This historical and conceptual thesis examines the cultural and socio-economic situatedness of education and development in the different epochs of South African history from the arrival of the first European settlers in 1652 up to the present post-apartheid era. The project assumes that cultural domination is utilized for the creation and long-term maintenance of systems of learning that are embedded in colonial and exploitative relationships. These relationships are generally defined by the socio-economic development of the dominant group at the expense of subordinated populations. Moreover, the thesis argues that colonial, and specifically apartheid education in the South African situation were deliberately designed and implemented for the purpose of assuring and perpetuating divergent and at times "opposing" schemes of development for the colonizing Europeans vis-a-vis the colonized populations. As evident from the examination of policy objectives and the resulting economic and social situations, therefore, the development of one group, i.e., the Europeans, was achieved at the relative underdevelopment of the indigenous population and other oppressed groups. With the establishment of these observations, the body of the thesis moves to critically examine the current educational and cultural situations of what is "romantically" being called the new South Africa. The still depressing educational and development character of the post-apartheid situation confirms the immensity of the current and potential social "problematic" that may be capable of derailing the present agreed-upon political enterprise. In conclusion, the thesis critically examines the case for a genuine multicultural development education that assures or, at least demonstrably promises a more just and equitable education for all South Africans. Hence, the project's main assertion that the formulation and implementation of this type of education is essential for the development of the hitherto dis

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The study is on Healdtown Missionary Institution. A broad background has been given from 1855 when the Institution was established by Sir George Grey. The emphasis has, however, been from 1925 when the earliest respondents were admitted, up to 1955 when the Department of Bantu Education took over from the missionaries. This period has been deliberately chosen since Healdtown was largely run by the Wesleyan Missionaries during that time. It must also be mentioned that the administration side of Healdtown has not been covered, since Professor Hewson has given a broad picture of this aspect in his doctoral thesis (1959). Similarly, the situation in the classrooms has not been considered except where appropriate references have been cited by respondents. The stress is on the different activities that took place, mainly in every day life in the Institution. Some of these are the positions of responsibility held by respondents in the Institution and their effect on them (the respondents) in later life. This can be coupled with the contribution the respondents made to their communities after leaving Healdtown. The most important thing about the study is what has been revealed with regard to the three generations: the parents of the respondents, the respondents themselves and the children of the respondents. In this aspect a picture of how elite produces elite has been highlighted. To add more flavour, the memories, both good and bad, have been analysed and in order to see whether these are common or peculiar, a comparison was made with similar day schools (secondary) in Soweto. In the conclusion, especially, the limited opportunities for Black pupils to have secondary education during this period is also highlighted. This goes with the eagerness and efforts shown by parents to give secondary schooling to their children. Last, but not least, in the conclusion to this thesis certain deductions from the study have been exposed. What the graduates think about the future of the Institution together with how they view the pupils of the eighties has received a place. It must also be mentioned that the graduates seem to view Healdtown as having prepared them for life

