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The provision of education to minorities, with special emphasis on South AfricaMothata, Matoane Steward 06 1900 (has links)
Against the background of the lack of consensus on the definition of the concept
minority and the continuing debates on minorities and their rights in education, a
need exists for adequate provision of education suitable to different minorities.
This study investigates the provision of education to minorities. A literature
survey investigated how various countries make provision for minorities in their
education systems, starting from the Constitutions and various education laws to
educational practice. These countries include Belgium, Getmany, the
Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an
analysis of documents dealing with the provision of education to minorities was
undertaken. Unstructured interviews, from a small sample of informants selected
by purposeful sampling, elicited additional data to the document analysis. Data
was analysed, discussed and synthesised. The major findings are: there is no
international consensus on the definition of the concept minority; the concept
minority does not even appear in the Constitutions of some of the countries
under investigation; the South African Constitution uses the concept
communities rather than minorities. However, no definition of the concept
community is provided and despite reservations expressed by a key informant
on group rights, generally the South African Constitution contains enough
sections regarding the provision of education to minorities. Subject to certain
limitations, minority groups may open their own schools and use their own
language. Based on these findings, recommendations for educational provision
for minorities are made. / Educational Studies / D.Ed. (Comparative Education)
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"Place of our own": the anthropology of space and place in the Afrikaner Volkstaat of OraniaHagen, Lise 01 1900 (has links)
In anthropological studies place is often taken for granted, “just” the locale where
other interesting, more significant things happen (De Jongh 2006:79). I argue
that rather than a mere backdrop to activities, the landscape of Orania is
significant and that physical place is essential for the construction of an Orania
identity. I ethnographically examine whether the physical setting of Orania can be
seen as a prime signifying system through which a particular other interesting, more significant things happen (De Jongh 2006:79). I argue
that rather than a mere backdrop to activities, the landscape of Orania is
significant and that physical place is essential for the construction of an Orania
identity. I ethnographically examine whether the physical setting of Orania can be
seen as a prime signifying system through which a particular Afrikaner ethnic
identity, as well as a set of socio-cultural values is communicated.
Occupying the physical land is a form of collective identity that helps create
ethnic identities (Tilley 2006:11-13). Orania is an authentic place-bound
expression of this quest for identity and Oranians define their identity through
their model of space and of their land. The physical boundaries are expanded
when support groups outside of the settlement become an integral part of the
activities in the community, and socio-political boundaries are tested by an inand
outflux of community members and the constant presence of South African
and international press, and visitors.
iv
Landscape does not merely comprise the land, but also includes the lived
experiences and attitudes of the inhabitants. Landscape as text, “a medium to be
read for the ideas, practices and contexts constituting the culture which created
it” (Ley 1985:419) proves to be a legitimate and constructive way to make sense
of the landscape. As with texts, the landscape as text is subject to multiple
readings. The focus on textual landscape offers an expanded perspective on
space and place, and in this case texts also amplify the Oranian space
exponentially.
Different types of landscapes - culturescapes, landscape as text and textual
landscapes - are building blocks in the construction of an Orania identity. Finally,
I would emphasise that Orania, and by extension this study, is not just an
academic concept, but a product of the lived experiences and opinions of people
who are closely connected to land of their own.. / Anthropology & Archaeology / M.A. (Anthropology)
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"Place of our own": the anthropology of space and place in the Afrikaner Volkstaat of OraniaHagen, Lise 01 1900 (has links)
In anthropological studies place is often taken for granted, “just” the locale where
other interesting, more significant things happen (De Jongh 2006:79). I argue
that rather than a mere backdrop to activities, the landscape of Orania is
significant and that physical place is essential for the construction of an Orania
identity. I ethnographically examine whether the physical setting of Orania can be
seen as a prime signifying system through which a particular other interesting, more significant things happen (De Jongh 2006:79). I argue
that rather than a mere backdrop to activities, the landscape of Orania is
significant and that physical place is essential for the construction of an Orania
identity. I ethnographically examine whether the physical setting of Orania can be
seen as a prime signifying system through which a particular Afrikaner ethnic
identity, as well as a set of socio-cultural values is communicated.
Occupying the physical land is a form of collective identity that helps create
ethnic identities (Tilley 2006:11-13). Orania is an authentic place-bound
expression of this quest for identity and Oranians define their identity through
their model of space and of their land. The physical boundaries are expanded
when support groups outside of the settlement become an integral part of the
activities in the community, and socio-political boundaries are tested by an inand
outflux of community members and the constant presence of South African
and international press, and visitors.
iv
Landscape does not merely comprise the land, but also includes the lived
experiences and attitudes of the inhabitants. Landscape as text, “a medium to be
read for the ideas, practices and contexts constituting the culture which created
it” (Ley 1985:419) proves to be a legitimate and constructive way to make sense
of the landscape. As with texts, the landscape as text is subject to multiple
readings. The focus on textual landscape offers an expanded perspective on
space and place, and in this case texts also amplify the Oranian space
exponentially.
Different types of landscapes - culturescapes, landscape as text and textual
landscapes - are building blocks in the construction of an Orania identity. Finally,
I would emphasise that Orania, and by extension this study, is not just an
academic concept, but a product of the lived experiences and opinions of people
who are closely connected to land of their own.. / Anthropology and Archaeology / M.A. (Anthropology)
|
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The provision of education to minorities, with special emphasis on South AfricaMothata, Matoane Steward 06 1900 (has links)
Against the background of the lack of consensus on the definition of the concept
minority and the continuing debates on minorities and their rights in education, a
need exists for adequate provision of education suitable to different minorities.
This study investigates the provision of education to minorities. A literature
survey investigated how various countries make provision for minorities in their
education systems, starting from the Constitutions and various education laws to
educational practice. These countries include Belgium, Getmany, the
Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an
analysis of documents dealing with the provision of education to minorities was
undertaken. Unstructured interviews, from a small sample of informants selected
by purposeful sampling, elicited additional data to the document analysis. Data
was analysed, discussed and synthesised. The major findings are: there is no
international consensus on the definition of the concept minority; the concept
minority does not even appear in the Constitutions of some of the countries
under investigation; the South African Constitution uses the concept
communities rather than minorities. However, no definition of the concept
community is provided and despite reservations expressed by a key informant
on group rights, generally the South African Constitution contains enough
sections regarding the provision of education to minorities. Subject to certain
limitations, minority groups may open their own schools and use their own
language. Based on these findings, recommendations for educational provision
for minorities are made. / Educational Studies / D.Ed. (Comparative Education)
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