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Culture and identity in South African education, 1880-1990.Cross, M January 1990 (has links)
A dissertation submitted to the Faculty of Education, University of the Witwatersrand,
Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / This dissertation deals with the forging of identities in twentieth century South Africa.It is
undertaken within the discipline of history of education, but, givenithe complexity of the
topic, the writer has adopted an interdisciplinary approach, drawing where appropriate on
the methodologies provided by other disciplines. (Abbreviation abstract) / AC 2018
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Church, liberals and state: secularisation and segregation in African education, 1910-1939Krige, Sue 11 April 2012 (has links)
M.A. (History), Faculty of Arts, University of the Witwatersrand, 1994
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The contribution of the Anglican church to education in the CapeRawlins, G E January 1960 (has links)
In his "Onderwys in Kaapland, 1652 - 1939", Dr. P.S. du Toit makes special references to the educational work of the Anglican Church, indicating that there is some contribution. This attitude has as its aim to expose more of the reef of which the outcrops receive attention by Dr. du Toit ... much can happen between 1807 and 1829, and some of what did is described in these pages. One of Dr. du Toit's interests is the effect of the attempt to make English and instruction in English the basis of all education. Chap. 1, p. 1.
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Die kerk as eksterne determinant van die skoolAnnandale, George Scott 15 April 2014 (has links)
M.Ed. / Please refer to full text to view abstract
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Die vennootskapskonsep in skoolonderwys in die RSAKleynscheldt, Rudolph Johannes 12 1900 (has links)
Thesis (DPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of
education were involved in the most primitive societies. Partners are still of indispensable
importance in postmodern societies. This study points out that the conventional partners to
education (parent, church and state) have been of importance through the centuries and that
partnership involvement should be of increasing importance in times to come. Concurrently, it
has become necessary to involve new up-to-date supplementary education partners to address
the numerous challenges in the field of education.
The parent comes to light as the first and foremost partner in education and is therefore worthy of
the connotation primary education partner. History illustrates how certain communities, due to
specific perspectives on wond and life, ideologies and educational institutions, tried to scale down
the functions of this partner. Nowhere, however, could it be achieved successfully, without
serious harmful consequences for the child who is to be educated. The safety and security that
the child experiences in the parental home and within the family structure is of the utmost
importance for the young child. The proliferation in the number of parentiess children as a result
of an increase in the divorce rate, family murders and especially the pandemic MI virus is
alarming in this respect. Additional partners will have to be found to address the child's need of
security.
The anchor provided by participation in religious activities is likewise for the developing child of
importance. In addition, the church, in the widest sense of its meaning, emphasizes certain
norms and moral values. It provides programmes, which ensure to prevent the youths from
derailment along dangerous and destructive routes. The church needs to be admitted and invited
to be an essential partner.
The state is justly being viewed as a chief partner to education and training, on account of its
functions such as the funding of formal education, the provision of a general curriculum and the
making of legislation governing education. This important position in the education partnership
does not mean that the state should play the dominant role. It does not qualify the state to
prescribe to the other partners how they should perform their roles. Partnership presupposes c0-
operation and stringent prescriptions by the state would be unacceptable and counter-productive
to the respective partners. The conventional partners will have to realise that each has a
meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study.
In an ever-fast changing wortd in which extremely heavy demands are made to education and its
partners, it is clear that new education partners have to be found to assist the school. The
conventional partners are just not able to fulfit the task by themselves. This study identifies a
number of supplementary partners that could, on account of the particular challenges facing·
education in South Africa, make a valuable contribution. Partners deserve their position as
partners due to the functional role that they could play at a specific stage in the ongoing process
of education development. As times change, and new needs come into existence, other partners
will have to be identified to support the existing, conventional partners. / AFRIKAANSE OPSOMMING: Die gebruik van vennote wat vir die opvoeding van waarde kan wees, is so oud soos die
opvoeding self. Opvoedingsvennote het in die mees primitiewe samelewings voorgekom en is in
die postmoderne samelewings steeds van onmisbare belang. Hierdie studie dui aan dat die
konvensionele opvoedingsvennote (ouer, kerk, staat) deur die eeue van belang was en dat hul
vennootskaplike deelname in die toekoms verhoog behoort te word. Terselfdertyd het dit nodig
geword om nuwerwetse, supplementêre opvoedingsvennote te betrek om die talle uitdagings op
onderwysgebied die hoof te bied.
