Popular opinion suggests that education is the 'silver bullet' to end poverty, famine, and all the worlds' ills. The reality of education for women, however, is not as easily classified as transformative. This paper seeks to illuminate, through historical research and literary analysis, the connections between the charity education of Victorian Britain, a system examined in Jane Eyre, and the missionary education which comprised the majority of the educational systems in the British colonies, including Nigeria and Zimbabwe, the settings of Emecheta and Dangarembga's works. Beginning with Charlotte Brontë's Victorian classic, Jane Eyre, and moving through time, space and situation to the colonial experience novels of Buchi Emecheta and Tsitsi Dangarembga, we find instead that education, particularly British philanthropic education, from charity schools for children without means in the 18th and 19th century to the mission schools that comprised the basis for British colonial education in Africa, produces women who benefit only in very limited ways. For Charlotte Brontë's title protagonist, as for many of the characters in Jane Eyre, Nervous Conditions, and The Joys of Motherhood, education represents a new life. Brontë, Dangarembga, and Emecheta all offer education as a possible escape for characters within their novels, but the length of and price for that escape differs based on a character's role within a colonial set of identities, whether the character in question is part of the colonizing power or one of its colonial victims. When taken together, Jane Eyre and these two African experience novels demonstrate that British education is largely ineffectual in granting female characters the kind of freedom that education is supposed to instill. The price of the hybridity necessary to survive in the colonial situation could very well be the complete loss of self, a disintegration of identity, as it is for Nyasha, who is, according to her own analysis of her situation, neither Shona nor British and therefore is no one at all.

Thesis (M.A. (Church and Dogma History))--North-West University, Potchefstroom Campus, 2010.

Thesis (M.A. (Church and Dogma History))--North-West University, Potchefstroom Campus, 2010.

This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)

Text in English / Since its inception in 1833 the Evangelical Presbyterian Church in South Africa has been a missionary church and has always had its own missionary work. It started to organise the Christianization, Evangelization and Westernization endeavours to take place inside the territories of South Africa. The Evangelical Presbyterian Church Missionaries founded, financed, maintained, controlled and administered their educational endeavours without any moral or financial support from the Government. The main purpose of the Evangelical Presbyterian Church Missionaries in founding and supporting schools has been to use education as an auxiliary to the evangelization of the indigenous people of South Africa. Elementary schools served as instruments of direct evangelization rather than secular education. Pupils were taught the 3 R's, namely, reading, writing and arithmetic. Education was a useful tool that enabled the converts to read the Bible and other religious material on their own and preferably in their own language. Converts who demonstrated the ability to read, write and do simple arithmetic were trained to become missionaries' helpers. As these earliest converts became proficient and competent, they were posted out into the interior with the instructions to start new church centres and schools. Although the teaching which took place inside these schools was not of high quality, it was definitely better than nothing. The Evangelical Presbyterian Church Missionaries together with missionaries of other denominations provided virtually all the education which was available for the Blacks in South Africa. Through missionary endeavours the South African Government have realized that Western education and civilization has been important forces which helped the indigenous people to advance individually and collectively in the social, political and economic fields. Western technology and culture successfully won the indigenous people of South Africa to Western civilization. The acceptance of Christianity and the introduction of the White man's rule in the interior of South Africa effectively stopped the inter-tribal wars. The missionaries have made a noteworthy contribution to the education of the indigenous people of South Africa. They empowered the Blacks to play a worthy part side by side with members of other races (Whites, Coloureds and Indians) in the development of the country they shared. / Educational Studies / D.Ed. (History of Education)

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)

Text in English / Since its inception in 1833 the Evangelical Presbyterian Church in South Africa has been a missionary church and has always had its own missionary work. It started to organise the Christianization, Evangelization and Westernization endeavours to take place inside the territories of South Africa. The Evangelical Presbyterian Church Missionaries founded, financed, maintained, controlled and administered their educational endeavours without any moral or financial support from the Government. The main purpose of the Evangelical Presbyterian Church Missionaries in founding and supporting schools has been to use education as an auxiliary to the evangelization of the indigenous people of South Africa. Elementary schools served as instruments of direct evangelization rather than secular education. Pupils were taught the 3 R's, namely, reading, writing and arithmetic. Education was a useful tool that enabled the converts to read the Bible and other religious material on their own and preferably in their own language. Converts who demonstrated the ability to read, write and do simple arithmetic were trained to become missionaries' helpers. As these earliest converts became proficient and competent, they were posted out into the interior with the instructions to start new church centres and schools. Although the teaching which took place inside these schools was not of high quality, it was definitely better than nothing. The Evangelical Presbyterian Church Missionaries together with missionaries of other denominations provided virtually all the education which was available for the Blacks in South Africa. Through missionary endeavours the South African Government have realized that Western education and civilization has been important forces which helped the indigenous people to advance individually and collectively in the social, political and economic fields. Western technology and culture successfully won the indigenous people of South Africa to Western civilization. The acceptance of Christianity and the introduction of the White man's rule in the interior of South Africa effectively stopped the inter-tribal wars. The missionaries have made a noteworthy contribution to the education of the indigenous people of South Africa. They empowered the Blacks to play a worthy part side by side with members of other races (Whites, Coloureds and Indians) in the development of the country they shared. / Educational Studies / D.Ed. (History of Education)

This research report focuses on the origin and development of the Medingen Mission Station, near Ga-Kgapane in the Limpopo Province, and the provision of education at this station since its establishment in 1881. After an account of missionary endeavours in South Africa during the second half of the nineteenth century (with the emphasis on the activities of the Berlin Missionary Society), an explanation is provided of how missionaries became involved in the weal and woes of the Balobedu tribe. This is followed by an indication of how Reverend Fritz Reuter took the initiative to provide basic education to the inhabitants of Ga-Kgapane and how education provision developed at Medingen since then. Reasons are advanced for the prominence Medingen Primary School currently enjoys and the study concludes with the assertion that Medingen Mission Station can be regarded as an important, though not exclusive source of the Balobedu’s present-day identity. / Educational Foundations / M.Ed. (History of Education)

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)