The aim of the study is to examine the perceptions of rural people towards the demarcation issue in KwaZulu-Natal. The debate on land and land ownership and control has existed since Africa's invasion by colonists. A rhetorical question posed by Richard A. Lobban, Jr, author of "Africa Divide", "if European colonialism has not altered the African continent, how would modern political geography differ?" Questions of this nature have been through many a geographer's mind. The "Scramble for Africa", resulted in Africa being cut up into portions. Colonial boundaries fissured natural territorial boundaries and split clannish groups of similar languages. The twentieth century was rife with civil wars resulting from clan divisions that arose among African nations. South Africa, especially KwaZulu-Natal (KZN) is no exception to conflicts. Tensions between local government and tribal authorities have soared since the question of regionalism in South Africa emerged from the 1994 democratic elections. South Africa was demarcated during apartheid into four provinces and as part of the democratic transformation further divided into nine provinces. With the new re-demarcation national government felt a need to incorporate rural areas into local government structures, for financial support. The study attempts to link demarcation and socio-cultural factors of rural communities towards the concept of demarcation. However, particular attention is given to socio-economic elements of the community under study, what is demarcation, objectives of demarcation, the role of tribal authority and local government and more especially how these issues play a role in the lives of the rural community. Furthermore, in order to ascertain the extent to which the Demarcation Board had addressed the issue of demarcation in rural areas. / Thesis (M.A.)--University of Durban-Westville, 2002

Thesis (M. Dev.) --University of Limpopo, 2004. / Refer to document

A dissertation submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy. / This dissertation deals with the forging of identities in twentieth century South Africa.It is undertaken within the discipline of history of education, but, givenithe complexity of the topic, the writer has adopted an interdisciplinary approach, drawing where appropriate on the methodologies provided by other disciplines. (Abbreviation abstract) / AC 2018

In this study the theatre as staged performance and as text was used as exploratory and discursive tools to investigate the negotiation of identities. The aim was to explore this theme by examining the responses to four popular Coloured identity-related staged performances / Marc Lottering's &quot / Crash&quot / and &quot / From the Cape Flats with Love&quot / , as well as Petersen, Isaacs and Reisenhoffer's &quot / Joe Barber&quot / and &quot / Suip&quot / . These works, both as performance and as text, was used to investigate the way stereotypical representations of Coloured identities are played with, subverted or negotiated in performance.

In this study the theatre as staged performance and as text was used as exploratory and discursive tools to investigate the negotiation of identities. The aim was to explore this theme by examining the responses to four popular Coloured identity-related staged performances / Marc Lottering's &quot / Crash&quot / and &quot / From the Cape Flats with Love&quot / , as well as Petersen, Isaacs and Reisenhoffer's &quot / Joe Barber&quot / and &quot / Suip&quot / . These works, both as performance and as text, was used to investigate the way stereotypical representations of Coloured identities are played with, subverted or negotiated in performance.

Ethnic identities in South Africa have had a particularly contrived history, set within the constraints and motivations of population classification by race. A more democratic political environment emerged with the dismantling of apartheid, bringing with it a multitude of issues including the design and character of the country’s political institutions and framework. This thesis will address two principal questions. The first and primary one investigates what lies behind the initiation and development of ethnic bonds. The second concerns the political implications and management of ethnic expressions in a democratic South Africa. An analysis of Zulu ethnic nationalism will be undertaken, because it constituted the most prominent case of assertive communal interests during democratic transitional negotiations. This thesis argues that circumstantial and instrumental factors (based on conditions, and the actions of individuals and organizations respectively), have been predominately responsible for the initiation and formation of ethnic bonds, especially amongst those who identify with a Zulu identity. The “conditions” describe the increasingly segregationist direction in which successive South African government authorities were moving, especially after the 1948 election victory of the National Party and the subsequent introduction of apartheid. Secondly, the “actions” denote the motivations of both Zulu actors and governments in generating and elaborating an ethnic discourse where their desired interests could be more effectively supported and assured. It will also be argued that because of the instrumental and selective use of ethnicity, as well as the narrow interests being served by its popular and community-centred expressions, a developing South African democratic culture should seek to protect ethnic diversity rather than promote ethnic interests. To do so would be to deny the perpetuation of ethnic cleavages and the violence and instability perpetrated in its name in recent years. The “protection” of cultural diversity is consistent with a constitution that seeks non-discrimination among all South African identities. Finally, it is believed that an emphasis on the individual as individual, as well as member of a cultural group, will break from subordinating the individual to an ascribed racial and ethnic identity as in the past, and assist in reconstituting the state as equally reflective of all South Africans.

