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The purpose of this study was to explore and document the perspectives of the Black students who were the first to desegregate Roanoke, Virginia, schools during the 1960-1961 school year. In September of 1960, nine Black students were chosen to desegregate formerly all-White schools in Roanoke. The stories of these students have not been comprehensively researched or formally recorded. Their perspectives on the desegregation process provide valuable insight to add to the body of knowledge about the desegregation period. A review of the history of Black education on the national, state, and local levels, as well as a brief history of the City of Roanoke are provided as historical context for the desegregation of schools in Roanoke. A review of the literature documenting first person accounts from other Black students who went through the desegregation experience revealed only a small number of formally recorded accounts. Examining the perspectives of Black students who were among the first to desegregate schools can provide a critical perspective on both desegregation and the larger societal issue of integration. The effects of the desegregation experience on students have received little attention. Recording and analyzing their stories provides an important piece of the desegregation record that is currently lacking. The researcher conducted a qualitative case study incorporating interviews of the students, a review of newspaper articles and documents from the time period, and any artifacts and documents that the participants had retained from the time period. Five common themes emerged from the interviews with participants. They were: (a) rejection by White and Black peers, (b) family support, (c) preparation for life in a desegregated society, (d) a sense of loss related to not attending all-Black schools, and (e) the reflective meaning each participant made of their experience. These themes were similar to the experiences of other Black students who desegregated schools. These themes were also similar to themes found in the literature dealing with the value of all-Black schools. Continued documentation of the perspectives of Black students who desegregated schools is one of the recommendations of the study. / Ph. D.

This study aimed to explore the perceptions of the role of the father and the experiences of fatherhood among Black South African fathers residing in urban Johannesburg. It further investigated how the experience of being fathered influenced being a father. Qualitative methods were utilised in the form of a narrative analysis of semi structured interviews. The interviews and the analysis relied upon the guidelines of the psychoanalytic research interview (Cartwright, 2002) in providing a psychoanalytic lens through which to analyse the data. An in depth analysis of the interview data and process notes generated the following focal themes: pre-natal experiences, identification, reparation, the experience of being a father, the perceived role of the father, transitioning into fatherhood and the internal father. Becoming a father seemed to bring with it a host of different emotions and anxieties both within the prenatal and post natal stages. Becoming a father also seemed to cause the majority of the participants to reflect on their own childhoods and their experiences of being fathered. Fatherhood also seemed to provide the opportunity for some type of reparation with the participants own fathers through their new roles as fathers. Transitioning into fatherhood proved to be difficult for most of the participants and the loss of certain aspects of their lives such as their more carefree youth and less responsibility, was highlighted. Interesting to note is the point that although all the participants were Black males, little information regarding traditional beliefs around fathering emerged. This was thought to be due to the fact that all the participants resided in an urban area, thus the strong influence of western culture was apparent.

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Thesis (M.Dev.) --University of Limpopo, 2007 / The study deals with the socio-economic impact of land restoration on the Masha Community. Members of Masha Community opted to relocate to their ancestral land, Kalkfontein, which they successfully reclaimed in the year 2000. The study interrogates if the restoration of land to the Community has made any positive impact on their social and economic well being. It focuses on the key challenges posed by land restoration to both the Community and the different spheres of government. It also deals with the challenges of leadership among the Masha Community which are threatening the attainment of developmental goals at Kalkfontion. The study concludes by making some concrete proposals and recommendations on how the State, the Community and various developmental agencies could resolve the problems faced by Communities such as the Masha after their land has been restored. / the Department of Environmental Affairs and Tourism, and the University of Limpopo.

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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.

The depiction of blackness in the visual arts is located in the complex discourse of representation. Blackness within western visual art has been, and continues to be viewed as oppositional to representations of whiteness, and is constantly perceived as other. This dissertation analyses the process of othering and the impact of such a process on the production of artwork in southern Africa, where the representation of the black male, in particular has been subjected to racist ideology, supported by its props, stereotype, generalization and the homogenization of black experience. Using poststructuralist theories of identity construction and power, I analyse stereotype, racism and masculinity in the colonial and postcolonial periods, focussing especially on the internalization of white constructions of blackness within black visual culture. I discuss the work of Baines as representative of colonial constructions of black masculinity, the work of Bhengu, Mapplethorpe and Makhoba as illustrative of the internalization of stereotypic identities, and the work of Voyiya, Harris and Nyoni as representative of resistant discourses of representation of the black male body. I situate the latter within the contemporary debate on questions of subjectivity and agency within the Foucauldian concept of power. I have deliberately chosen works by two American artists (Mapplethorpe and Harris) in order to situate discourses of blackness within a wider context. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.