The inadequacies of Black education have been approached from various angles including government intervention in the form of legislation, socio-economic measures, and others. People have also discovered this inadequacies and are struggling to resolve them in the form of 'alternative schools' or 'people's education' campaigns. The focus of this thesis is on community participation in the provision of education looking at two case studies in the Durban Functional Region. The theoretical framework for the study was threefold: derived from the development literature incorporating community participation; followed by a review of the literature on space; and a discussion on education - people's education. Data was gathered from intensive interviews, group discussions, newspaper articles, school reports and other documents. This assisted in giving an insight into the particular forms that community participation took in the two case studies. The following processes were identified from the study: processes of conflict and opposition and processes of co-operation in sharing a common task. These were analysed based on parameters such as: goals, concerns, students, community involvement, accountability, finance, sustainability and empowerment. The salient yet powerful features of the study were that of 'space' and 'locality' which presented a powerful force explaining the specificity of the processes in each of the case studies. The case studies succeeded in critically illuminating the precise meaning and evolution of community participation, its theoretical consistency, spatial sensitivity and also assessed its practicality. Furthermore, the study emphasised that local and domestic strategies in the provision of education need to be re-enforced through positive national or state interventions. Finally, as demonstrated in the two case studies, context-specificity should be the guiding principle in any community participation efforts. / Thesis (M.A.)-University of Natal, 1993.

M.Ed. / The task of this research report has been to map out the historical experience of the People's Education movement in South Africa from its inception in 1986 to its eventual national closure in March 1995. The People's Education movement under the banner of the NECC had been an endemic part of the education struggles experienced in South Africa, and had played a major role in informing the post-apartheid educational bureaucracy. Its historical role is therefore a significant and essential part of our educational experience. As Wolpe (1991: 77), has said, "the historical significance of People's Education lies in the fact that its conceptions not only challenged all previous conceptions of educational transformations in South Africa, but in so doing, placed on the agenda questions which must constitute the necessary point of departure for the formulation of new policies and strategies under new conditions". The first chapter of this dissertation has demonstrated that the concept of People's Education had been adopted by the oppressed peoples of South Africa in various forms from a very early stage and has therefore not been a new notion. The official launching of the People's Education movement encouraged extreme state repression but despite this, the movement managed to initiate the introduction up of alternative textbooks and the redirection the opposition movement towards a more reconstructive channel. The second chapter of this theses has attempted to trace the experience of the NECC between the years 1986-1990. It was found that the concept of People's Education captured the interests of academics who attempted to make sense of the movement by dissecting and analysing the various terms employed by People's Education. This theoretical analysis did not paralyse the movement in any way. Instead, it revitalised it and enhanced its value. As Carrim (1993) has stated, "Intellectual theorising has been an endemic part of the struggle nationally, as well as within the NECC, and at no time did it paralyse it, rather, it was enhanced and informed by these debates". Theory and practice always compliment each other. The intellectual scrutiny that the People's Education movement experienced was a natural stage in its growth. Without the necessary theoretical debates, many ideas in the People's Education movement would remain unworkable on a practical level. The final chapter of this paper has historisised the People's Education movement during the political transformative years of 1990-1995. It showed that during this time the official banner of People's Education, the NECC, played an instrumental role in the negotiating process and at the same time succeeded in extinguishing numerous crisis situations. Its decision to expand on a national level by incorporating affiliated educational organisations tended to complicate the smooth running of the organisation, and the eventual withdrawal of international

