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Social conflicts over African education in South Africa from the 1940's to 1976Hyslop, Jonathan January 1990 (has links)
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
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Emotions, social transformation and educationDelport, Aletta Catherine January 2004 (has links)
This thesis addresses the topic of the education of the emotions in the context of a rapidly transforming South African society. It attempts to reconfigure the conceptual landscape in terms of which we think about rationality, social transformation and education, and contests the intellectual and instrumental prejudice in the currently dominant ways of thinking about education. It reclaims a sense of what it would be to think of education in terms of cultivating humanity, as a key to the profound transformation of the South African society. It argues that the emotions should be relocated in our conception of transformation and education, because without it, education will fail to assist South African society to transform into a society where most people are able to live improved quality lives. The thesis comprises three distinct parts. The first part consists of an account of a particular cognitive theory of the emotions, as developed by Martha Nussbaum in her book, Upheavals of thought. The Intelligence of Emotions (2001). This theory is then applied in Part 2 to examine the complexities of social transformation in South Africa at the more profound, personal level. This investigation is presented as a narrative and comprises the perspectives of the author, who is a white Afrikaner female, who grew up in South Africa in the heyday of Apartheid. In the final part, the concept of ‘education for transformation’ is discussed. It is argued that, in order for education to enhance the social transformation of South Africa, social transformation should be conceived according to a fundamental aspect of Rousseau’s political philosophy, namely that the ideal society comprises two reciprocally related spheres, the political and the personal sphere. Part 3 argues that ‘education for transformation’ should be conceived according to a conception of transformation, which acknowledges this double-layered texture. It further argues that ‘education for transformation’ should primarily be concerned with transformation at the personal level, since, according to Rousseau’s philosophy, this dimension is fundamental to ensuring the stability and legitimacy of the political order. However, built on the main insights of Part 2, this thesis also argues that personal transformation is only possible within a framework of rationality, which acknowledges the emotions as constitutive elements of rationality itself. Essentially, this thesis is about the conception of human being, which should be esteemed as the most fundamental and crucial element of successful social transformation.
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Secondary school learners' experience of citizenship in a democratic South AfricaTlhapi, Thekiso Japhta 30 November 2006 (has links)
The aim of this study was to explore how the newly acquired democratic dispensation in South Africa has affected the lives of secondary school learners. A literature review was undertaken on democracy, democratic citizenship and democratic government. An empirical investigation using a qualitative phenomenological approach examined the situation of secondary school learners using the various agencies of citizenship, namely the family, peer groups, the school and the community. Data was gathered by focus group interviews. It emerged from the examination of the collected data that democratic citizenship has improved the situation of secondary school learners regarding their interpersonal relationships with their families, peer groups, school-mates and other members of the community at large. However, the findings indicated that the democratic dispensation has not yet had a significant impact on the situation of secondary school learners at school and in their communities. / Educational Studies / M.Ed. (Philosophy of Education)
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Re-thinking education in South Africa : case studies of community participation in education in the Durban Functional Region.Matsepe, Rosemary Mputsanyane. January 1993 (has links)
The inadequacies of Black education have been approached from various angles including government intervention in the form of legislation, socio-economic measures, and others. People have also discovered this inadequacies and are struggling to resolve them in the form of 'alternative schools' or 'people's education' campaigns. The focus of this thesis is on community participation in the provision of education looking at two case studies in the Durban Functional Region. The theoretical framework for the study was threefold: derived from the development literature incorporating community participation; followed by a review of the literature on space; and a discussion on education - people's education. Data was gathered from intensive interviews, group discussions, newspaper articles, school reports and other documents. This assisted in giving an insight into the particular forms that community participation took in the two case studies. The following processes were identified from the study: processes of conflict and opposition and processes of co-operation in sharing a common task. These were analysed based on parameters such as: goals, concerns, students, community involvement, accountability, finance, sustainability and empowerment. The salient yet powerful features of the study were that of 'space' and 'locality' which presented a powerful force explaining the specificity of the processes in each of the case studies. The case studies succeeded in critically illuminating the precise meaning and evolution of community participation, its theoretical consistency, spatial sensitivity and also assessed its practicality. Furthermore, the study emphasised that local and domestic strategies in the provision of education need to be re-enforced through positive national or state interventions. Finally, as demonstrated in the two case studies, context-specificity should be the guiding principle in any community participation efforts. / Thesis (M.A.)-University of Natal, 1993.
