A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of requirements for the degree of Master of Science. Johannesburg, 2015. / This dissertation examines the imaginations and use of space by black residents in Suburban South Africa, with a particular focus on the small town of Mokopane, in the context of urban desegregation and integration. Given the segregated spatial legacy of apartheid, the post-apartheid state has and continues to seek ways to create a non-racial and integrated society. However, twenty years after the demise of the apartheid regime and the country remains segregated along racial and class lines. In understanding some of the reasons why integration remains a challenge, this research investigates black residents’ use of public spaces in the context of a supposedly desegregated space. It investigates the socio-spatial relations between residents of three adjoined suburbs, two of which are a product of apartheid and one a recent development of the state’s spatial policy to create integrated communities. The study is not focused solely on the social and spatial relations within the confines of the study area but most significantly beyond that in order to comprehend people’s relationship and meanings attached to space. Drawing from Lefebvre’s theory of the production of space, imagined and psychoanalytical geographies, the study reflects on how people’s identities, rooted in a history of colonialism and apartheid, affect the way they imagine and use space and, further, how the arrival of those considered as other reveals the symbolic meanings and boundaries that have been attached to space. The study further draws from post-colonial literature on space to challenge prevalent notions of the relationship between race and space, with a particular focus on the rural-township-urban mobilities and what those mean in the construction of blackness. Thematic content and discourse analysis are used to decode meaning embedded in language in terms of how people relate to others socially and spatially. The dissertation reveals that, even in contexts where spatial desegregation has been attained, the use and imagination of space and the relationship to others are rooted within historical configurations of racial and class identities. Further, black residents’ experience of historically white spaces remains rooted in their lived experiences and in their understanding of their belonging in urban spaces as inherently white. It is against this backdrop that this research argues that, in the quest to develop integrated post-apartheid communities, the state has given insufficient, if any, thought on the ways space, class and race are produced relationally.

It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. iv / Polelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo. / Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo. / Educational Management and Leadership / M. Ed. (Education Management)

A Musters thesis s.ibmittcd to the Fllclilly of Education, University of the WHwufcl'sl'and) Johannesburg, in partia! fulfilment of the requirements 1'01' the Degree of Master of Education, DCCCl11bcl' 1995. / This thesis concerns itself with resistance during tho decade of tho 80s. Much of the literature has focussed on student resistance. There has in general been very little that has examined resistance of student teachers, Student teachers are-vital change agents in education for the futuro. If there is to be any Intervention in teacher training colleges, then there needs to be an understanding of historical power relations and the f0n11S of'resistance in these institutions. The aim of the research report is to dccumer.t and explain why and how student teachers at the Mokopane College of Education become politically militant during the decade of the 80s. The contention is tha: under extremely repressive and authoritarian conditions such as those faced by student teachers in homeland lnstitutloue, resistance can take many forms. However, as the study concludes. it became general and militant in this instance, only when it was able to break out of its isolation and establish links with wider politlce! structures, This study is based on primary sources, interviews and secondary sources. It has engaged archival sources as well as important interviews from both activists and teachers who have taught under both Missionary and Bantu Education.

Student Number : 8534741 - PhD thesis - School of Geography, Archaeology and Environmental Studies - Faculty of Science / During the 19th century the present Makapan Valley World Heritage site was a place of repeated refuge from the conflicts arising from shifting authority, acquisition and loss of power, and competition over the control of resources in the northern regions of Republic of South Africa. During 1854 growing resistance amongst the northern AmaNdebele against the frontier of colonial expansion erupted in the murder of a number of trekboers who were encroaching on their territory. Historic Cave, one of the caves in the Valley, became written into the Afrikaner Nationalist narratives of the 20th century as the place where the Boers avenged the treacherous murder of their fellow trekkers, by suppressing the savage forces of chief Mugombane and his Kekana chiefdom. The events surrounding the siege and the scale of the massacre became blurred in the playing out of these political agendas, while the Kekana oral histories remained silent on the matter. The excavation of Historic Cave, prompted by the contradictions in the historical narrative and the silence in the oral record, provided a means to detect the boundary between what happened and what was said to have happened. This thesis presents the results of a survey of the Valley, the excavation of Historic Cave and the analysis of the remains of the siege of 1854. The archaeological survey and excavation indicates that a number of scurmishes took place in the valley, but that Historic Cave was occupied only on one occasion for any length of time, during the siege of 1854. The lime enriched deposits and dry conditions within the cave have allowed for the exceptional preservation of plant, animal and human remains. This enduring evidence chronicled the activities and steps taken by the Kekana to survive. The spatial layout of the cave together with cultural remains echo the structure and hierarchy of the society trapped within it, which like many African societies of this time comprised a heterogeneous ‘royal’ core and other ‘foreign’ subordinate groups. Evidence for divination reflects the final attempts to divine the cause of misfortune and protect the group against maleficent forces. However, it is argued that the social and religious forces that operated to keep the chiefdom together may have begun to loosen under the pressure of the siege, especially as the polluting forces of death became stronger and the group began to succumb. The remains of young and old people, and the desiccated bodies of a child and a young woman speak of untold suffering and provide a glimpse of the horror within the cave. From this it is reasoned that following the devastation of the siege the core of the chiefdom was challenged; the chief was ‘dealt with’ and the political power base shifted. The real reason for the ‘silence’ then lies at the point of rupture, at the stage when the surviving statesmen contrived a suitable account of ensuing events to give the new chief legitimacy and the lineage continuity.

Thesis (MPA.) -- University of Limpopo, 2008 / Refer to document

The researcher in this study focuses on reconciliation, justice and unity in the church and society, Mokopane being the investigative centre. In this study, it has been evident that this was a noble exercise to focus on reconciliation, justice and unity in South Africa. The researcher concludes that much needs to be done in the future to address division in the church and society. The passiveness of the church in the process is jeopardizing reconciliation, justice and unity. Reconciliation, justice and unity have been explicitly being explained. They are important in a sense that they form the bottom or base live from people and believe system could be well understood and thereby enable them to measure their role in the concept of reconciliation, justice and unity. These are the gospel imperative and unavoidable. Qualitative research was explicitly stated, described and discussed. The role of both Dutch Reformed Church in South Africa and Uniting Reformed Church in South Africa can play to reconcile the people of people in Mokopane. All cases studied serves as a true reflection of people’s knowledge on the experience in both past and present history. Our concepts of truth, justice, reconciliation, unity and peace must serve as a designed model to contribute to theology in demand. Unity as the function of the Holy Spirit, and unity in local church should be witnessed. Thereafter, the church is called to the ministry of reconciliation. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)