Bibliography: pages 338-363. / This is a descriptive study of the use of English and Afrikaans in Cape Town's District Six - a large inner-city neighbourhood, first settled in the 1840s and, by the implementation of a series of laws, depopulated and almost entirely razed during the 1970s. Each language has a history of having been both a lingua franca and a home language in that area. As lingua francas, both languages were used instrumentally by large numbers of people who had little or no concern with the promotion and preservation of the standard dialects of the languages as a part of maintaining their own identity in the multilingual, multicultural context of the city. The effects of this can be seen in contemporary vernacular English and Afrikaans which differ markedly from the standard dialects, and, it can be argued, show linguistic signs of this long period of language contact. The history of language contact was reconstructed through the use of primary and secondary written resources and oral history records. The distribution of socio-economic power and privilege has not been equal among speakers of the two languages in South Africa as a whole. The cross-currents of discrimination and oppression have affected contemporary attitudes towards the two languages and their dialects in complex ways, producing some clear patterns but also ambivalence and contradictions. This thesis examines those aspects of the history of English and Afrikaans in District Six which have a bearing on current attitudes, practices and dialect features in the segment of District which escaped demolition. Interviews and observation were used to investigate the effects of that history and of geographic and socio-economic factors on the linguistic repertoire of the remaining section of the community.

Identity issues have been a sensitive area for many people who are classified as Coloured in South Africa. In the past, this could have been ascribed to the effects of apartheid ideology, which resulted in different responses from the people in this racial group: some accepted the inferior status in a fatalistic manner and made the best of a bad situation; others attempted to remove themselves from this group and passed over into the white population group on the basis of their similar physical attributes while others rejected the appellation by fighting against the derogatory and negative images that categorised them as Other, in an attempt to transform social prejudices. The identity issues of young Coloured learners at a high school in Pietermaritzburg came to my attention during a period when I attempted to establish a more meaningful relationship with the learners that I taught. Incorporating dialogue journals as a pedagogical tool in this respect, I unwittingly opened up Pandora's box. The many complexities of adolescent lives were openly revealed to me by the grade 9s and 10s in my care, in the hope that I would help them to resolve their problems. However, the issue that disconcerted me the most, was the Discourse of the home. I realised that a great disparity existed between the Discourses of the home and the school, and resolved to pursue this matter further during the course of the Masters degree that I had undertaken. Using a number of methods to obtain data, and applying a Foucauldian, social constructionist view of discourse to the analysis, I discovered that there were many factors that impacted on the learners' identities. The Discourses that were evident in the texts were often contradictory in nature, and the resultant inter-discursive conflict was a problem for many of the participants who battled to obtain acceptance into these Discourses. The Discourse of the home, the school, friends and gangs were the most prominent in the findings, and the participants' struggles to gain acceptance into them impacted on their sense of seltbood in positive and negative ways, which are revealed in the course of this dissertation. The findings are crucial for educators who agree with Gee (1990, 1996) that all good teaching is ultimately a moral act. English teachers, in particular, are given the responsibility of exposing their learners to different Discourses and their respective conventions in order to empower them. This can only be done by creatively using texts and producing appropriate learning materials which can be used to unpack and deconstruct the values and 'ways of being, saying and doing' (Gee 1990, 1996) that are implicit in these texts. On the one hand, this familiarises learners from Dominant Discourses with the practices of a variety of cultures and races and helps them to acknowledge and accept differences. On the other hand, it validates the identities of the learners who are part of the minority groups, preventing them from feeling marginalised and regarded as Other. Finally, I concluded that parents also need to take responsibility for their children constructing powerful or displaced identities. The Discourse of the home, in the final analysis, is the foundation of the children's lives and is crucial in apprenticing into, and gaining mastery over the dominant social Discourses. The concerns over Coloured identity are not yet laid to rest, even within the lives of our post-apartheid children: indeed, the struggle for identity is never truly complete since identity is always changing and transforming to accommodate newer and better ways of being. However, the educators, parents and others in authority can play a pivotal role in addressing these issues, helping to validate the very tenuous sense of selthood that many of these youngsters are holding on to. Nortje (1973) describes this vulnerability as 'growing between the wire and the wall' - a very difficult place to be, but not impossible to grow out of and flourish into subjects who revel in the constructions of multiple identities, enabling them to participate in the activities of their various Discourses in empowering and validating ways. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

