Philosophiae Doctor - PhD / Hierdie verhandeling is die vrug van intensiewe nadenke en navorsing oor die armoedesituasie van gekleurdes van Kaapstad gedurende die jare 1910-1933. Die tydperk is gekies omdat dit besonderlik die teelaarde vir armoede was en vername gebeure soos die Eerste Wêreldoorlog (1914-1919), die Groot Griepepidemie (1918). die Groot Droogte (1930) en die Depressies van 1920-1922 en 1930-1932 (Groot Depressie). Dit is egter me't "n historiese aanloop (1652-1909) voorafgegaan om die grondslag van die betrokke mense se voorsate se armoede sowel as dié van hulself deeglik uit te lig en op skrif te stel. Die gekleurde gemeenskap is as onderwerp gekies omdat die meeste gekleurdes in Kaapstad saamgetrek was. Hul regstreekse voorsate, die inheemse Khoi-khoi was reeds van die begin van die wit nedersetting in die omgewing van die Kaap woonagtig. Hulle was in dié vroeê stadium welvarend; gemeet aan destydse standaarde. maar is spoedig tot 'n verarmde. besitlose proletariaat gereduseer. Dit is deur die slinkse handels- en geweldsmetodes van die Europese nedersetters veroorsaak. Dit het die basis van die armoedeerfenis van hul nasate die Kaapse gekleurdes gevorm. Die Khoikhoi het met verloop van tyd 'n metamorfose ondergaan deur ondertrouery met ingevoerde slawe en van die nedersetters. Daaruit is 'n bepaalde groep gebore en ontwikkel wat mettertyd met die benaming "Kaapse gekleurdes" geêtiketteer sou word.

Philosophiae Doctor - PhD / This thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under the spotlight. In chapter three, the process of cultural subjugation outlined in chapter two, is related to the establishment and development of colonial education in South Africa and also how Apartheid was a form of internal colonialism with apartheid education continuing the process of cultural subjugation for political control and economic exploitation. Colonial subjugation was, however, not passively accepted by the subjugated. From the outset, subjugation spawned resistance and would eventually grow into large-scale opposition aimed at the overall casting off of the colonial yoke. This opposition eventually led to the political freedom of 1994. The political freedom of 1994 and the judicial framework for the dismantling of the legacy of colonial education would not, on its own or overnight, be able to dismantle the effects of centuries of subjugation. The dismantling of the inheritance of colonialism, together with colonial education, requires deliberate and constructive action. Such a process will have to include putting an end to the subjugation of the numerous voices characteristic of South Africa. Ending this subjugation does not mean the continuation of a position alongside and beneath a socially constructed dominant, but rather a process (a struggle?) where it can take its place impartially, alongside and equal to other voices in the greater diverse whole. It is against the above background that teaching strategies for the handling of diversity will be critically examined and for which recommendations are made for strategies, within the South African context, through which the dismantling of the colonial legacy of cultural subjugation for political control and economic exploitation can take place.