Includes bibliographical references (leaves 89-94). / Khomani San with access to 26,000 hectares of land in the national park for "symbolic and cultural uses", and is entitled a "Heritage Park". National parks have, in recent years, been required by legislation, popular opinion, and SANP policies to change how they interact with local communities. However, both staff in Kgalagadi and local residents consistently reiterate that "nothing changes in the Kalahari", and this is a dominant discourse in the Park. Experience of living in the region (including the National Park) has demonstrated to residents that little does change in their material social reality. Based on the experience of nine months in the Park as a volunteer with South African National Parks, complemented by a month of fieldwork, this study gauges the interpretation of a "Heritage Park" and co-management by the authority implementing the Agreement. Through interview and survey data this study argues that the power of discursive modes of communication and their control of knowledge and differing uses of and interpretations of the past limit the conceptualization of possible change. The emphasis placed by residents on racial difference restricts possible subject- positions and therefore, the possibility of multiple types of relations beyond apartheid-era categorization. While experience within the place creates its own set of limitations on social life. The Kalahari, I argue, is internalized by its residents and stifles a sense of possibility through a particular sense of the passage of time, the past, and different conceptions of its effect on the present. These factors combine as restrictions on any meaningful social change for the residents of Kgalagadi. I argue that it is the social dynamics within the Park that curb the success of the Ae!Hai Kalahari Heritage Park Agreement. The social world inside Kgalagadi Transfrontier Park can by extension, be seen as a microcosm of the larger South African picture; a nation scored by differences of race, access to information and meaning in knowledge, and influential but ambiguous discourses.

<p>The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? </p>

<p>The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? </p>

Philosophiae Doctor - PhD / The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? / South Africa