Student Number : 8906043R - MSc research report - School of Architecture and Planning - Faculty of Engineering and the Built Environment / This study engages with community participation in post-apartheid South Africa, in an attempt to discern participation approaches that might enhance development in the upgrading of informal settlements within the Metropolitan Cities. The research attempts to come up with an intervention strategy that incorporates participation of Community- Based Organisations, Community leaders and society into informal settlement interventions in South Africa. It reviews the South African framework and structures for informal settlement community participation (including civic organisations, other community-based organisatios, and elected statutory representation). It then examines to what extent lessons from the International literature review 2003 study conducted by Thabelo Nethenzheni may be relevant to the South African situation.

A dissertation submitted to the University of the Witwatersrand, Johannesburg, in fulfilment of the degree Master of Arts in History by dissertation, 2018 / Why has South Africa failed to institute a teacher evaluation system that produces meaningful results? I aim to contribute to an understanding of why and how various South African post-1994 teacher evaluation policies have failed to become institutionalised and have failed to ensure either robust teacher accountability or professional development. In this dissertation, I examine the history of teacher evaluation in South Africa, in order to understand the evolution of these policies and systems over time. After discussing the legacy of apartheid-era evaluation, I assess three post-1994 policy phases: the 1998 Developmental Appraisal System (DAS), the 2001 Whole School Evaluation (WSE) policies and the 2003 Integrated Quality Management System (IQMS). This historical approach allows me to analyse the successes and failures of these policies in depth and context. Each of these policies has been shaped by, has tried to respond to, and has ultimately failed to confront the challenges of the past. They must also be understood to be a part of a continuous policymaking process, each one building upon and responding to the last. This dissertation contributes to an understanding of why these evaluation policies, despite massive investments of time, energy and resources, and complex and tough negotiations, have repeatedly failed. I argue that a flawed policy process consistently reiterates the same tensions and false assumptions in each new policy, and does not address these fundamental weaknesses. These appraisal policies reflect negotiations and contestations between teacher unions and the state, while the policies themselves and their outcomes further complicate those union-state relationships. The tensions and contradictions within these policies are the product of a policymaking process that tries to cater to mutually exclusive interests. The history of these institutions – teacher unions, the state, collective bargaining bodies – and the relationships between them must be understood in order to grapple with the policymaking environment fully. Further, even as these policies have been renegotiated and redeveloped, they have all failed to engage with the actual realities of teachers and classrooms in the majority of schools in South Africa. The legacy of apartheid education is still manifest in the abilities, attitudes and politics of teachers, and policymakers on all sides of the process have consistently failed to confront that history and propose real strategies for change. / XL2019

Philosophiae Doctor - PhD / Hierdie tesis was onderneem as 'n empiriese studie wat fokus op kurrikulumimplementering in 'n afgesonderde geografiese streek in post-apartheid Suid-Afrika, bekend as die Overberg. Die identiteitsbasis waarvolgens onderwysers Kurrikulum 2005 ontvang en implementeer, dien as die sentrale fokus vir 'n onderneming van hierdie studie. My sleutelbevindinge het ek geneem op die basis van empiries- interpretatiewe tegnieke, wat insluit observasies en semi-gestruktureerde onderhoude. Hiervolgens het ek bevind dat die persoonlike, ontologiese, kontekstuele, opleiding, professionele en pedagogiese invloede, 'n impak gehad het op die samestelling van identiteitsbasis van onderwysers in die Overbergstreek. Dié onderwysers het Kurrikulum 2005 ontvang en geïmplementeer in die lig van hul vorige identiteite. Ek het die empiriese resultate van dié studie vergelyk met die konseptuele raamwerk van my literatuur studies. Dié resultate het aangedui dat daar 'n gaping tussen 'n kurrikulumformulering en 'n kurrikulum-implementering bestaan. Dié gaping verwys na die behoefte om die 'stemme' van onderwysers op die vlak van 'n kurrikulumbeleidformulering, aan te hoor en te verreken. Die studie benut dus kwalitatiewe en interpretiewe metodes, sodat die institusionele gedrag en stem-identiteite van onderwysers verstaan kan word. Die studie stel voor dat die impak van die onderwyser se sosio-kulturele konteks soos ingebed in hul biografieë, primêr is die vorming van hul professionele identiteitsbasis. Relevant tot dié studie, is hoe onderwysers op Kurrikulum 2005 respondeer op die basis van hul identiteite.