This study examines the concept of ideology and then surveys the relationship between ideology and education. Particular forces that help to shape ideologies which affect education are indicated. The focus then moves to an investigation of the influence of ideology on visible elements of the educational system: leadership, structure and process. It is contended that ideology as a world-view, based on prescriptive group beliefs and assumptions which are rationalized in terms of ontology, axiology and epistemology, is translated into action within social apparatuses, such as schools. It is argued that ideology does have a disguising motive in that through its slogans and rhetoric it attempts a justification of itself. In essence it deals with issues of power and control. These contentions are examined through a detailed analysis of the concept and function of ideology to determine its locus of inference and definition to be used in this work. Ideology is then considered from the perspective of its relationship with education. The concept of leadership and concepts of organizational models, such as bureaucracy, are examined in general terms and then in relation to ideology, with the major focus on the influence of ideology on educational leadership, structure and process. These elements are shown to be important and visible reflections of an ideology in action. There is shown to be a strong degree of congruence between theoretical ideology and ideology in action. From an international survey, the focus of the study moves to South Africa. The historical milieu which has helped to create the ideology of Afrikaner Nationalism, based on twin pillars of domination and segregation, is reviewed before this 'dominant' ideology is analysed in relation to education and the visible elements of educational leadership, structure and process. It is contended that this complex ideology has been associated with issues of power and control and has caused widespread harm through its translation of belief into action in terms of social engineering. Its ontology, axiology and epistemology are questioned. In contrast, a liberal-humanistic type of ideology is analysed in action in white English medium schools. It is shown how this 'dominated' ideology has withstood Afrikaner hegemony in many essentials. Although it is postulated that in South African black education, no institutionalized ideology can be investigated, a theoretical or aspiring ideology which has considerable black support, that of People's Education, is reviewed. Finally, it is contended that ideologies need to be analysed and differences in beliefs and assumptions, even the use of slogans, to be acknowledged before negotiations can produce any acceptable synthesis for South African education. It is argued that new styles of leadership, new structures and new processes are needed before the State President's 'democratic goal' can even begin to be realised. Directions for a future educational system are stated. / Thesis (Ph.D.) - University of Natal, 1992.

Philosophiae Doctor - PhD / Hierdie ondersoek is onderneem om die voorligtingsbehoeftes van leerlinge in sekondêre Kleurlingskole in Wes-Kaapland te bepaal en die implikasies daarvan vir hul groepvoorligtingsprogram aan te toon. Die navorser het ook die bevindings van die huidige ondersoek met die van sy meningsopnames in 1979 en 1983 vergelyk. 'n Literatuurstudie is aangewend om die aard, doelstellings en beginsels van groepvoorligting te kelingstake van die Westerse en Afrikaanse - adolessent te ondersoek, formuleer, die ontwikspesifiek die Suiden lig te werp op die spesifieke ontwikkelingsbehoeftes en -probleme waarmee Kleurlingjeugdiges te kampe het. Vraelyste deur leerlinge en skoolvoorligters voltooi, het die relevantheid van die amptelike program se groepvoorligtingsonderwerpe beoordeel, aangedui watter moontlik bestaande onderwerpe kan vervang of daarby gevoeg kan word, en kommentaar oor die inhoud en aanbieding van die huidige program gelewer. Ten opsigte van di,e~~rd van groepvoorligting is bevind dat die huidige Handleiding en Program slegs enkele vereistes toelig en dus hersien behoort te word om alle essensiale aspekte van voorligting te dek. Die afwesigheid van spesifieke dQelá!allinaá vir groepvoorligting in die amptelike handleiding voorsien nie die nodige riglyne aan voorligters vir hul taak nie, en dus is 'n reeks doelstellings in funksionele terme geformuleer. Havighurst (1972) se formulering van adolessente ontwikkelingstake, aangevul deur die navorsing van Burns (1988), kan as n bruikbare raamwerk vir die terrein van groepvoorligting gebruik word. Dis is voorgestel dat elke sekondêre standerd persoonlikheidsvoorligting, voorligting, opvoedkundige voorligting en voorligting behoort te ontvang. sosiale beroeps- Ten opsigte het die onderwerpe van die inhoud van 'n groepvoorligtings programliteratuurstudie onder andere aangetoon dat by die leerlinge se ontwikkelingsvlak en veranderende behoeftes aansluiting moet vind, die program buigsaam moet wees om by plaaslike vereistes te kan aanpas, en dat die klem op die bevordering van leerlinge se persoonlike waardestelsels behoort te val Dit het uit die resultate van die empiriese ondersoek geblyk dat beide leerlinge en voorligters die oorgrote meerderheid onderwerpe van die amptelike program as van besondere belang beskou. Weens die erns en omvang van die voorligtingsbehoeftes wat geIdentifiseer is, blyk egter 'n aansienlike uitbreiding van die program aangewese te wees. Binne elke standerd behoort 'n beperkte aantal "verpligte" onderwerpe aangebied te word, terwyl minstens die helfte van dievoorligtingstyd aan opsionele onderwerpe in ooreenstemming met leerlinggroepe se besondere behoeftes bestee behoort te word. Persoonlikheids- en sosiale voorligting enersyds en opvoedkundige en beroepsvoorligting andersyds moet die twee gelykwaardige komponente van so 'n program uitmaak Dié response van die leerlinge en voorligters stem in 'n hom mate met die van die vorige ondersoeke ooreen. n Veel groter sensitiwiteit ten opsigte van gemeenskaps probleme en interpersoonlike verhoudings, asook 'n sterker behoefte aan probleemoplossingsvaardighede en geslags- en beroepsvoorligting het egter geblyk. Dus is onder andere aanbeveel dat geslagsvoorligting as n afsonderlike program aangebied en die bestaande samewerking met privaat tingsinstansies voortgesit sal word. In verband met die aanbieding van groepvoorligtingslesse is die skep van 'n ontspanne atmosfeer, bevorderlik vir aktiewe leerlingdeelname, vrye meningswisseling en persoonlike meningsvorming, beklemtoon. Bepaalde administratiewe maatreels is voorgestel ten einde die sukses verseker. van 'n hersiene groepvoorligtingsprogram te help Verder is sekere aanbevelings gemaak om voorligters se professionele status te verhoog.

