This was an original case study that aimed to locate South African post-apartheid rural land social movements within existing theoretical approaches. The land social movements organize around land rights and access for landless people and for those whose land rights are weak or threatened. The study analyzed conditions contributing to the emergence of land social movements in the post-apartheid South Africa and struggle methods they employ, using a case study of the Tenure Security Coordinating Committee in KwaZulu-Natal.

This was an original case study that aimed to locate South African post-apartheid rural land social movements within existing theoretical approaches. The land social movements organize around land rights and access for landless people and for those whose land rights are weak or threatened. The study analyzed conditions contributing to the emergence of land social movements in the post-apartheid South Africa and struggle methods they employ, using a case study of the Tenure Security Coordinating Committee in KwaZulu-Natal.

Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2008. / The dawn of a democratic South Africa in 1994 was seen as the beginning of a new era in South Africa. Land Reform, as a matter of moral reconciliation, and within the context of rural development, was high on the agenda to be addressed by the new democratic ANC-led government. Although South Africa’s history of systematic racial land dispossession is not unique; the extent of the dispossession, and racial nature of the dispossession gave a uniqueness to South Africa’s land history. In 1994 the racially skewed land ownership pattern reflected that 55 000 white commercial farmers owned 87 per cent of the land, yet the African majority of had access to 13 per cent of the marginal land. The land reform imperative was restricted in approach by the compromise reached during the negotiations resulting in a transitional government for South Africa. In addition, the early 1990’s, was a period of increasing dominance of the neo-liberal ideology with its minimal state and minimal state intervention, and reliance on the free market principles informing interventions and programmes. The Constitution of the Republic of South Africa enshrined private property rights protection; and whilst given recognition to the requirement of land reform it enshrined a market-led approach with enabling legislation and policy statements such as a “willing-buyer/willing-seller” requirements for redistribution and market related prices for land acquisition. The Department of Land Affairs, a national government department, was tasked with the development and implementation of land redistribution. Therefore, despite the neo-liberal principles informing land reform, a state-led approach towards the actual implementation was embarked upon. In 1998 a target was set to be achieved within 5 years; which the Department failed dismally to reach. The target was then extended to be reached by 2014, and the thesis predicts that unless the delivery mechanism currently utilised for land redistribution is changed the target will not be reached by 2014. The New Public Management paradigm, and various alternative delivery mechanisms have been considered, in addition to assessing the delivery mechanisms and approaches towards land reform in Brazil and the Philippines in an attempt to identify suitable delivery mechanisms for land reform in South Africa to enable it to achieve its target and objectives. A detailed evaluation of an existing Public-Private Partnership, which exists to implement land redistribution was undertaken in terms of primary data collection and secondary data statistics. The evaluation assessed whether this delivery mechanism will enable targets to be met and land redistribution objectives in relation to rural development be achieved. The thesis argues that the Public-Private Partnerships alternative delivery mechanism is a suitable vehicle to delivery land redistribution across agriculture commodities, with key recommendations on matters to address within the PPP mechanism. For land reform to be implemented at the required scale and to achieve its developmental objectives innovation is required within partnership approaches and not a traditional bureaucratic-led approach.

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, Durban, South Africa, 2013. / This study is focused on the role of education to improve awareness of two critically important aspects of the South African situation 19 years after the first democratic elections in 1994. In the first instance, the study aims to augment the grades 10-12 Life Orientation curriculum to promote understanding and appreciation of land rights as human rights for every citizen in South Africa to address the social injustices of the past. In the second instance, the study focuses on grades 10-12 Agricultural Sciences curriculum to ensure that every learner who leaves school is in a position to care for land responsibly, and to use land productively for his or her own benefit and the benefit of others in the future. These foci have been informed by numerous interactions with people in four small communities on the Southern KwaZulu-Natal coast, who have been victims of landless as a result of the Group Areas act of 1960, and are claiming restitution for the land lost, and are required by law to make the restituted land productive. The study records first hand stories told about land ownership, landless, land claims, land restitution, and land (ab)use stories, in the form of narratives, such as autobiographies, auto-ethnographies, accounts of action research and self study. My research participants and I are the authors of our land stories. We tell our stories as a way of making the private public in the interests of a fair and just society. The forms of presentation include narratives, dialogues, playlets, literary references and critical reflections. The perspectives used include the native worldview, rurality as a dynamic, generative and variable milieu, the orality-literacy interface, the effect of oppression, and values and beliefs, customs and mores which (in)form a civil and civilised society. During the course of the study, the role of stories to reveal what is happening in the lives of those people most affected by unjust laws, and to empower them to take action in their own best interests became evident. The major role of education in land reforms cannot be overemphasized, which is why I have used what I have discovered from the many interactions with many people to inform two grades 10-12 school curricula: the grades 10-12 Life Orientation curriculum and the grades 10-12 Agricultural Sciences curriculum . / PDF Full-text unavailable. Please refer to hard copy for Full-text / D

