This study theoretically presupposes that the individual is an integral entity, therefore, education should take place according to the harmonious development of all the facets of a child's being. Even in antiquity, physical education and sport were seen to be important for a balanced education. Every society implements physical education and sport according to own needs and requirements, according certain values to sport, which values are reviewed in this study. A literature study corroborates that the intellectual, physical and social development of the child undoubtedly forms part of the total environment of the educative process. Exclusion of any facet could cause an imbalance in the development of the child. Incorporation of physical education and sport in the post-apartheid educational dispensation of South Africa forms the later part of the investigation. Various factors in South Africa have an influence on the role and place of physical education and sport within the curriculum. Government involvement in sport can determine the place of sport in society and in the curriculum. The readmittance of South Africa into international participation and changes in the political policy also play a role. These factors pose the challenge and facilitate the possibility to reinstate physical education and sport at schools. The structure of South African sport is undergoing a total change and the role players in the sports fraternity are now faced with numerous challenges and opportunities. Reinstating physical education and sport in the school curriculum serves a vital role in the reconstruction and development of a healthy and well-balanced society. Furthermore, reinstatement could reverse the consequences of social and economic injustices. Research undertaken in Australia, also provides some answers to problems for the South African situation. It proposes new initiatives that could be of help to the relevant role players in the planning of physical education and school sport in the post­ apartheid educational dispensation of South Africa. / Educational Studies / D. Ed. (Comparative Education)

This study sets out to contribute to the expansive development of Systematic Theology and Black Theology, particularly in the struggle for economic justice in the democratic South Africa. The liberation of black people in South Africa and across the globe is the substantive reason for Black Theologies‘ existence and expression. The study‘s reflections on economic justice and Black Theology as sites of the intellectual focus and analysis is central to understanding the conditions of existence for the majority of South Africa‘s citizens, as well as understanding whether the fullness of life based on dignity and freedom as articulated in biblical witness, particularly John 10:10 is manifest for black people in South Africa. The study also seeks to identify, describe, analyse and understand the emancipatory theories and praxis, which entail a plethora of efforts they undertake to liberate themselves. Understanding and engendering the nexus of social practice and theological insights in the articulation of Black Theology as a particular expression of systematic theology, and drawing attention to the ethical foundations undergirding Black Theology, are important in demonstrating Black Theology‘s role and task as a multi-disciplinary discipline which encompass and engender dialogue within and between theory and praxis, and theology and ethics. This study thus suggests that since the locus of Black Theology and spirituality is embedded in the life, (ecclesial and missional) work (koinonia) and preaching (kerygma) of black churches, they have the requisite responsibility to engage in the efforts (spiritual and theological) in the struggle to finding solutions to the triple crises of unemployment, inequality and poverty which ravage the quality and dignity of life of the majority black people in post-apartheid South Africa. This study therefore concludes by asserting that, there are a variety of viable options and criteria relevant for facilitating economic justice in South Africa. These strategies include transformational distribution of land to the majority of South Africans, the implementation of heterodox economic policies which engender market and social justice values in the distribution of economic goods to all citizens. It also entails prioritization of the social justice agenda in economic planning and economic practice. In theological language, economic justice must involve the restoration of the dignity and the wellbeing of the majority of South Africans, who remain poor, marginalised and disillusioned. It also entails promoting justice as a central principle in correcting the remnants of apartheid injustices, which limit transformational justice which enables and facilitates equality, freedom and economic justice for all South African citizens. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