Can the relationship White people have with the figure of the dog, in what currently exists as South Africa, be free of antiblackness? Following instances where I saw black women who worked as domestic workers walk dogs belonging to their White employers, I write these letters addressed to you, my sister, Palesa – meditating on the dog-Human relationships as sites of racial violence. The core analytic framework and theory I employ to explore these extreme, mundane, and in-between forms of violence, is Afro-Pessimism.

This essay is a MFS case study conducted at a South African high school in 2010. The study examines how students and teachers perceive the meeting with apartheid in a post-apartheid classroom within the framework of History and English. The empirical data consists of observations and interviews with Grade 11 students and teachers in an affluent school environment in Cape Town. The study shows that there are gaps between how the teachers and learners perceive apartheid as relevant and relatable and how a silencing classroom climate limits the space for interaction on the subject matter. From the position of the South African steering documents and a socio-cultural perspective on learning, I discuss the didactical challenges that arise from a gap between the student and teacher perceptions.

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Cette thèse étudie les causes et conséquences du processus de ségrégation résidentielle dans l’Afrique du Sud (AFS) post-Apartheid. Nous nous intéressons à plusieurs aspects encore débattus dans la littérature. Le premier concerne l’impact des préférences des individus pour la composition raciale de leur voisinage sur la ségrégation. Le second a trait à l’impact de la ségrégation résidentielle sur les niveaux de revenus des différents groupes raciaux. Le dernier quantifie les différentes causes de la ségrégation. Dans le premier chapitre, nous réconcilions la littérature théorique sur l’impact des préférences pour la composition raciale du voisinage avec les observations empiriques de niveaux décroissants de ségrégation aux US et en AFS. Nous soutenons l’idée que si les individus internalisent les apports économiques et sociaux de chaque nouvel arrivant dans leur voisinage alors des voisinages intégrés peuvent émerger. Cet effet est empiriquement plus fort que l’homophilie et le racisme. Dans le second chapitre, nous étudions l’impact de la ségrégation sur l’ensemble de la distribution des revenus. Nous montrons que la ségrégation a un effet positif sur les hauts revenus pour les Blancs tandis qu’elle a un effet négatif pour les Noirs au bas de la distribution. L’effet de la ségrégation est souvent plus important que l’effet de l’éducation. Enfin, dans le troisième chapitre, nous quantifions l’impact de chaque déterminant de la ségrégation. Nous trouvons que le manque d’accès aux services publics de base est le déterminant principal, alors que les différences de caractéristiques sociodémographiques ne comptent que pour une faible part pour les quartiers les plus ségrégués. / This thesis studies the causes and consequences of the residential segregation process in the post-Apartheid South Africa.Inside this general issue, we are interested in several aspects still debated in the literature on residential segregation. Thefirst concerns the impact of individuals’ preferences for the racial composition of their neighborhood on the segregationlevels. The second question deals with the impact of residential segregation on the income levels of each racial group. Thelast issue is related to quantifying the different causes of segregation.Three chapters constitute this thesis. In the first chapter, we reconcile the theoretical literature on the impact of preferencesfor the racial composition of the neighborhood with the empirical evidences of declining levels of segregation in theUnited-States and South Africa. We argue that if individuals internalize the economic and social life that a new entrantbrings with him, then integrated neighborhoods can emerge. This effect is empirically stronger than homophilly andracism. In the second chapter, we study the impact of residential segregation on the whole income distribution. We showthat residential segregation has a positif effect on top incomes for Whites, whereas it has a negatif effect for Blacks at thebottom of the distribution. The effect of residential segregation is even more important than the effect of education inmost cases. In the third chapter, we quantify the impact of each determinant of segregation. We find that the lackof access to basic public services is the main determinant, whereas differences in sociodemographics only account for asmall part in the most segregated areas.