L'oeuvre de Gustave Oelsner-Monmerqué que notre thèse permet de découvrir offre une vision double, française et allemande, sur la société coloniale à Bourbon au début des années1840. Après une reconstitution détaillée de la biographie d'Oelsner-Monmerqué, l'étude met l'accent sur son pragmatisme abolitionniste dans l'exercice de ses fonctions de rédacteur en chef de la Feuille hebdomadaire de l'île Bourbon et de professeur de philosophie et de proviseur du Collège royal de Bourbon. En Allemagne, il poursuit son militantisme abolitionniste activement par voie littéraire à travers un roman, des articles de presse, des communications et une conférence. En publiant Schwarze und Weiße. Skizzen aus Bourbon (Noirs et Blancs. Esquisses de Bourbon) dans un pays qui ne possède pas d'esclaves, l'écrivain tente de contribuer à une émancipation plus rapide et complète. Son éclairage sur les conditions de la traite clandestine et sur la vie des esclaves dans la société bourbonnaise se distingue par son réalisme qui doit son expressivité au genre littéraire novateur de l'esquisse. Au-delà des frontières, cet ouvrage peut être considéré comme le premier roman abolitionniste bourbonnais. / Gustave Oelsner-Monmerqué's work unearthed by us and presented in our doctoral thesis offers a double – French and German – vision of colonial society in Bourbon (now Reunion) Island in the early 1840s. This study begins with a detailed reconstitution of Oelsner-Monmerqué's life, then focuses on his abolitionist stance and actions as editor of the Feuille hebdomadaire de l'Ile Bourbon [Bourbon Island Weekly] and philosophy teacher at and principal of the Collège royal de Bourbon high school. Oelsner-Monmerqué pursued his abolitionist activism in Germany through literary channels: a novel, press articles andconferences. By publishing Schwarze und Weiße. Skizzen aus Bourbon [Blacks and Whites. Sketches of Bourbon] in a country which had no slaves, the author meant to contribute to their quicker and more complete emancipation. His descriptions of illegal slave trade and slave life in Bourbon Island's society have a realistic, expressive touch made possible by the use of an innovative literary genre, the sketch. A cross-boundary testimony, this work can be regardedas Bourbon Island's first abolitionist novel.

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)