The Study of Theology plays a crucial role in the construction of a sound theology in this post liberation era of Southern Africa. This exercise is conformed to the academic learning and creates an environment where theology can dialogue with other disciplines. It helps in the critical reflection on the issue of God and human beings as the object of theology in African context. The study of theology and the doing of theology are methods which bring praxis and theory together. The doing of theology is the daily work of a pastor in a congregation. It is an exercise that put theological theories into practice. This is a methodology that guides the process of developing a contextual theology in Southern Africa. It is a process of taking theology from classroom to the congregations the community. The study of theology and the doing theology are soul mates. They work hand in hand to address contemporary situations. Human beings should know their physical organic environment. They are the object of theology. People experience God from natural science. Liberation theologies e.g. Africanist, Black and Women/Feminist theologies should use new approaches in order to meet the post liberation error challenges. The wholesome approach is another alternative to be used by these theologies. The approach is based on the interconnectedness of God, human beings and physical organic universe (Theanthropocosmic principle). The principle of Theanthropocosmic helps to direct theology in Southern Africa to be contextual and universal. Some new contextual theologies are born because of the theanthropocosmic approaches to modern challenges. The modern society is build under principles of democracy, good governance, peace and tranquility. The major role of theology is to ensure that the society enjoys those principles. Theology is directed to a group and individuals. The social, political and economical challenges should be approached as a group. The wholesome approach is an appropriate method to address challenges imposed by globalization ideologies. The increase rate of poverty in Southern Africa brings up other social illness in communities e.g. corruptions, crime, diseases. There is a need to engage theology in economic globalization. The concept of Botho calls everyone in the community to participate in the fight against these social illnesses in the society. Theology is obliged to restore economic justice. The Church is encouraged to participate in the cultural liberation and renewal. She is compelled to do mission work in this paradigms of cultural changes. African renaissance is an urgent thing to be implemented order to overcome challenges imposed by globalization in Southern Africa. / Philosophy, Practical and Systematic Theology / D. Th. (Systematic Theology)

Even though language formed part of the post-apartheid agenda which was set out to redress the ills of the pre-democratic South Africa, there are still concerns that the status of indigenous languages has not been elevated. Using decolonial work of Steve Biko, Ngugi wa Thiong’o and Frantz Fanon as theoretical lens, I aimed at exploring perceptions of key informants on post-apartheid language policies, young South Africans and parents /guardians toward indigenous languages. In-depth and narrative interviews were used to collect data from language policy key informants and young South Africans who started schooling after 1994 and focus group discussions with parents/guardians were held. Thematic, narrative and discourse analyses were used to analyse the data. Indigenous languages were perceived by participants as having an inferior status compared to languages of oppression and that was attributed to inferiority complex, lack of will from government to promote these languages and absent voice of indigenous language speakers in the fight for the status of indigenous languages. South Africa’s language diversity was also perceived as a challenge believed to contribute toward the difficulty of properly implementing post-apartheid language policies. The study results suggest a need for a stronger civil society which would assist in the dismantling of categorising languages as superior and inferior. Furthermore, the results point to a need for a more humanising approach which treats indigenous languages with respect. / Psychology / Ph. D. (Psychology)

This thesis examines ways in which identities have been represented in new South African play texts. It begins by exploring various ways in which identity has been described from various philosophical, psychological and anthropological perspectives. In particular, the thesis describes its methodology in terms of Gilles Deleuze's definition of "rhizomatic" structures. The introduction also elaborates ways in which drama is uniquely suited to represent ¨C as well as to effect ¨C transformations of identity. The thesis then moves on to an examination of specific texts in terms of four broad areas of investigation ¨C gender, political affiliation, ethnicity and syncretism. In these chapters a number of play texts are investigated from different points of view. Firstly, in a chapter on gender, the thesis focuses specifically on issues of masculinity and exile in plays by Athol Fugard, Anthony Akerman and Zakes Mda. This chapter explores orientations of the masculine which have become embedded within notions of nationalism and patriotism. In terms of political affiliations, the thesis looks at what Loren Kruger has called "post-anti-apartheid theatre" (2002: 233) and considers the trend away from protest theatre. With reference to the plays of Mike van Graan it also examines new forms of protest theatre. This chapter also explores plays which were inspired by the Truth and Reconciliation Commission (TRC) and looks in more detail at Ubu and the Truth Commission by Jane Taylor. When considering ethnicities, the thesis reflects on how identity in terms of an ethnic collective is most often premised on laws of exclusion, and on the construction of what Benedict Anderson refers to as an "imagined community" (1991: 15). Representations of ethnic identities are then analysed in Happy Natives by Greig Coetzee. Syncretism seems to present a preferable description of how South African identities can be constructed and the thesis then elaborates attempts to forge a new identity in terms of amalgamation and a creative fusion of cultural resources, with particular reference to the plays of Brett Bailey and Reza de Wet. In the conclusion of this thesis, the thorny issue of racial identities is considered, and in particular the trope of the "rainbow nation", which many writers regard as a problematic blanketing description which cancels out difference. Instead, Ashraf Jamal's "radical syncretism", which does not seek to subsume heterogeneous identities, is suggested as a viable means of approaching definitions of identity. The final chapter also briefly touches on the development of physical theatre in South Africa and describes how the body can be used as a tool for transformation, relying principally on the writings of Mark Fleishman and Eugenio Barba in this regard. Finally, again resorting to a Deleuzian vocabulary which describes identity as constructed in terms of lines operating on particular planes, the thesis considers whether it may not be more beneficial in the post-apartheid context to favour paradoxical processes which relinquish identities, instead of those which attempt to consolidate them. @ 2008 Author Please cite as follows: Krueger, AR 2008, Experiments in freedom : representations of identity in new South African drama : an investigation into identity formations in some post-apartheid play-texts published in English by South African writers, from 1994 - 2007, DLitt thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-10282008-141823/ > D497/gm / Thesis (DLitt)--University of Pretoria, 2008. / English / unrestricted

