the work force
across time. Urbanization and industrialization, were central
forces moulding education policy, the introduction
of Bantu Education policy was a response to urban crisis.
The thesis argues that the way in which state education
policy was pursued was partly shaped by popular movements.
There was a battle within the education system between the
hegemonic project of government and mass resistance.
Changes in popular culture affected the nature of popular
responses to educational structures. Teachers' responses
were particularly affected by their ambiguous structural
position.
The thesis attempt to test these arguments through a
historical investigation of the period from the 1940s to
1976. It argues that the roots of Bantu Education policy
need to be sought in the social crisis resulting fro~
urbanization and industrialization, Which affected South
African society from the 1940s. In the education sphere,
this crisis was manifested in the inability of the existing
black education system to cope with the needs of urban
youth, growing conflict within the mission schools, and
disaffection and radicalization of the African teaching
profession. In these circumstances dominant class opinion
favored state intervention and restructuring of the
education system. The implementation of Bantu Education
from 1955 was initially focused on resolving the urban
crisis, by providing for the social control of the urban
working class and reproduction of a semi-skilled work
force. A notable campaign of resistance, in the form of
school boycotts by the African National Congress, opposed
the policy in 1955-1956, but eventually broke down,
primarily because of its inability to rival the state's
capacity to provide mass schooling. other forms of
resistance to state policy, such as opposition to the
establishment of school boards, teacher activism and
student riots, were too. dispersed and limited to block it.
By the early sixties, a new, state run, cheap education
system had been established. However the grim material
conditions in that system, and its racist administration,
prevented it from exploiting Opportunities to win active
popular support. In the 19608, government, enjoying
favorable political and economic conditions, moved to a
more rigid linking of education policy to the enforcement
of territorial apartheid, especially by preventing the
expansion of urban black secondary, technical and higher
education in the urban areas. It appeared that a degree of
popular acquiescence in the education system was
developing, with the stabilization of popular participation
in the school board system and in conservativee teachers
organizations. However, the system was generating new
industry, was adversely affected by skill
shortages increased by government educational policy, in
the early 1970s industry launched a strong campaign for
change in educational policy, which resulted in a
government shift toward expansion of urban schooling. By
the mid-1970s the changing political situation outside and
inside the country, changes in youth culture, new
ideological influences, and the material problems of the
expanding schooling system were creating a new and more
politicized culture of resistance amongst urban African
youth .The implementation of a new language policy by
government produced first the disaffection of school boards
and then revolt amongst students. The conclusion argues
that the analysis developed in the thesis has justified the
claim. that the theoretical approach adopted in it goes
beyond the limitations of reproductionist and culturalist
studies. / AC 2018
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An examination of the position and role of history in black secondary schools, with particular reference to the period since the introduction of bantu education.Zwane, Isiah Erich January 1991 (has links)
A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, In partial fulfilment of the requirements for the degree of Master of Education / 'Ihis research report examines the position and role of South African
history thought to pupils in Black Secondary schools between 1953 and
1988. This includes the perceptions of those who were pupils in Black
secondary schools from 1954 to 1975, and the views of teachers who
offered South African history at these schools during the period
examined. (Abbreviation abstract) / Andrew Chakane 2019
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The role played by the schools for the sons of chiefs in the development of black education in South Africa, 1958-1985Marishane, Kgomochoane Taylor January 1992 (has links)
Thesis (M. Ed.) -- University of the North, 1992 / Refer to the document
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