Spousal abuse is a global phenomenon that occurs in many cultures and affects most of the world’s population of women. Over the past 30 years, spousal abuse has become increasingly recognized as a problem, and women in many countries have organized to advocate for change. The issue of wife abuse has been taken up by the public as an issue of general concern more than once since the latter part of the nineteenth century. It came into the limelight again in the early 1970’s in the United States, its progress towards public awareness corresponding with the growth of the women’s movement. In broad terms, the women’s movement may be divided into two major feminist perspectives. First wave feminism is principally concerned with equalities between the genders whereas second wave feminism uses women’s differences to oppose the ‘legalities’ of a patriarchal world. The phenomenon of women being abused in intimate relationships has been referred to as “the problem that had no name.” Indeed, one of the most important contributions of second wave feminism was the labels it provided to previously unnamed, largely unspoken, taboo problems that women confronted. Without a label to refer to a phenomenon, that phenomenon is extremely difficult to describe, to discuss, to count, and analyse. In South Africa concern about wife abuse, started in the early 1980’s. Inspired by the action of overseas movements, South African feminists began to mobilize around violence against women. In the South African context, violence against women must be viewed against the socio-political background of apartheid, race, class, and gender relations. In an historic context of overwhelming oppression and state-sanctioned violence, a culture of violence developed. Over time this situation is accepted as a norm and becomes a primary means of conflict resolution- including between domestic partners. Accurate statistics on the problem of spousal abuse in South Africa are unavailable since national prevalence studies have not been conducted. Difficulties in obtaining prevalence to date have been exacerbated by fragmentation created by the former apartheid bureaucracy; the lack of resources to confront the problem of spousal abuse; and the fact that the problem is often unrecognized and under reported. However, preliminary findings from available research indicate that spousal abuse in South Africa is a serious and extensive problem. The abuse reported in these studies ranged from verbal insults, threats, physical injury and even death. Numerous studies found that spousal abuse is seen as a private matter, so that the abused woman does not have the support of friends, family or the authority to help her stop the abuse or to leave the relationship. Spousal abuse is sequential, developmental and dynamic. The situation of the abused woman is unlike many other crisis in that it is transcrisis; that is, it is cyclical, reaching many peak levels over extended periods of time. For a variety of reasons it is rare for women to leave an abusive spousal relationship for good after the first abusive incident. Continued and increased abuse over a period of years is the typical pattern of abusive spousal relationships. Research has indicated that abusive spousal relationships typically include a life-threatening history of injuries and psychosocial problems that entrap the women in the relationships. Limited research has been undertaken on the experience of women who do manage to leave abusive spousal relationships despite the debilitating physical and emotional sequelae of the abuse and a lack of family and societal support. This investigation aims to address and explore the experience “Coloured” women who managed to leave abusive spousal relationships. As the literature review will indicate, the social-cultural context of “Coloured” is one that not only makes them susceptible to experiencing spousal abuse but it also predisposes them to remain in these relationships. The investigation seeks those themes, emotions and thoughts which are central and significant in the women’s experience. It explores the manner in which leaving comes about and is incorporated into the women’s sense of self and understanding of the world. Essentially, the research aims to provide some understanding of what the experience of leaving an abusive relationship entails and the personal meaning it holds for the women. In order to ensure that the women's own subjective experiences, and their own interpretations and understanding of those experiences will be the focal point, as opposed to that of the researcher, the existential-phenomenological system of inquiry is employed. The existential-phenomenological approach is not only utilized as a specific research methodology but is also adopted as an overall attitude towards doing research. The participants in the study are viewed as beings-in-the-world, thereby acknowledging that the experience of leaving occurs in a context in which the participants act on and are simultaneously acted upon by their lived-worlds. Qualitative access to the subjective realm of the women is attempted through a qualitative design through which rich data is collected through in-depth, open-ended interviews which facilitates unique and personal descriptions. A pilot interview with a woman who left an abusive spousal relationship indicated that the research question (How did you experience leaving the abusive relationship?) together with broad open-ended questions, facilitated the attainment of rich, vital, substantive descriptions of the experience of leaving. Three “Coloured” women, who left their abusive spousal relationships at least two years ago, were then sourced from previously “Coloured” designated communities and interviewed for the purpose of this study. The qualification in terms of time is important since this study is interested in the experience of women who left their abusive relationships permanently and research has shown that many women leave abusive spousal relationships only to return after some time. / Dr. I. Van der Merwe Prof. W. Schoeman