Le contexte social et politique post-apartheid est marqué par la reconfiguration des inégalités selon des lignes plus sociales que raciales, et non par leur réduction. En conséquence, l’écart entre les ambitions et les réalisations du projet de Transformation est le cadre actuel d’énonciation de discours publics sur la « Black Middle Class », vue comme un symbole de la métamorphose attendue et promise par l’ANC depuis le début des années 1990. La thèse met en perspective ces discours pour aborder la question suivante : Quels sont les ressorts et enjeux des identifications au « milieu » de l’espace social dans le contexte de la Transformation post-apartheid ? L’objet d’étude est construit théoriquement comme un « milieu réel » (différent de la « middle class »), et empiriquement, autour de « ceux du milieu » (« amaphakathi » en isizulu) dans l’entité géographique et sociale du « Black Johannesburg ». L’analyse est conduite à partir de données primaires (entretiens et séjours longs en observation participante) et secondaires récoltées entre octobre 2010 et octobre 2014. La 1ère partie explore les identifications exogènes (conditions économiques et politiques, catégorisations raciales et sociales passées et contemporaines), puis, la 2ème partie analyse les expressions du positionnement social subjectif de « ceux du milieu » et leurs « mises en pratiques ». Ces pratiques sociales se trouvent « consacrées » – tout en consacrant le « milieu » comme groupe social – par des politiques publiques (comme celle du « gap housing ») qui ciblent une catégorie du « milieu ». / The post-apartheid social and political context is marked by a reconfiguration of inequalities according to social rather than racial lines, and not by their decline. Consequently, the gap between the ambitions and the achievements of the Transformation project is the current frame of enunciation of public discourses on the “Black Middle Class”, seen as a symbol of the long-awaited metamorphosis that was promised by the ANC in the beginning of the 1990’s. The thesis puts these discourses into perspective to tackle the following broader question: What are the components and stakes of identifications in the “middle” of the social space in the context of post-apartheid Transformation? The object of study is theoretically constructed as an “actual middle” (distinct from the “middle class”) and empirically crafted as “those in the middle” (“amaphakathi” in isizulu) in “Black Johannesburg”. The analysis is based on secondary and primary sources (interviews and long-stay observations) gathered between October 2010 and October 2014. The first part explores the exogenous identifications (economic and political conditions, racial and social categorisations past and contemporary). The second part look at the ways “the ones in the middle” position themselves and puts their identity “in practices”. These social practices happen to be “consecrated” – whilst consecrating the “middle” as a social group – by public policies (such as “gap housing”) which target a “middle” category.

Thesis (DPhil (Dept. of Drama.Centre for Theatre Research))--University of Stellenbosch, 2008. / Following the socio-political change in South Africa after the democratic elections of 1994 the relationship between the state and the arts changed markedly. Whereas, under apartheid, the white population groups benefited greatly from government support for the primarily Eurocentric cultural heritage and the arts, the new South Africa recognised a multi-cultural and multi-lingual population whose every human right was protected under the new Constitution. Under the new government priorities shifted and this resulted in a transformation of the state-subsidised Performing Arts Councils and generally in the financial dynamics of the arts and culture sector. During the first decade of democracy an arts festival circuit emerged which provided opportunities for specific population groups to celebrate their cultural heritage and also for new independent theatre-makers to enter the industry. After the demise of apartheid there was no longer a market for the protest theatre that had become a hallmark of much South African performing arts in the 1970s and 80s and the creative artists had to discover new areas of focus and find alternative creative stimuli. This dissertation identifies and examines a number of major trends that emerged in the professional theatre in post-apartheid South Africa during the first decade of its new democracy.