This treatise explores the social and political identity of coloured women in the Nelson Mandela Bay Metro (NMBM) with the intention of understanding why some stereotypes of coloured women‟s identity have endured since colonialism in South Africa. Topic selection was stimulated by heated public response to a newspaper article (“Jou Ma se Kinders” (Your Mother‟s Children), (Roberts 2011: http://www.lifeissavage.com/) which negatively labeled and pigeon-holed coloured women‟s identity. With the notable exception of the Saartje Baartman story, most text selection in the Literature Review (Chapter 2) was informed by research in the Western Cape because studies have a patriarchal bias and there are scant records of coloured women‟s lives and identity in the East Cape, Port Elizabeth and the NMBM. The study includes select readings of literary theory and South African fiction from which examples were chosen to illustrate the longevity of stereotypes attached to coloured women‟s identity. Commemorative narrative highlights the role coloured women played and continue to play as their alternative histories or counter narratives embed alternative histories in group identity. A comparative historical analysis of racist and gendered policies and practices contextualises the social construction of coloured women‟s identity from the colonial period to the present time and a focus group discussion among ten female evictees from South End and Richmond ] Hill in Port Elizabeth (PE) generated rich details of coloured women‟s lives and experience in Port Elizabeth and the NMBM. Findings are captured in four themes: Living, Loving and Laughing; Religion and Resistance; Hardship and Trauma and Identity and Ambivalence. These themes highlight nostalgia, courage and humour; the special role played by religious affiliation and coloured people‟s successful resistance to the demolition and deconsecration of places of worship in PE together with pride and a sense of achievement which continues to influence coloured women‟s political identity in the NMBM. Police brutality, everyday racism and sexism, the impact of apartheid on matriculants and the influence of petty apartheid on coloured women‟s lives and identity, as well as participants‟ contradictory perceptions of their post-apartheid social and political identity which continue to be defined by a deficit discourse, are discussed and described in Chapter 4. Focus Group findings locate coloured women‟s identity in a milieu of racist and gendered laws, policies and practices. It is suggested that sexualised stereotypes of coloured women‟s commodification and second class status persist regardless of the South African transition to a constitutional democracy. Evidence is presented of coloured women as bounded storytellers who create a counter narrative to apartheid justification of forced removals.It is suggested that the counter narrative is a vehicle for group support, affirmation and the recovery of roots, identity and post apartheid heritage including records and memorabilia displayed in the South End Museum. As the field is under-researched it is recommended that further research should be conducted to include studies of the social and political identity of an expanded sample of coloured women representative of diverse ages and backgrounds in the rural and urban areas of South Africa.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium institution, changed to a multicultural institution with Afrikaans and English as medium of instruction. The author, other lecturers and teachers of all races have not been educated to teach from a multicultural perspective and due to stereotyping and prejudices which were still dormant, a great need arose to address the cultural diversity of the college. This diversity lead to differences in culture, which lead to conflicts and may even have been responsible for poor academic achievements. As a lecturer at the Durban College of Education, the author became interested in whether selected initiative and cultural activities could foster a positive self-concept and a positive attitude towards other students of the same ethnic group, as well as towards students of other ethnic groups. The author agreed with De Klerk and Labuschagne (1995) that cultural differences have a great impact on the life, personal development and academic achievements of the students at a multicultural institution of higher education. The author also believes that students should be guided (Wasserman, 1997) in how to perceive themselves and other students of all ethnic groups. This will assist them. to achieve a successful academic career (Greyling, 1997) without wrong perceptions, stereotyping and prejudices (Van der Walt, 1991). The subjects for this study (N=127) were all first year students at the Durban College of Education. The group was comprised of black students (n=24); white English speaking students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11) (see table 3 page 43). A pre-test was administered to determine the initial status of the subjects. An intervention programme followed and a post-test was administered directly after the intervention programme (see chapter 4). A follow-up test was administered three months later to determine the influence of the daily college routine on the self-concept and attitude towards ethnicity of the subjects. A control group (N=30) also completed the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude scale, was administered. The ethnic attitude scale was based on the ethnic attitude scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was adapted to adhere to the needs of this study. The data were computerised; at-test statistic and a Duncan's multiple range test were applied to determine if there were significant differences. By comparing the results of the experimental group with that of the control group, it was evident that after the intervention programme, there was a significant positive change (p<O.01) not only in the self-concept of the first year students, but also in the attitude of these students towards students of the same ethnic group, as well as towards students of other ethnic groups. The same results were evident after the three-month period in which no special treatment had been administered. To ensure similar positive effects in the future, a follow-up programme, similar to the intervention programme, would be necessary. The intervention programme accordingly served its purpose as part of the orientation programme well. There are, however, many changes to be made to suit the needs and requirements of other institutions that would wish to use similar programmes. The dynamic interaction of energetic facilitators is essential. If possible, the facilitators should come from the student body to create more interaction within the student community. / AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het. As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe, persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991). 'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal. Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde houding van die proefpersone was. Die - proefpersone (N=127) was almal eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart studente (n=24), blanke (Engelssprekende) studente (n=58), blanke (Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep (N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie. Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is aangewend om enige beduidende verskille te bepaal. Deur die resultate van die eksperimentele met die resultate van die kontrole groep te vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk na die intervensieprogram nog steeds sigbaar. Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te versterk.

