This dissertation offers a literary-thematic investigation based on a postcolonial approach to the representation of the Khoisan and their descendants. I restricted my scope to selected Afrikaans novels at the centre of critical attention between between 1994 and 2014. Earlier novels in this period under discussion are Dolf van Niekerk’s Koms van die hyreën (1994), Willem Kotze’s Tsats van die Kalahari (1994), Die spoorsnyer (1994), Olifantjagters (1997) and Gif (2001) by Piet van Rooyen, plus Karel Schoeman’s Verkenning (1996). Later texts in the focus are Duiwelskloof (1998) and Bidsprinkaan (2005) by André P. Brink, Dalene Matthee’s Pieternella van die Kaap (2000), Eben Venter’s Santa Gamka (2009) and most recently, the Hertzog prize winner of 2015, Buys by Willem Anker (2014). Themes central to South African literature will form the focus of the research, namely intercultural interaction between the first inhabitants of South Africa and missionaries, the question of land ownership, the language motif, and the role of religion (indigenous versus Western belief systems). Attention will also be on more specific issues such as the nature of the relationship between the Khoisan and the colonisers, the characterization of the Khoisan by the selected white authors, as well as other contemporary debates. The secondary objective of the study is to review the historical presence of the Khoisan and their descendants as reflected through the fictional lense of these authors writing over the last two decades, since democratization of the regime in 1994. My focus is particularly on the substantial cultural contribution of the Khoi and the San, as reflected through their representation in fictional works. The question will be posed whether the portrayal of Khoisan characters in novels after 1994 is different from the portrayal in fiction before 1994? My hypothesis is that in the fictional representation one finds a move towards restoration of their human dignity, yet the fact remains that all the authors are white. A different study of fictional works by coloured writers (whose numbers as Afrikaans authors grew substantially after 1994), investigating their representation of the descendants of the Khoi and the San, would in all probability yield radically different results, as the white authors imagine the characters and their consciousness from outside the community and the racial group, whereas the coloured writers belong to the community and the group that they portray.

Original caption "ILN Vol. 72 p, 509: 1878. (Melton Prior) Said to be the largest tree in the Waterkloof. In the Kaffir War, after some heavy fighting, Sir G. Cathcart had his name and the date carved on the tree. It lived until about 1875 when it began to die. It was about 150 ft. high and 29 ft. in circumference (i.e. 45.6 m high and 8.8 m round)."

In the year 1877, during a lull in the Eastern Question, the English newspapers discovered South Africa. There a Dutch republic, the Transvaal, had all but succumbed to the onslaughts of a native chief - or so it seemed; and now it was annexed to the British Crown. Clearly, this was a corner of the world of which, as its colonists boasted, England would hear much more; and Parliament was shortly to set its seal of approval upon Lord Carnarvon’s essay in imperial architecture, South African Confederation. Intro., p. 1.

This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.

The thesis attempts to provide a chronological analysis of Lagden's colonial career between 1877 and 1907. The youngest son of a parish priest, Lagden received limited formal education and no military training. By a fortuitous set of circumstances, he was able, as a man on the spot, to attain high ranking posts in colonial administration. As a young man, he acquired considerable experience in the Transvaal, Egypt and the Gold Coast. However, blatant disobedience led to his dismissal from Colonial service. Fortunately for Lagden, Marshal Clarke, newly appointed Resident Commissioner of Basutoland, insisted on Lagden being appointed to his staff. Except for a brief stint in Swaziland, Lagden remained in Basutoland until 1900. With Clarke, Lagden played a prominent role in the implementation of the Imperial policy of securing the support of the Koena chiefs by allowing them to retain and consolidate their power and influence. Lagden became Resident Commissioner in Basutoland when Clarke was transferred to Zululand. He continued established policies and championed the Basotho cause by opposing the opening of Basutoland to prospectors and by stressing the industrious habits of the Basotho. His tactful and energetic handling of the rinderpest crisis reduced dramatic repercussions amongst the Basotho and enabled cooperative Koena chiefs to increase their economic and political leverage. Despite his reservations over Basotho loyalty, Lagden emerged from the South African War with an enhanced reputation as the Basotho remained loyal and energetically participated in the Imperial war effort. Largely because of his Basutoland experience, Lagden was appointed the Transvaal Commissioner of Native Affairs in 1901. He was responsible for regulating African labour supplies for the mines and delineation of African locations. His failure to procure sufficient labour and his defence of African rights earned Lagden much abusive settler condemnation. As chairman of the South African Native Affairs Commission, Lagden produced an uninspiring report conditioned by the labour shortage and his personal distaste for decisive action. Nevertheless, its advocacy of political and territorial segregation influenced successive Union governments.

On entering the Rhodes University Institute of Social and Economic Research (ISER) at 6 Prince Alfred Street, visitors are confronted by a glass cabinet in which is displayed the four volumes of the Keiskammahoek Rural Survey (1947-1952); six of the volumes which emanated from the Border Regional Survey (1956-1964) of which three are the Xhosa in Town trilogy, and a modest paperback From Reserve To Region (1997), which records the changes which took place in Keiskammahoek between the birth of apartheid in 1948 and its demise in 1994. Together these may be seen as the charter documents of the ISER - rooted in empirical research in the Eastern Cape, multidisciplinary, substantial works of scholarship and, in the case of The Xhosa in Town trilogy, at least, of international repute.