Die ouer tree na vore as die eerste en vernaamste opvoedingsvennoot en is as sodanig die
benaming primêre opvoedingsvennoot waardig. Die geskiedenis toon aan hoedat sekere
gemeenskappe op grond van bepaalde partikuliere wêreld- en lewensbeskouings, ideologieë en
opvoedingsdoelstellings die rol van hierdie vennoot wou afskaal, maar dat dit nêrens sonder
nadelige gevolge vir die opvoedeling gedoen kon word nie. Die veiligheid, sekuriteit en
geborgenheid wat die kind in die ouerhuis en binne die gesinstruktuur beleef, is veral vir die jong
kind van allergrootse belang. Die groter wordende getalouerlose kinders as gevolg van 'n
toename in egskeidings, gesinsmoorde en veral die pandemiese MI-virus, is in hierdie verband
kommerwekkend. Supptementêre vennote sal daarom gevind moet word om die kind se
behoefte aan geborgenheid aan te spreek.
Die verankerdheid wat deelname aan religieuse aktiwiteite bied, is eweneens vir die
ontwikkelende kind van belang. Daarbenewens beklemtoon die kerk, in die wydste sin
gedefinieer, sekere norme en morele waardes en voorsien hy programme wat verseker dat die
jeug se vryetydsbesteding en drang na plesier nie op gevaarlike, afbrekende roetes ontspoor nie.
Die kerk sal steeds as noodsaaklike opvoedingsvennoot toegelaat en uitgenooi moet word.
Die staat word vanweë funksies soos die befondsing van formele onderwys, die daarstelling van
'n algemene kurrikulum en die neerlê van onderwyswetgewing met reg as hoofvennoot van die
opvoeding, onderwys en opleiding beskou. Hierdie posisie in die vennootskap beteken nie dat
die staat die oorheersende rol speel en aan ander vennote kan voorskryf hoedanig hul rolle sal
wees nie. Vennootskap veronderstel samewerking en streng voorskriftelikhede sal vir
medevennote onaanvaarbaar wees. Die konvensionele vennote sal moet besef dat elkeen se
bydrae tot die opvoeding belangrik is en nie deur ander vennote vervang kan word nie. 'n Vergelykende studie van vennootskaplikheid in Kenia, Kuba en Duitsland dien as agtergrond
tot die studie. In 'n wêreld wat vinnig en voortdurend verander en waar hoë eise aan die
opvoeding en sy vennote gestel word, is dit duidelik dat nuwe opvoedingsvennote gevind sal
moet word om bystand te ver1een. Die konvensionele vennote is gewoon nie in staat om die mas
alleen op te kom nie. Hierdie studie identifiseer 'n aantal supplementêre vennote wat, op grond
van die eiesoortige probleme wat in die Suid-Afrikaanse opvoeding ondervind word, van waarde
sal kan wees. Soos tye verander en nuwe behoeftes ontstaan, sal ander vennote geïdentifiseer
moet word om die konvensienete opvoedingsvennote te ondersteun.
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'n Temporaliteitspedagogiese studie van die vennootskap kerk en skool met spesiale verwysing na die werk van die Morawiese Broederkerk te Genadendal, 1737-1989Abrahams, Frederick Lionel 11 1900 (has links)
Thesis (MEd) -- Stellenbosch University, 1989. / ENGLISH ABSTRACT: Much has been written about the history of the Moravian
Church in South Africa and especially about Genadendal. In
this thesis however, an effort is made by means of a
temporality-pedagogic study to show the relationship, in the
field of education, between church and school. The aim of this study is to establish the contribution made
by the Moravian Church, especially in Genadendal with
regards to education and schooling. / AFRIKAANSE OPSOMMING: Vele geskrifte oor die geskiedenis van die Morwiese
Broederkerk In Suid-Afrika en oor Genadendal in besonder het
al die lig gesien.
In hierdie tesis egter, word 'n poging aangewend om deur
middel van 'n temporaliteitspedagogiese studie die
vennootskap tussen kerk en skool aan te dui. Die doel van
die studie is om vas te stel watter bydrae die Morawiese
Kerk veral in Genadendal ten opsigte van opvoeding en onderwys gemaak het.
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The community of the resurrection's involvement in African schooling on the Witwatersrand, from 1903-1956.Winterbach, Heidi January 1994 (has links)
A Research Project Submitted to the Faculty of Education
University of the Witwatersrand, Johannesburg
for the Degree of Master of Education / THE COMMUNITY OF THE RESURRECTION'S INVOLVEMENT IN
AFRICAN SCHOOLING ON THE WITWATERSRAND, FROM 1903 TO 1956
This research project is an historical reconstruction of the schools established and
run by the Community of the Resurrection (CR) on the Witwatersrand from 1903
40 1956. The aim of this research is to contribute to knowledge and understanding
of missionary education in South Africa, through a study of the educational work
of this particular missionary body, as embodied in their schools.