This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, which is a social phenomenon that includes ideas, thoughts, and actions. The thesis takes an appropriate starting point in arguing that curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. The context of the argument is primary school teachers’ lived experiences in South Africa in the face of curriculum change. The researcher critically argues that South Africa is amongst many countries that experienced curriculum challenges and resorted to change and one of the changes was in the form of the Curriculum and Assessment Policy Statement (CAPS) which signalled a shift in teaching approaches. In this new way of teaching, teachers seem lost and therefore apply traditional teaching methods. Teachers are expected to apply curriculum changes and develop new skills through qualification improvement, but it is questionable whether the challenges that the teachers themselves recognise as important are taken into cognisance. The researcher elaborated eight recommendations in relation to the Curriculum and Assessment Policy Statement. Some of the recommendations are summarily as that education curriculum advisors from the Limpopo Department of Education be appointed to visit all schools to aid and assess the implementation. It is also recommended that the Department of Basic Education must retrain all primary school teachers for a week during school vacation. These recommendations are of paramount importance and the Limpopo Department of Education should consider them as a priority. As the government can intervene by funding the implementation of the CAPS in the training and reskilling of teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

After the transition from the Apartheid government to the first democratically elected government of South Africa in 1994, massive challenges of inequality had to be addressed. The career development and ability of those individuals who were discriminated against, to participate economically, are still a challenge today which indicate that past inequalities have not yet been addressed. The study aimed to gain a deeper understanding of how inequality influence the career development of emerging adults in South Africa. The findings indicated that the legacy of inequality in South Africa is still a highly influential factor in the career development of emerging adults with regards to the lack of mentorship and access to information experienced. The inability of South Africans as a collective to address the legacy of inequality also influence prospects for career development with regards to emerging adults not being financially able to gain access to career development opportunities. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

At a Muslim school a group of boys with a reputation for stealing got the opportunity to share stories with communities of concern. Honesty meetings, honesty tests, honesty certificates and honesty celebrations formed part of narrative therapy ways of working together to try and regain reputations for honesty. As an outsider researcher/therapist I was confronted by stories of slavery, racism, unemployment, poverty, crime and violence. Through collaboration with a cultural consultant it became possible to do theology and pastoral care as a Christian in a Muslim community in a respectful and ethical way. The sharing of stories of pain and resistance contributed to the mutual care and community amongst participants from communities separated by racism and apartheid legislation as well as differences of culture and religion. Reflections on this journey mark a migration of identity for me as researcher, therapist, Christian and white South African practical theologian. / Philosophy, Practical and Systematic Theology / M.Th. (Pastoral Theology)

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

Various potential modes of interpreting the urban space in the inner city of Pretoria is evaluated in this study with the purpose of expanding discourse around spatial production in the city. Production of meaning through formal and structural means produced a city that served as administrative capital and ideological base for Afrikaners until the arrival of a democracy in 1994. The contemporary urban space is produced by people through everyday life, as theorised by Henry Lefebvre, rather than through formal means such as name changes. This study evaluates the way that identity and belonging is created by referring to everyday life practices, rhythmanalysis and daily activities as performances. Urban space is evaluated from a phenomenological perspective through the eyes of an artist and resident and expressed in an art exhibition. The way artists Julie Mehretu and Franz Ackermann dealt with urban space in their art is also referenced. / Art History, Visual Arts & Musicology / Master of Visual Arts