This dissertation focuses on the animated, charcoal, hand-drawn films of William Kentridge‟s Drawings for Projection series (1989—2003). At the beginning of this study, Kentridge‟s films are positioned as a dialectic of self and memory as embodied in a post-colonial South African setting. The series itself was selected as being representative of his artistic oeuvre. They are a closed-ended narrative, using a ground-breaking animation technique, created by the artist himself (Christov-Bakargiev 1998; Godby 1982). They were made by Kentridge during a specific South African cultural and historical period: beginning with Johannesburg, 2nd Greatest City after Paris, made in 1989 at the height of apartheid; through to Tide Table, made in 2003 at the beginning of post post-apartheid South Africa. The hypothesis presented is that Kentridge‟s films have memory as their main theme. Memory itself takes different forms, and the discourse of memory deals with, for instance: memorialisation; repressed memories; traumatic memories; the unconscious and memories; and “postmemory”. How he depicts memories of his own and those of others is at the centre of this research. Using qualitative research methodology, with contextualisation (socio-historical and cultural) and comparative studies (apartheid and the Holocaust; different artistic representations of memory, for example Pascal Croci and William Kentridge; and Anselm Kiefer and William Kentridge) being part of the research design, this thesis has sought to substantiate this hypothesis. Further substantiation and clarification has been expounded by referencing seminal works in the field, such as those of Sigmund Freud (1899: “screen memories”; 1917: trauerarbeit); Roland Barthes (1981: the punctum / spacio-temporal continuum); Pierre Nora (1989: “lieux de mémoiré” / “sites of memory”); Henri Raczymow (1994: “memoire trouée” / “memory shot through with holes”); Richard Terdiman (1993: poesis); Marianne Hirsch (1997: “postmemory”); and Hayden White (1996: historical metafiction); among others. There have already been numerous references to how William Kentridge has depicted the ephemeral nature of memory / memories (Boris 2001; Cameron, Christov-Bakargiev and Coetzee, 1999; Christov-Bakargiev 1998; Sitas 2001). However an in-depth, hermeneutic, comparative analysis has not yet been undertaken. This study is therefore significant in that it explicates William Kentridge‟s works, making the following contributions: to the scholarship on Kentridge‟s work; to a South African perspective to the growing field of trauma studies; and to the apartheid and post-apartheid reflections on re-remembering and forgetting, memorialisation, forgiveness and guilt. Through socio-cultural and historical comparisons as well as artistic contrasts, the films themselves are acknowledged as an important source of reference of South African society. They are a documentation of life lived during apartheid and post-apartheid South Africa. / Department of Communication Science / D.Litt. et Phil.

The investigation contributes to a broader understanding of the hegemonic role of teacher organisations and their relation to the dominant structures in society. It also contributes to educational theory since it extends the traditional assertion of an individual teacher who acts as an agent of capitalism and who serves to foster the interests of the State, to teachers who operate through an organisation which becomes more powerful in articulating this hegemony. The historic evidence shows that for much of the period under investigation these teacher organisations have either endorsed, or else have failed to challenge in significant ways, the use of education by the State to ramify the ideology and practice of apartheid. In addition these organisations have had no power to compel action from political and educational authorities. Decades of compliance with State policy, or unwillingness to forcefully articulate the obvious injustices of that policy, have inevitably led to a position whereby established teacher bodies became inward looking. Ultimately, these teacher bodies could not offer a fundamental critique of the apartheid education system and therefore could not empower their members to transform society as they worked within a structural-functional and liberal framework. However, the research also shows that teachers as a collective group became capable of resisting dominant ideologies, especially during the post-1984 period. Progressive teacher organisations, fuelled by the labour movement and African nationalism convicted many conservative teacher bodies to eschew ethnicity and agitate for a unified, democratic non-racial, non-sexist State with a single Ministry of Education. This period saw an escalation in the struggles of resistance by teacher organisations against a newly established Tri-cameral parliamentary system. These empowered members effectively resisted the increasing bureaucratisation and political interference in education through which the State sought to control teachers. The study offers a new way of perceiving teacher organisations as they become involved in long term struggles of transformation which incorporates the reconstruction of a post-apartheid society. / Educational Studies / D. Ed. (History of Education)

Educational Studies / D.Ed. (History of Education)

This dissertation examines the growth and development of an urban African population in Pretoria from 1902 to 1923. African urbanisation in Pretoria took place within the context of limited industrial development and gave rise to a distinc!ive population, with an important permanently settled component. This study charts the struggles that ensued between the Town Council and the African population. The responses of the urban African population took on two forms: informal, defensive strategies and formal political organisation. In the early twentieth century Pretoria formed the locus of regional African political activity. However, the attempts of formal organisations to challenge the state were essentially conservative. It was rather in the realm of working class culture that real challenges were made to the municipal authorities' vision of an ordered urban environment and a controlled African proletariat. / History / M.A. (History)