Educational institutions are obliged in tenns of the Constitution as well as a number of National Policies to manage their environment in a sustainable manner and to provide a healthy environment for the employees and learners. Michaelhouse is also obliged by the Constitution and National Policies to manage its environment in a holistic manner. Michaelhouse is a private boy's school situated in the Balgowan valley in the Midlands of KwaZulu-Natal. For this reason and for the school's own individual gain, the school's management wishes to fulfill two objectives. First, to produce environmentally sensitive citizens. Second, to acquire the expertise to administer the school in an environmentally sensitive and holistic manner. Although Michaelhouse has had an environmental discussion group since 1996, issues were discussed on an ad hoc basis. Likewise, there have been a number of environmental initiatives in the school, however these initiatives were fragmented. Due to the fragmented initiatives, the management realised the need for environmental management. The school approached the Department of Life and Environmental Sciences at the University of Natal, Durban for assistance in this regard. Two projects were fonnulated to meet the school's set goals. The first was an Environmental Education (EE) project to fulfil the first objective. The second project aimed to fulfil the second objective, that is, to acquire the expertise to administer the school in an environmentally sensitive manner is described in this thesis. An Environmental Management System (EMS) was identified as the best system to ensure sound environmental management perfonnance. The baseline information provided in this thesis is expected to contribute towards the development of this EMS. South African legislation at the national level with regard to environmental management was reviewed in order to ascertain how environmental problems are dealt with. In order to obtain the necessary information, the study involved three distinct tasks. The first was the pilot study to detennine the way the questionnaire would be structured and the type of questions to be asked. The second was development of the school's environmental mission statement. The third, an environmental audit which had two components; administering of questionnaires to the residents and the inspection of the school's environment. The three main problems identified in the school were the management of water, waste and vegetation. The supply of water was found adequate for the entire school and the water quality acceptable. The only problem found was excess use of water due to multiple uses in the school. It is proposed that a water policy be developed which will include the monitoring of water use. Two types of waste were identified, solid waste and low-medium hazardous waste. The former requires proper management which includes reintroducing recycling, but also other methods were recommended to be incorporated in the waste management process such as minimisation and re-use. Low-medium hazardous waste requires disposal in an appropriate manner and the use of a designated landfill was recommended. With regard to vegetation, the study dealt with the significance of exotic and indigenous trees in the school. The main problem found was that exotic tree stumps are undermining the sewage pipes. The researcher was not able to deal with this issue due to lack of expertise in this field, but it was recommended that the assistance of experts be requested to trace the location of these pipes. In order to have control over the environmental concerns and the environment at large, the development of an environmental policy for Michaelhouse School was found necessary. It was considered essential because it is a building block for an EMS. The policy was developed in collaboration with the School's Environmental Committee. This baseline information contained in this thesis will provide a means of assessing the performance of an EMS once it is put in place. It is therefore concluded, that for the EMS to be effective, it should include all sectors of the entire school property and it was recommended that a full audit be conducted of other sectors of the school. / Thesis (M.A.)-University of Natal, Durban, 2002.

This dissertation sets out to analyze the manner in which the writers of dramatic fiction deconstruct the mythology and ideology of the private boys' boarding school in their work. It also seeks to interrogate the sociological and philosophical notions that underpin this fictional work. The central thrust of this dissertation is to explore the representation of the private boys' boarding school experience on the South African stage, with particular reference to writers whose work reflects their personal experiences within such institutions. Private boys' boarding schools promote the ideology that they provide a superior education based on liberal and democratic principles. These institutions supposedly oversee the development of the individual's mental, physical, spiritual, cultural and social education. The projected ideology of the private boys' boarding schools has become entrenched and has manifested itself as a pervasive mythology, which glorifies and glamourises the social reality of such institutions. This mythology is challenged and refuted by the appropriation of various sociological, and philosophical theorists, including: traditional Marxist critiques such as the theories of Samuel Bowles and Herbert Gintis (1976); structuralist theories such as those proposed by Louis Althusser (1971) and Antonio Gramsci (1971), whose notions of hegemony carry much relevance when considering private boys' boarding schools; and finally, Michel Foucault's (1977) theories of power and power hierarchies (Lotringer, 1989; Smart, 1985). Since South Africa's democratization in 1994, a number of fictional works have emerged that have engaged with the social reality of private boys' boarding schools. Most notably, two plays, Anthony Akerman's Old Boys (2000) and John van de Ruit's War Cry (1999), have highlighted issues surrounding private boys' boarding schools in South Africa. Together with a variety of texts written for different media these works have formed a critical base that, to some degree, has undermined the supremely positive resonance of the entrenched private school mythology, and in so doing, challenge the projected ideology. This dissertation's prime focus is on South African private boys' boarding schools; however, it also includes texts that articulate the social reality of private education in England and America. These texts are relevant firstly because the South African private schools are modeled very closely on the English public school system and secondly, because their inclusion adds weight and variety to the discussion. Important areas of study within this dissertation will be the interpretation of the various thematic concerns raised, and character constructions created by the various writers. This will be underpinned by the theoretical framework, which analyzes systems of power and power hierarchies, and the notion of hegemonic masculinity. Finally, the private boys' boarding school will be examined as a site for hegemonic struggle where power and privilege are continually contested in a relationship characterized by coercion and consent. The critical discourse of the fictional texts and its theoretical underpinning will be placed in opposition to the elitist mythology of the private boys' boarding school and the ideology that these institutions espouse. / Thesis (M.A.)-University of Natal, Durban, 2001.