<p>The Seventh-day Adventist Church in South Africa was planted towards the end of the 19th century. Within less than forty years after its inception, a separate Coloured department developed. This was not to be the last organizational development impacting upon the Coloured community within the Church. The problem that this study will seek to address is: &ldquo / What factors contributed to the different organizational phases that the predominantly &lsquo / coloured&rsquo / section of the Seventh-day Adventist Church in South Africa underwent between 1887 and 1997?&rdquo / It will examine particularly the role and impact of racism on the various organizational phases.</p>

<p>The Seventh-day Adventist Church in South Africa was planted towards the end of the 19th century. Within less than forty years after its inception, a separate Coloured department developed. This was not to be the last organizational development impacting upon the Coloured community within the Church. The problem that this study will seek to address is: &ldquo / What factors contributed to the different organizational phases that the predominantly &lsquo / coloured&rsquo / section of the Seventh-day Adventist Church in South Africa underwent between 1887 and 1997?&rdquo / It will examine particularly the role and impact of racism on the various organizational phases.</p>

This project explores the persistence of racial frameworks amongst Coloureds in Wentworth, Durban, using perspectives from discourse analysis as a methodological and theoretical framework. In-depth focus groups and interviews with Wentworth residents were conducted to investigate the continued socio-political relevance of such frameworks in the context of their own identity as 'Coloured', especially where these relate to residual racial hierarchies of the colonial era. Three sample groups were utilised to reflect the community's socio-economic spectrum, which enabled a class-based discussion of the way 'Colouredness' and ideals such as national reconciliation may be reflected by different socio-economic groups. / Thesis (M.Dev.Studies.)-University of KwaZulu-Natal, Durban, 2008.

The Seventh-day Adventist Church in South Africa was planted towards the end of the 19th century. Within less than forty years after its inception, a separate Coloured department developed. This was not to be the last organizational development impacting upon the Coloured community within the Church. The problem that this study will seek to address is: "What factors contributed to the different organizational phases that the predominantly 'coloured' section of the Seventh-day Adventist Church in South Africa underwent between 1887 and 1997?" It will examine particularly the role and impact of racism on the various organizational phases. / Philosophiae Doctor - PhD

No abstract available. / Thesis (M.A.)-University of Natal, Durban 1991.

This qualitative study explores the psychological and social processes underlying the issue of generational transmission of coloured identity within the South African contexts of colonialism (pre-apartheid), apartheid and democracy. The concept of identity was guided by the theoretical approaches of Object Relations and the reflexive project of the self to further explore the lived experience and transmission of this identity. The lived experience of coloured identity of four generations of women within one family was examined. The four women ranging in age from 89 years to 23 years participated in individual semi-structured interviews. The data was thematically analysed. The major themes highlighted were: the interaction of personal identity and social identity; the politics of power and control on identity; the influence of socialization on issues of gender and culture; shifts or changes in identity within a generation or trans-generationally; and the generational transmissions in the reflexive project of the self. This study illustrates the challenges facing individuals, particularly women, with contested identities of marginalized groups. It provided insight into the underlying feelings of trust, shame, pride and guilt as these women negotiate the changing socio-political landscape of their country. It also explores the challenges of dual roles of insider and researcher / Thesis (M.A.)-University of KwaZulu-Natal, 2008.

Bibliography: pages 424-440. / The study relates the work done by social workers in the employ of the NG Sendingkerk to the community development needs of those communities that the NG Sendingkerk serves. The social workers concerned are trained by the Kerk itself. The study seek answers to the following questions: 1. What modern models of community development would be applicable to communities such as those served by the NG Sendingkerk and its social workers? What world view do such models of community development represent? 2. What are the principal features of the communities served by die NG Sendingkerk that are relevant to community development? 3. Relating (1) and (2) above, what criteria for optimum community development can be laid down for the Communities served by the NG Sendingkerk? 4. How do social workers trained by the NG Sendingkerk perceive the communities in which they work? What world view influences their perception? How does (4) relate to (2) above? 5. What is the programme of training followed by the NG Sendingkerk for its social workers? (A distinction is to be made between the intention of the training programme and the results of the training programme as perceived by the trainees). 6. If appropriate models of community development were to be applied to the communities which the NG Sendingkerk serves, to what extent does the Kerk's social work training equip its social workers with both the knowledge and the tools that these models require? 7. What proposals can be made for (1) modifying models of community development appropriate to the communities served by the NG Sendingkerk, (2) additional or different tools for the Kerk's social workers, (3) alteration of the perceptions of the communities within their existing world view?