Text in Afrikaans / Die ontwikkeling van 'n eiesoortige Suid-Afrikaanse instrumentale kamennusiekidioom deur die stelselmatige assimilasie van inheemse musikale elemente uit Afrika-musiek in die oorspionklike Europese georienteerde kamermusiekgenre, het gelei tot die navorsing oor die historiese ontwikkeling van Suid-Afrikaanse instrumentale kamermusiek. 'n Oorsigtelike evaluasie van geselekteerde kamermusiekkomposisies word ingesluit. Bydraes deur besoekende-, immigrante of Suid-Afrikaanse komponiste moet aan die volgende kriteria voldoen, voordat die komposisies as verwysings kan kwalifiseer: (a) Die komposisies moet hoofsaaklik op Suid-Afrikaanse bodem gekomponeer wees. (b) Instrumentale kamernusiekkomposisies moet volledig en voltooid wees. ( c) Bogenoemde werke moet vir drie tot nege instrumentaliste geskryf wees. Die omruiling of afwisseling van instrumente deur die uitvoerende kunstenaars is in aanmerking geneem. Instrumentale kamermusiekkomposisies wat tydens hul studieperiode in die buiteland deur Suid-Afrikaanse komponiste gekomponeer is, is vanwee die selfverrykende proses en die voordeel wat Suid-Afrikaanse kamermusiek uit wedersydse kultuurwisseling getrek het, ingesluit. 'n Uitgebreide Suid-Afrikaanse instrumentale kamermusiekrepertorium van 512 komposisies vanaf 1890 tot 1990, sluit 365 gedateerde werke in. Die geredelike beskikbaarheid van kamermusiekinstrumente, musiekonderrigfasiliteite, asook die blootstelling aan plaaslike en internasionale instrumentale kamermusiekuitvoerings tydens konserte, huiskonserte of soirees in die voorbereidende fase (1652-1910), het 'n bevorderlike milieu vir die ontwikkeling van Suid-Afrikaanse instrumentale kamermusiek geskep. Eksteme beinvloeding deur ekonomiese, sosiologiese, militere, godsdienstige en politieke aktiwiteite het 'n beslissende rol in die ontwikkelingstempo van die SUid-Afrikaanse instrumentale kamermusiek gespeel. Evaluering van geselekteerde instrumentale kamermusiekkomposisies van 1890 tot 1990, word in 'n historiese konteks bespreek. Die ontplooiing van 'n egte Suid-Afrikaanse instrumentale kamermusiekidioom is op enkele parameters gabaseer: (a) Tematiese metamorfose (b) Tematiese frasestruktuur (c) Enkele kompositoriese tegnieke, exerpli gratia imitasie of direkte herhaling. Die bevordering van die Suid-Afrikaanse instrumentale kamennusiek word tot die bydrae van belangrike instansies en enkele musiekverenigings beperk. In Volume 2 word die verblyftydperk van besoekende komponiste asook die immigrasie- of emigrasiedatums van komponiste aangerlui. Met die insluiting van 512 instrumentale kamermusiekkomposisies deur 139 amateur en professionele Suid-Afrikaanse of besoekende komponiste, is daar gepoog om belangrike biografiese besonderhede asook enkele bydrae deur die betrokke komponis tot die uitbreiding van Suid-Afrikaanse instrumentale kamermusiek, in te sluit. Die chronologiese ordening van komposisies reflekteer die intense uitbreiding gedurende 1988 van die Suid-Afrikaanse instrumentale kamemusiekrepertorium. Addisionele inligting word in die bylae verstrek / An indigenous South African instrumental chamber music idiom development through assimilation of indigenous musical elements in the original Eurocentric orientated chamber nusic genre, by the cosmopolitan structure of South African composers led to research of historical development of South African instrumental chamber music. A synoptic evaluation of selected chamber music conpositions is included. Contributions from visiting, immigrating or South African composers had to comply with certain referential criteria: (a) Compositions must be composed mainly on South African soil. (b)Instrumental chamber music compositions must be complete and finished (c)Compositions must be composed for three to nine instrumentalists Changing or alternating of instruments by perfonning artists considered. Instrumental chamber music compositions created abroad by composers on Sabbatical are included due to the self-effacement afforded and advantages gained through mutual cultural interchange. The elaborate South African instrumental chamber music repertoire of 512 compositions from 1890 to 1990, includes 365 dated works. The availability of instruments, tuition facilities and exposure to national and inteniational perfornances through public concerts, private concerts or soirees, during the preparatory phase (1652-1910) created a favourable milieu for the developnent of chamber music. External influences such as economical, sociological, military, religious and political activities, played a determining role in the developmental tempo of South African instrumental chamber music. :Evaluation of selected instrumental chamber music compositions from 1890 to 1990 are discussed in an historical cont.ext. The evolution of an authentic South African instrumental chamber music idiom is based ona few parameters: (a)Thematic metamorphosis (b) Thematic phrase structure. (c) Certain composition techniques exempli gratia imitation or direct repetition. The promotion of South African instrumental chamber music is limited to the contributions of important organizations and music societies. In Volume 2 the period of sojourn of visiting composers as well as the inmigration and emigation dates of composers are indicated. With the enclosure of 512 compositions by 139 amateur or professional South African or visiting composers, it has been endeavoured to incorporate impotrant biographical details as well as some contributions of relevant composers. 'A chronological list of compositions reflects the extensive expansion of t.he South African instrumental chamber music repertoire during 1988. Additional information is supplied in the appendix / Art History, Visual Arts and Musicology / D.Mus. (Musiekwetenskap)

