Cultural conflict is endemic in diverse societies and schools. It manifests in both subtle and overt ways, permeating the whole school environment and posing tremendous challenges for society. The purpose of this study is to devise an education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe, with a particular reference to language and teacher capacity to cope with diversity in mining-town schools. This study was guided by three theoretical frameworks: Bourdieu’s capital theory, Nussbaum’s cosmopolitan education theory and unhu/ubuntu moral theory. Nine models for the reduction of cultural conflict in diversity were reviewed in order to gain insight relating to cultural conflict in mining-town schools. The qualitative research design of the study was approached from a phenomenological perspective with regard to document analysis, face-to-face and focus group interviews as well as classroom observation. Three school administrators, three SDC members, two company managers, three Grade 2 teachers and 30 Grade 6 learners were purposively selected to participate in the study. It emerged from the study that conflict was attributable to teachers with no command of language(s) spoken by the school-going population and lacked training and apititude for the task of dealing with language and cultural diversity in the classroom. It was also found that cultural conflict as described above could be reduced by establishing well-resourced language learning centres that foster essentially civilised values like respect, tolerance and dialogue. Participants also saw an ethnic match between staff and learners as significant in averting cultural conflict. The study recommended that the government should provide services that address diverse learners’ unique needs. / Early Childhood Education / D. Ed. (Socio-Education)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

This thesis sets out to provide what is perceived as the nature of Islam and background that inform the interpretation of the two novels ofMariama Ba as well as that of selected works by fellow Muslim writer, N awal El-Saadawi. Although the question of gender is carefully addressed, the principal viewpoint is Islamic theocratic rather than purely feminist. This study surveys the struggle of these two women writers to claim public space in a dominant patriarchal society. It examines the socio-political conditions affecting women in the Arab peninsula before the rise of Islam, also called Jahiliyyah, from Islam's inception (622 AD). It notes that the principle of equality of all the believers was established by the injunction in the Qur'an, and endorsed by Muhammad, the Prophet, after whose death, manipulation of the sacred texts, especially of the Hadiths, took place. This led to opposition to gender equality; while fitna (civil war) in Medina, led the Prophet to re-institute the hijablveil, in order to protect women from being sexually harassed. The significance of the hijab is then explored, and Fatima Mernissi's text Women and Islam (1987; 1992) is used as seminal to the argument that the hijab was not instituted to put a barrier between men and women. The question of how the Islamic tradition succeeded in transforming the Muslim woman into a submissive, marginal creature, one who once buried herself behind a veil, is considered in the light of feminist theory and practice in both the Third and Arab worlds as well as in terms of the postcolonial notion of 'writing back'. The works of Ba and El-Saadawi, chosen for discussion in this thesis, examine these common issues, and underscore the entitlement of women to equality. The proposition, that Muslim women talk/write back, is epitomized in Ramatoulaye's forceful wordsuttered after thirty years of silence and harassment: 'This time I shall speak out' (So Long a Letter, 1980; 1989: 58). This study also shows that both Ba and El-Saadawi (by employing the journalisme-verite approach) move beyond gender and cultural issues to explore the universal nature of man and woman, and that in accordance with Muslim theocracy, these writers ultimately advocate the notion of redemption through humanity, coincidentally expressed in the Wolofproverb: 'Man, man is his own remedy!' (Scarlet Song, 1981; 1994: 165). Furthermore, within the context of these concerns, a few speculative remarks on the likely future ofMuslim women in the Arab and African world are made, arguing that had Ba's life not been cut short so tragically, it is reasonable to suppose that she would, like ElSaadawi, have continued to advocate a holistic, healthy Muslim society, in which the humane treatment of women would prevail. Finally, in terms of the title Beyond the veil: Muslim women write back, an attempt has been made to show how both Ba and El-Saadawi strive by 'writing back' to move 'beyond' the veil, speaking out on behalf of fellow Muslim women in Africa. / Thesis (PhD)--University of Pretoria, 1999. / gm2014 / English / unrestricted

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