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Secondary school learners' experience of citizenship in a democratic South AfricaTlhapi, Thekiso Japhta 30 November 2006 (has links)
The aim of this study was to explore how the newly acquired democratic dispensation in South Africa has affected the lives of secondary school learners. A literature review was undertaken on democracy, democratic citizenship and democratic government. An empirical investigation using a qualitative phenomenological approach examined the situation of secondary school learners using the various agencies of citizenship, namely the family, peer groups, the school and the community. Data was gathered by focus group interviews. It emerged from the examination of the collected data that democratic citizenship has improved the situation of secondary school learners regarding their interpersonal relationships with their families, peer groups, school-mates and other members of the community at large. However, the findings indicated that the democratic dispensation has not yet had a significant impact on the situation of secondary school learners at school and in their communities. / Educational Studies / M.Ed. (Philosophy of Education)
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Selfmoord en selfmoordpogings onder adolessente : 'n sosiopedagogiese perspektiefDe Jager, Teresa 03 April 2014 (has links)
M.Ed. / The increase in suicides and suicide attempts by adolescents makes it essential that the subject be looked into intensively as to why these increases occur and how the problem can be identified and prevented. The suicide problem can be traced back to the disintegration of inter-personal communication, either in the family, peergroup or society. In consequence it is apparent that parents, teachers and the community should listen more intensively, actively and with empathy to the problem. The problem is that the "distress call" is sometimes ignored. On account of these different "calls for help" not being heard, it is clear why the futile "why" questions are asked afterwards by the people left behind' after a suicide has been committed, and when it is too late to prevent. Since the problem of suicide and suicide attempts affect our society in so many sectors, the data regarding this phenomenon has been obtained from several sources. The method used in obtaining the necessary information is binary of nature. On the one hand it consists of an intensive literature study of the subject and on the other hand an empirical investigation through questioning as technique. As per De Groot (1961: 29) the present investigation may be described as explorative research, but in terms of Helmstadter's theory (1970: 31-32), as implemented, it is library-scouting and field research. The literature study covers the occurrence of suicide and suicide attempts within the society with special emphasis on the adolescent. The study also covers the causes thereof and how suicide and suicide attempts are embedded in society, taking into account the adolescent's relationship with parents, siblings (family), schools, the peergroup, the community and the society at large. This report is an attempt to view the problem of suicide and suicide attempts of adolescents from a sociopedagogical perspective. The empirical component of the research includes, firstly interviews with concerned parties of actual suicide cases and secondly the studying of police and hospital documents and files of actual suicide cases and suicide attempts. As a result of this research the following emerged: in the case of the majority of adolescents who commit suicide three dominating feelings are present, namely uselessness, despair and depression. Linked with these three dominating feelings the lack of communication is a major problem that faces the suicidal adolescent. Persons with suicidal tendencies are of a negative nature towards themselves and others and non-committal to life in general, resulting in disturbed relations with fellow man. It is necessary that pedagogical assistance and guidance must be intensive, active and empathetic : "Suicide prevention in adolescence is probably best served by general care, tenderness, understanding and support for all unhappy adolescents, rather than searching for suicide specific predictor traits All unhappy adolescents should arise within us the fear of possible self initiated death". (Davis, 1983: 55.)
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Education and ideology in South Africa : a sociological case study of African education.Kumalo, Cleopas. January 1954 (has links)
No abstract available. / Thesis (M.Soc.Sc.)-University of Natal, 1954.
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Exploring changing identities : a case study of Black female technikon students' understanding of themselves as users of English, and as users of other languages.Hodgson, Lesley Marion. January 2002 (has links)
This dissertation, a qualitative case study, investigates issues of language and identity among sixteen young black women studying at Technikon Natal. I examine the ways in which identities are structured by discourses of which language practices are an important part. The research participants' need to learn English is also interrogated against a scenario of South Africa during and post-apartheid.
In Chapter 1, I give historical background on the educational structures and legislation which affected my research participants before 2000, and then briefly describe their present context of study. The literature on which my dissertation is based is reviewed in Chapter 2. Humanist theories of motivation for second language learning, for example, Gardner's (1985), are
rejected in favour of Norton Peirce's (1995) notion of investment in second language learning, which builds on Bourdieu's (1977 - 1991) concepts of capital, and views the second language learner as inseparable from her social world. However, the emphasis in Chapter 2 is given to some of the central ideas of poststructuralist thinking, particularly those pertaining to the undermining of totalising theories, and those arguing in favour of multiple subjectivity.
Chapter 3 contains both my research methods, which were mainly social constructionist, as well as the broad discourse analysis techniques I deployed for my data analysis. Notable in Chapter Four, in which I present and analyse my findings, is the power of ethnic discourses to govern the use of their own and other languages by their subjects. Significant,
too, are the shifts in subjectivity which individuals experience as they integrate new discourses into their lives. Amongst my conclusions in the final chapter is the notion that, from a poststructuralist perspective, code switching may allow the simultaneous display of more than one identity; that the use of English by black South Africans is fraught with contradictions, and that indigenous African languages appear vulnerable to the pressure from powerful English discourses. I also discuss the limitations of this research and make recommendations for future research, and end with the particular insights into language and subjectivity I have gained as a lecturer in my current teaching context. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.
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An examination of the drafting-responding process used to develop students' writing in an English Language for Academic Purposes CourseQuinn, Lynn January 2000 (has links)
Many students when they arrive at university do not possess the “cultural capital” (Bourdieu 1977) which is favoured by the institution. The purpose of the English Language for Academic Purposes (ELAP) course and the drafting-responding process is to help students to begin to acquire the “cultural capital” required to succeed at university. The research reported on in this thesis examined the drafting-responding process as it is used to develop students’ writing in the ELAP course at Rhodes University. The process involved students submitting drafts of their essays on which they received constructive and formative feedback from their ELAP tutor. This feedback was then used to revise their essays before a final version was submitted for assessment. The research took the form of a case study with an essentially interpretive orientation. I examined the drafts (with the tutor’s comments) and final versions of seven students’ ELAP essays. Additional data was obtained by interviewing the students and the tutor. Underpinning my beliefs regarding the role of writing in learning as well as my orientation to research is an understanding of knowledge and learning as being socially constructed. All writing is embedded in and dependent on, not only the immediate social circumstances, but also the broader social and cultural context. In analysing and discussing the data in this research I used Halliday’s (1985) definition of context, in which he draws a broad distinction between the immediate context of situation and the broader context of culture The research findings showed that the drafting-responding process can help students with the process of developing the academic literacy they need in order to write essays within specific situational contexts, in this case, the context of the ELAP course. In addition, at a broader level, it can help students to begin the process of being initiated into the culture of the university as a whole.
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A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and supportScott, Mornay 28 February 2005 (has links)
Educational Studies / (M.Tech. (Inclusive Education))
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