The study traces and explains reformulation of ANC nationalisation policy between 1990 and early 1994. In doing so it develops the sociology of nationalisation. It argues that nationalisation is a nexus of particular social relations. (Abbreviation abstract) / AC2017

The struggle reaches back to the days of the first white settlement in our country. In this chapter we will look at some of these traditions of our struggle. We will learn more about the people who were in South Africa when the settlers came, and how they fought bravely to live in peace on their land. We will also read about the many changes that happened, particularly after diamonds and gold were discovered and how people continued to struggle against the new conditions that made their lives even harder. / “We call the farmers of the reserves and trust lands. Let us speak of the wide land, and the narrow strips on which we toil. Let us speak of brothers without land, and of children without schooling. Let us speak of taxes and of cattle, and of famine. LET US SPEAK OF FREEDOM.”

Jane G, first appeared as a series in Solidarity, the mouthpiece of the Cape Action League. The series was read by activists in community, student, youth and worker organisations. At the request of readers, the Cape Action League decided to publish the series as a booklet. The book is written in easy English in order for it to be used by workers and their allies as an instrument for active struggle against all forms of oppression and exploitation. The story of Jane G has its roots in the daily experiences of an ordinary black working mother living in South Africa/Azania. She is the mother you meet at the bus stop, meet in the taxi, talk to at the corner shop or prayer meeting. In this series, Jane G’s struggle is typical of the millions of workers suffering a similar fate in our country. Jane speaks of the hardship she faces under the exploitative cycle of earning low wages and paying high rents. The burden of working long hours and paying high prices for basic food in order to look after her family. She finds relief by joining the Clothing Workers’ Union which organises workers at the Rex-Tex factory where she works.

PhD (Business Management) / Department of Business Management / Microfranchising’ is one of the new innovative entrepreneurial concepts that has gained traction in the past few years and potentially can provide a livelihood to the three billion people that live at the Bottom of the Pyramid (BoPInnovationCenter, 2020) on less than US$2 a day. While microfranchising is a strategy meant to rapidly scale-up entrepreneurship behaviour, very little is known about the microfranchising processes as well as its ability to enhance entrepreneurship in South Africa. Resultantly, the latter is ignored from entrepreneurship discussion and discourse at both academic and policy levels. To address this gap the study assessed microfranchising practices in South Africa, with the aim of proposing a microfranchising framework that will enhance entrepreneurship development. The study used the interpretivism research paradigm to achieve the study objectives. Primary and secondary data were employed to collect data on the microfranchising practices in South Africa. The study sampled five microfranchise entrepreneurs (four microfranchisee and one microfranchisor using the in-depth structured interview format while secondary data (microfranchisees and microfranchisors success stories) and was employed to collect data on the former and current practices of microfranchising in South Africa. The collected data was analysed using the ATLAS.ti. The study results show that microfranchisees exhibit traits of successful entrepreneurs. As a result, the study concludes that microfranchising can be used as a tool for entrepreneurship development using the proposed microfranchising framework developed in Chapter 6 of this study. The value of this work is among the first in seeking to propose a framework for developing entrepreneurship through microfranchising. The implication of the study is that it potentially provides policymakers with valuable tools to understand microfranchising practices and its efficacy in stimulating entrepreneurship development in South Africa. The study recorded and established microfranchising practices in South Africa to enhance the extinct academic literature on microfranchising and entrepreneurship ventures operating at the BoP. / NRF

The investigation contributes to a broader understanding of the hegemonic role of teacher organisations and their relation to the dominant structures in society. It also contributes to educational theory since it extends the traditional assertion of an individual teacher who acts as an agent of capitalism and who serves to foster the interests of the State, to teachers who operate through an organisation which becomes more powerful in articulating this hegemony. The historic evidence shows that for much of the period under investigation these teacher organisations have either endorsed, or else have failed to challenge in significant ways, the use of education by the State to ramify the ideology and practice of apartheid. In addition these organisations have had no power to compel action from political and educational authorities. Decades of compliance with State policy, or unwillingness to forcefully articulate the obvious injustices of that policy, have inevitably led to a position whereby established teacher bodies became inward looking. Ultimately, these teacher bodies could not offer a fundamental critique of the apartheid education system and therefore could not empower their members to transform society as they worked within a structural-functional and liberal framework. However, the research also shows that teachers as a collective group became capable of resisting dominant ideologies, especially during the post-1984 period. Progressive teacher organisations, fuelled by the labour movement and African nationalism convicted many conservative teacher bodies to eschew ethnicity and agitate for a unified, democratic non-racial, non-sexist State with a single Ministry of Education. This period saw an escalation in the struggles of resistance by teacher organisations against a newly established Tri-cameral parliamentary system. These empowered members effectively resisted the increasing bureaucratisation and political interference in education through which the State sought to control teachers. The study offers a new way of perceiving teacher organisations as they become involved in long term struggles of transformation which incorporates the reconstruction of a post-apartheid society. / Educational Studies / D. Ed. (History of Education)

The investigation contributes to a broader understanding of the hegemonic role of teacher organisations and their relation to the dominant structures in society. It also contributes to educational theory since it extends the traditional assertion of an individual teacher who acts as an agent of capitalism and who serves to foster the interests of the State, to teachers who operate through an organisation which becomes more powerful in articulating this hegemony. The historic evidence shows that for much of the period under investigation these teacher organisations have either endorsed, or else have failed to challenge in significant ways, the use of education by the State to ramify the ideology and practice of apartheid. In addition these organisations have had no power to compel action from political and educational authorities. Decades of compliance with State policy, or unwillingness to forcefully articulate the obvious injustices of that policy, have inevitably led to a position whereby established teacher bodies became inward looking. Ultimately, these teacher bodies could not offer a fundamental critique of the apartheid education system and therefore could not empower their members to transform society as they worked within a structural-functional and liberal framework. However, the research also shows that teachers as a collective group became capable of resisting dominant ideologies, especially during the post-1984 period. Progressive teacher organisations, fuelled by the labour movement and African nationalism convicted many conservative teacher bodies to eschew ethnicity and agitate for a unified, democratic non-racial, non-sexist State with a single Ministry of Education. This period saw an escalation in the struggles of resistance by teacher organisations against a newly established Tri-cameral parliamentary system. These empowered members effectively resisted the increasing bureaucratisation and political interference in education through which the State sought to control teachers. The study offers a new way of perceiving teacher organisations as they become involved in long term struggles of transformation which incorporates the reconstruction of a post-apartheid society. / Educational Studies / D. Ed. (History of Education)