The report examines key aspects of the schools, including their financial and organizational
structures, the education they offered and their ethos. The CR schools
varied in physical size, numbers of pupils and level of sophistication, from the well
established St Peter's Secondary School, to numerous one-roomed wood and iron
shacks. Similarly, the products of these schools varied from well-known African
leaders and academics to domestic servants. Although a definitive judgement on
the merits of missionary education is not the focus of this study, the project concludes
that the initial Eurocentric attitude of the CR towards Africans and their
education was transformed to one of genuine sympathy and the CR brethren
became leaders in the fight for equal education for Africans in the face of Government opposition.
This project is based on primary source material located in the Church of the
Province Archives of South Africa at the University of the Witwatersrand and is
influenced by secondary sources such as historical works and theories on missionary
education. as well as works by CR members themselves. / Andrew Chakane 2019
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The private education of English-speaking whites in South Africa: an historical and contemporary study of Catholic schools and schools belonging to the Conference of Headmasters and HeadmistressesSmurthwaite, Alastair Gordon January 1981 (has links)
From Chapter 1: At the 1956 Conference of Headmasters and Headmistresses of Private Schools of South Africa a motion was introduced proposing that the term 'private school' in the title of the Conference should be replaced by that of 'independent school'. The motion was defeated on the grounds that such an alteration would be 'difficult and misleading', (HMC, 1956(1)). This might well have been the case, but the proposer of this motion was no doubt aware that the term 'private school' was equally difficult and misleading.The first problem with the term 'private school' is historical. South Africa was in the British sphere of influence for more than a century and a half and consequently education in South Africa in general and 'private' education in particular has owed a great deal to that influence.
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Ontstaansdeterminante van evangelies-christen privaatskoleSmit, Carin Sarah 03 September 2014 (has links)
M.Ed. / The world is currently in the grip of educational dilemmas of massive proportions. As a result of these various educational reform initiatives have been launched all seeking to remedy the ills in international public school systems. One of the reforms of this century is the establishment of evangelically Christian private schools. The research eminates from the confusion which is prevalent in South Africa with regards to what "Christian" education really is. White public schools are legislated to provide so-called "Christian" education; whilst evangelically Christian private schools claim they provide truly Christian education. There exists a need to distinguish between these two types of educational provision. This can only be done successfully, if the nature of each is scrutinised: it should provide the clue as to the reason why evangelically Christian private schools have increased with such urgency over the past few years. The primary purpose of this research is to discuss education from both a biblical and state perspective. In doing this the factors 'determining the founding of evangelically Christian private schools will be determined. Three fundamental structural elements of a Christian educational philosophy have been isolated into a model: these are the metaphysical, axiological and epistemological perspectives. The metaphysical foundation demands that education in order to be truly Christian, must be Christ-centred, evangelical and meta-cultural.
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The impact of Christian education on the Zuid-Afrikaansche RepubliekOliver, Erna 31 March 2005 (has links)
The study focuses on the influence of Christian based education on the building of the Afrikaner nation. The children settling with their parents in the Zuid-Afrikaansche Republiek (ZAR) after the Great Trek all received Christian based education. The unique way in which both the country and the nation developed was the result of Christian based education. It had a direct influence on the development and functioning of the ZAR resulting in the forming of a Christian country with a Christian based constitution and Christian based laws. Christianity and Christian based education also influenced the social lives, culture and worldview of the people living in the ZAR, leaving a permanent mark on the Afrikaner nation.
The stern Calvinistic religion, together with the influences of early Pietism and the worldview of the Romanticism as well as the traditional Christian based education brought from the Netherlands, all worked together to mould the Afrikaners into a unique nation. Religion was the one outstanding factor that determined all aspects of the lives of the Afrikaners, from their character and worldview to their way of speech and the standard of education given to the children. The goal of all education was to enable children to study the Bible - the Handbook to Life - and to become members of the Church.
Their faith in and commitment to the Lord, was the force that kept the Afrikaners a unique nation with a strong character despite the extreme living conditions and changing circumstances through which they lived in the short years of the existence of the ZAR. The people living in the ZAR were the carriers of the influence of the Christian based education and the stories of their lives bear witness to the impact their education had on the development of the country and the nation. The legacy of Christian based education, as it was used in the ZAR, is still alive in the hearts and minds of Afrikaners today.
The focus of the thesis made it necessary to use material from several different academic fields. Aspects of South African Church history, the general and political history of South Africa and the ZAR, the history regarding the development of education, as well as the social and cultural history of the Afrikaner nation were brought together to give a picture of the impact that Christian based education had on the ZAR.
The historical-critical method is used, in order to establish what really happened and to show its significance, both in the historical context and in the present situation. The theoretical framework being used is didactical theological. / Chr Spirit, ChurchHist, Miss / DTH (CHURCH HISTORY)
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