A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / Contemporary work in the Sociology of Education has been sharply polarized between approaches which emphasize the reproductive role of education systems and those which emphasize the role of popular resistance and culture in shaping the social relations of schooling. That opting for either of these two divergent approaches poses serious theoretical dilemmas is demonstrated particularly sharply by attempts to analyze the South African education system for Africans in the years between the 1940s and 1976. On the one hand, it is widely seen as a system which maintained relations of class and racial inequality; on the other it produced an enormous student rebellion in 1976. The thesis suggests that viewing education systems as part of the state, understood as a contested field of social relations, offers a way of investigating educational conflict which avoids both the functionalism of reproductionist perspectives and the voluntarist tendencies of culturalist interpretations. It enables the valid insights of these theories to be integrated into an analysis without their characteristic drawbacks. On this basis a series of analytical propositions about Bantu Education are generated. The thesis argues that the relationship between Bantu Education policy and capitalism was changing and contingent rather than fixed, as previous analyses have implied. The state educational bureaucracy did not function as an instrument of capital; rather, at certain times its aims were complimentary with the needs of capital, and at other times, largely contradictory with them, The education system reproduced varying levels of skill in the work force across time. Urbanization and industrialization, were central forces moulding education policy, the introduction of Bantu Education policy was a response to urban crisis. The thesis argues that the way in which state education policy was pursued was partly shaped by popular movements. There was a battle within the education system between the hegemonic project of government and mass resistance. Changes in popular culture affected the nature of popular responses to educational structures. Teachers' responses were particularly affected by their ambiguous structural position. The thesis attempt to test these arguments through a historical investigation of the period from the 1940s to 1976. It argues that the roots of Bantu Education policy need to be sought in the social crisis resulting fro~ urbanization and industrialization, Which affected South African society from the 1940s. In the education sphere, this crisis was manifested in the inability of the existing black education system to cope with the needs of urban youth, growing conflict within the mission schools, and disaffection and radicalization of the African teaching profession. In these circumstances dominant class opinion favored state intervention and restructuring of the education system. The implementation of Bantu Education from 1955 was initially focused on resolving the urban crisis, by providing for the social control of the urban working class and reproduction of a semi-skilled work force. A notable campaign of resistance, in the form of school boycotts by the African National Congress, opposed the policy in 1955-1956, but eventually broke down, primarily because of its inability to rival the state's capacity to provide mass schooling. other forms of resistance to state policy, such as opposition to the establishment of school boards, teacher activism and student riots, were too. dispersed and limited to block it. By the early sixties, a new, state run, cheap education system had been established. However the grim material conditions in that system, and its racist administration, prevented it from exploiting Opportunities to win active popular support. In the 19608, government, enjoying favorable political and economic conditions, moved to a more rigid linking of education policy to the enforcement of territorial apartheid, especially by preventing the expansion of urban black secondary, technical and higher education in the urban areas. It appeared that a degree of popular acquiescence in the education system was developing, with the stabilization of popular participation in the school board system and in conservativee teachers organizations. However, the system was generating new industry, was adversely affected by skill shortages increased by government educational policy, in the early 1970s industry launched a strong campaign for change in educational policy, which resulted in a government shift toward expansion of urban schooling. By the mid-1970s the changing political situation outside and inside the country, changes in youth culture, new ideological influences, and the material problems of the expanding schooling system were creating a new and more politicized culture of resistance amongst urban African youth .The implementation of a new language policy by government produced first the disaffection of school boards and then revolt amongst students. The conclusion argues that the analysis developed in the thesis has justified the claim. that the theoretical approach adopted in it goes beyond the limitations of reproductionist and culturalist studies. / AC 2018

Educational Studies / M. Ed. (History of Education)

Educational Studies / M. Ed. (History of Education)

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

A Research Project Submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in Partial Fulfilment of the Requirements for the Degree of Master of Education. Johannesburg, 1982 / This research project examines the influence of the philosophy of Christian National Education (C.N.E.) on the principles underlying South African education,and attempts to determine the general trend of that influence from 1948 to 1982. To this end the project investigates the nature of C.N.E. by tracing the development of the C.N.E. movement from its origins to the publication of its official policy statement in 1948. This historical overview highlights the fundamental shift in the movement from a religious to a more secular and national outlook, as C.N.E. became associated more closely with Afrikaner Nationalism and the National Party Government. An examination of its effect on South African education reveals that C.N.E. was a powerful influence on the system of Bantu Education and permeated many aspects of White education. In recent years, however, C.N.E.'s influence has been less noticeable and some of its tenets compromised. No C.N.E. bias was detected in the principles of the de Lange Commission (198i). From these findings it seems that C.N.E. has lost its impetus and appeal for many Afrikaners. Nevertheless, the rightwing Afrikaner reaction, against the de Lange Report and in favour of C.N.E., suggests that this educational philosophy still is subscribed to by a powerful section of Afrikanerdom.

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