The need for an Anthropocentric Development Evaluation stems from the inability of development theory and praxis, which has informed the past Development Decades, to ameliorate abject poverty experienced by most people throughout the world. Emanating from a hermeneutical-interpretist epistemology the fundamental argument of an Anthropocentric Development Evaluation is that people and the crucial aspects of their humanity should be the central focus in development and evaluation processes. Thus, taking the people-centred approach to development as its starting point, an Anthropocentric Development Evaluation draws attention to the marginalised, particularly the poor, the rural poor, resource-poor primary producers, women and their households. An Anthropocentric Development Evaluation also argues for an actor-orientation to Development Evaluation to emphasise the situational, yet individual behaviour, of people. Alongside such an approach, lies the significance of culture and people's knowledge for development, as well as the limitations, risks, uncertainties and vulnerabilities people face as a consequence of their humanity. These may influence the extent to which they participate in spontaneous or imposed development initiatives. An Anthropocentric Development Evaluation then comparatively assesses three sets of similar, yet different, methodologies using people and aspects of their humanity described above as the focus for that assessment. The methodologies assessed include Action Research, Social Impact Assessment and the Complementary Rural Development Field Tools. The purpose of doing so is to obtain a suitable medium through which to test the focus of an Anthropocentric Development Evaluation in a development setting. The testing of an Anthropocentric Development Evaluation in a development setting is done first by providing an Anthropocentric Development Evaluation of aspects of life of people living in the community of Nyanyadu in KwaZulu-Natal. Social Impact Assessments using the focus of an Anthropocentric Development Evaluation are then made of two development initiatives in respect of the people of Nyanyadu. These two initiatives are a nutrition and social development programme and the national land reforms. The purpose of all these evaluations is to examine the extent to which people and their humanity are seen to be crucial in development processes. / Development Administration / D.Litt. et Phil. (Development Administration)

The need for an Anthropocentric Development Evaluation stems from the inability of development theory and praxis, which has informed the past Development Decades, to ameliorate abject poverty experienced by most people throughout the world. Emanating from a hermeneutical-interpretist epistemology the fundamental argument of an Anthropocentric Development Evaluation is that people and the crucial aspects of their humanity should be the central focus in development and evaluation processes. Thus, taking the people-centred approach to development as its starting point, an Anthropocentric Development Evaluation draws attention to the marginalised, particularly the poor, the rural poor, resource-poor primary producers, women and their households. An Anthropocentric Development Evaluation also argues for an actor-orientation to Development Evaluation to emphasise the situational, yet individual behaviour, of people. Alongside such an approach, lies the significance of culture and people's knowledge for development, as well as the limitations, risks, uncertainties and vulnerabilities people face as a consequence of their humanity. These may influence the extent to which they participate in spontaneous or imposed development initiatives. An Anthropocentric Development Evaluation then comparatively assesses three sets of similar, yet different, methodologies using people and aspects of their humanity described above as the focus for that assessment. The methodologies assessed include Action Research, Social Impact Assessment and the Complementary Rural Development Field Tools. The purpose of doing so is to obtain a suitable medium through which to test the focus of an Anthropocentric Development Evaluation in a development setting. The testing of an Anthropocentric Development Evaluation in a development setting is done first by providing an Anthropocentric Development Evaluation of aspects of life of people living in the community of Nyanyadu in KwaZulu-Natal. Social Impact Assessments using the focus of an Anthropocentric Development Evaluation are then made of two development initiatives in respect of the people of Nyanyadu. These two initiatives are a nutrition and social development programme and the national land reforms. The purpose of all these evaluations is to examine the extent to which people and their humanity are seen to be crucial in development processes. / Development Administration / D.Litt. et Phil. (Development Administration)