Using the theory of the dialogical self, this study aimed to understand the identities of a sample of transracially adopted South African adolescents. Particular attention was paid to the identity domains of race and adoption, as well as the impact of relationships on the formation of individual identity. In-depth interviews were conducted with four transracially adopted adolescents and their parents. The voice centred relational method (Brown and Gilligan, 1992) was used as the method of analysis. Results of this research support many assumptions of the theory of the dialogical self and suggest that there is a dynamic relationship between internal and external positions within the self. In addition, the results show that the participants have developed racial and adoptive identities characterized by conflicting positions within the self, which may be mediated by relationships with significant others. Issues specific to the South African context, including language and poverty, also appear to bear significant influence on the identities of the participants. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006

Drawing on seventeen group interviews with African foreign nationals living in Pietermaritzburg, this thesis explores how a minority group talks about their experiences of threat and prejudice within the South African context. The main aim of this thesis is to provide a contextualised study of foreigners’ understanding and experiences of threat, by studying how threat operates in a disempowered minority group’s narratives and exploring the social identity work or outcomes that are so achieved. Since threat may constitute an important dimension of the intergroup relations between foreigners and citizens, attention is paid to how threat is employed in foreigners’ narratives of intergroup relations with South African citizens. The exploration of these constructions is important as this signifies a move away from understanding and studying threat in a purely quantitative way. This has meant that the rhetorical, action-oriented function of threat in narrative has been emphasised over the reduction of threat to a psychological state amenable to quantitative measurement. The study of participants’ constructions reveal how threat is put together in narrative and demonstrates that constructions of threat may fulfil an important function in informing foreigners’ constructions about what they can do as a disempowered minority group living in South Africa. Hence, this thesis argues for an alternate, more indepth, way of understanding and studying intergroup relations, threat and the social identity of a minority group in a specific social context. The study uses terms from Stephan and Stephan’s (2000) Integrated Threat Theory to orient this piece of work in this field, but differs from traditional studies that have employed the theory as it focuses on discursive construction and the implications for social identity. The findings are also linked to the various options available to minorities, as highlighted by Tajfel and Turner (1979). The study allows for the voices of a marginalised group to be heard and also shows how threat can be discursively worked up in narrative and how the social positions and strategies adopted by foreigners both constrain and are discursively constrained by narrated constructions and theories of threat and intergroup life. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.