Thesis--Columbia University, 1934. / Reprint of the 1934 ed. Bibliography: p. 306-316.

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 89-96).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 198-212).

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Africa, as both a place and as an idea, looms large in the construction of Black identity in Brazil and plays an increasingly important role in the identity processes of many Afro-American societies. Consequently, this dissertation seeks to explore how the idea of Africa is used and manipulated in the discourse and formulation of Blackness in the northeastern Brazilian state Bahia. Today, Afro-Brazilian elites and academics---particularly anthropologists---privilege the cultures of the Bight of Benin as crucial markers of a new Black identity in Black Bahia's religious spaces, cultural institutions and social movements. This new form of Black identity seeks to reject the dominant ideology of 'racial democracy' in Brazil and replace it with one that articulates an Africanised approach to Blackness. In this model, Yoruba religious practices are emphasised and placed at the centre of an array of cultural forms including carnaval, Afro-Brazilian religion, language instruction, culinary practice and the remnant maroon communities of the Bahian interior. In analysing these movements, the present work eschews the need to define Afro-Brazilian cultural practices in the historical context of a plantation society that contained so-called 'survivals' of African culture. Rather, this work adopts a perspective that simply attempts to understand how ideas such as 'Africa', 'slave', 'roots', 'orixa', 'Yoruba' and other, similar African concepts are deployed in the creation of Bahian, and more generally, Brazilian Blackness. Further, the construction of Africanised Blackness in Bahia needs to be understood in the context of an ongoing live dialogue between the cultures and peoples of Afro-America and different regions of the African continent. This dissertation explores this dialogue and also investigates the extent to which these redefinitions actually resonate and penetrate the diverse Black populations of Bahia, including those that are not actively involved with Bahia's Black movements, such as evangelical Christians and residents of the impoverished Bahian interior---the sertao. / Keywords: Africa, Bahia, Blackness, Brazil, dialogue, elites, ethnography, identity, Yoruba.

This historical and conceptual thesis examines the cultural and socio-economic situatedness of education and development in the different epochs of South African history from the arrival of the first European settlers in 1652 up to the present post-apartheid era. The project assumes that cultural domination is utilized for the creation and long-term maintenance of systems of learning that are embedded in colonial and exploitative relationships. These relationships are generally defined by the socio-economic development of the dominant group at the expense of subordinated populations. Moreover, the thesis argues that colonial, and specifically apartheid education in the South African situation were deliberately designed and implemented for the purpose of assuring and perpetuating divergent and at times "opposing" schemes of development for the colonizing Europeans vis-a-vis the colonized populations. As evident from the examination of policy objectives and the resulting economic and social situations, therefore, the development of one group, i.e., the Europeans, was achieved at the relative underdevelopment of the indigenous population and other oppressed groups. With the establishment of these observations, the body of the thesis moves to critically examine the current educational and cultural situations of what is "romantically" being called the new South Africa. The still depressing educational and development character of the post-apartheid situation confirms the immensity of the current and potential social "problematic" that may be capable of derailing the present agreed-upon political enterprise. In conclusion, the thesis critically examines the case for a genuine multicultural development education that assures or, at least demonstrably promises a more just and equitable education for all South Africans. Hence, the project's main assertion that the formulation and implementation of this type of education is essential for the development of the hitherto dis

Statistics suggest that there are approximately 15 million educationally deficient adults in South Africa (Population Census, 1991). Given the widespread extent of educational deficiency among black adults, and the weak adult education base that exists currently, the study is formulated on the notion that alternative adult education provision can serve as a vehicle to transform the educational status of this sector. Methodologically the study is a theoretically based one, with a component of empirical analysis which utilizes census data and secondary analysis. The study applies radical theory to develop a historical perspective of the socio-political conditions of black schooling which were characterized by inadequate access, high drop-out rates, widespread failure, and a low quality of provision. Despite periodic expansionist and reformist strategies black educational provision remained inadequate and inferior. Four changing reformist strategies which reflect contradictory aspects are identified during the period 1953-1990, namely self-help (1953-1963), black education and the bantustan strategy (1963-1973), educational reform for economic expansion and political stability (1973-1983), and the repression of popular mobilization (1983-1990). It is in this context that the widespread extent of educational deficiency among black adults is interpreted as a consequence of poor educational provision within specific socio-political circumstances. In advancing a critical theory of schooling, the study utilizes a marxist paradigm reflecting deterministic, voluntaristic, and autonomous functions of the black education system in South African society. These changing roles of the educational system have reflected dominant theoretical positions in particular sequence, namely reproduction (1800s-1975), resistance (1976-1990), and transformation (1990 onwards). This critical theory of schooling is further contextualized to serve as a basis to transform adult education provision, so that it may effectively address the needs of the educationally deficient adult population. To achieve this, the study proposes that adult education provision must be reformulated along the lines of critical literacy and cultural power. An indepth analysis of adult education as a field of study is provided, focusing on definitions, issues relating to content, purpose, and practice, ideological debates, strategies, purposes, providers, target groups, and factors affecting participation and recruitment. The main conclusions of the study relate to the conditions of the black schooling system as a contributory factor in black adult educational deficiency, the extent of adult educational deficiency, sociological implications, and current educational provision in South Africa. The recommendations of the study focus on transforming initial basic educational provision, developing a culture of learning, and the implementation of a policy of adult education. / Thesis (Ph.D.)-University of Durban-Westville, 1996.

One of the main problems facing the psychiatrist in forensic psychiatry is the distinction between malingering and mental illness especially in Zulu speaking patients. This study identified twenty items from the literature and clinical practice that separate malingering from mental illness. The validity of these items was assessed through an experimental, cross -sectional study design which compared two groups. These were a sample of fifty malingering African patients, male and female and a control group of fifty mentally-ill African forensic patients who were classified as State Patients. Since the data was categorical, that is, the outcome was either positive (that is malingering) or negative (that is mentally ill) the groups were compared by employing such methods as the chi-square test and Fisher's exact test. Seventeen items we re found to be statistically significant and were regarded as valid items that separate malingering from mental illness. Then the effectiveness of these seventeen items in separating malingering from mental illness was determined by calculating their sensitivity, specificity, their false positive rate and their false negative rate. The items fell into Group four categories or groups. Group I are those three items with a high sensitivity, a high specificity, a few false positives, a few false negatives, high positive predictive values and high negative predictive values. They were able to diagnose both malingering and sickness with a high degree of accuracy. Group 11 consisted of eight items with a high specificity, a few false negatives and high positive predictive values. i1 These items are good at diagnosing malingering patients directly. Group III consisted of six items with a high sensitivity, a few false positives and high negative predictive values. These items are good at diagnosing sick patients and therefore diagnose malingering indirectly by excluding mental illness. Group IV consisted of three items which did not show statistical significance between malingering and mentally ill patients. This study proved that seventeen items were able to separate malingering from mental illness to a statistically significant extent and are effective for the use in the diagnostic assessment of Zulu speaking forensic patients. / Thesis (Ph.D)-University of Natal, Durban, 1997.