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education)

Thesis (MTech(Management))-- Cape Technikon, 2002 / Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology 2014 / This study seeks to contribute to the field of documentary photography by looking at a resistance photographer who documented events during the liberation struggle against Apartheid in the 1980s in Cape Town, South Africa. The research explores the richness, depth and complexity of the reflective knowledge of the phenomenon and develops a sense of understanding of the meanings of the circumstances and social context of the researcher. It considers the thoughts, observations as well as reflections regarding the meanings and interpretations of experience as a photographer in the 1980s. The perspective of the research is to understand through the photographer’s memory the phenomenon of interest in the exhibition Martyrs, Saints & Sell-Outs and in so doing argue for a consideration of the lives of those who not only lived during Apartheid but continue to do so after its demise. In addition to thinking about questions of photographic representation, the study also addresses ideas of space, and unarticulated injuries and trauma. The photograph is well suited as a medium through which one may think about these difficult questions, for in its very inception, the medium is one of simultaneous absence and presence. The study concludes with recommendations for future investigation in the documentary photography narrative in Cape Town, South Africa.

Thesis (MTech (Architectural Technology))--Cape Peninsula University of Technology, 2017. / In the developed Western world, the need to preserve buildings, including industrial buildings, is well established, and the many charters that exist for guidance for preservation of the built environment point to the necessity of preservation. It can be posited that many of South Africa buildings with industrial architectural heritage are being lost either through neglect, obsolescence, demolition or vandalisation. At an international conference, David Worth, the sole South African representative for the International Committee for the Conservation of the Industrial Heritage (TICCIH), stated that South Africa‟s industrial heritage has been neglected by the public, by professionals and academics, and by commercial and political interests. Läuferts and Mavunganidze make the point that South Africa continues to lag behind other countries in the preservation of and declaration of its industrial heritage. The purpose of this research was to investigate if adaptive reuse is a successful strategy to preserve industrial architectural heritage in South Africa. A further aim was to investigate whether adaptive reuse can be considered sustainable or „green‟ (in terms of the UN‟s sustainable development goals)

Orientador: Omar Ribeiro Thomaz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T17:43:00Z (GMT). No. of bitstreams: 1 Salve_GiovaniGrillode_M.pdf: 2906820 bytes, checksum: 9d5d86bfde9041baf7d30662f4733738 (MD5) Previous issue date: 2012 / Resumo: A primeira década do século XX, na Colônia do Cabo da Boa Esperança, marcou a elaboração de um projeto assimilacionista coloured por parte da African Political Organisation (APO). Formalizado através de ações, negociações, resistências e passividades, este conjunto de práticas dialoga com a complexidade dos processos de estabelecimento da segregação institucional na África do Sul e da formalização de relações sociais pautadas por estatutos raciais. Esta dissertação de mestrado discute como o presidente desta organização, o Dr. Abdullah Abdurahman (1870-1940), e outros afiliados à African Political Organisation lutaram para que a identidade coloured fosse entendida, social e legalmente, como diferente daquela dos nativos. Ademais, discutimos como estes indivíduos desenvolveram subterfúgios às barreiras legais estabelecidas pela "Grande Traição" colocada em prática pelos colonialistas britânicos após o término dos conflitos Anglo-Bôeres de 1899-1902, negociando direitos constitucionais e privilégios civis e sociais a partir de suas próprias experiências e agências / Abstract: The first decade of the 20th century, at the Cape Colony of Good Hope, was marked by the elaboration of the African Political Organisation's (APO) coloured assimilationist project. Formalized through actions, negotiations, resistances and passivity, this conjunct of practices was tied to South Africa's complex processes of establishment of institutional segregation and by-law racial and social relations. This master's dissertation discusses how the organisation's president, Dr. Abdullah Abdurahman (1870-1940), and some others African Political Organisation's members fought for the social and legal recognition of coloured identity as apart and distinct from the Natives' identities. Furthermore, it is discussed how these individuals developed subterfuges against the legal colour bar established by the "Great Betrayal", held by the British colonialists after the end of the Anglo-Boer War of 1899-1902, negotiating constitutional rights and the franchise, as social and civil privileges, by their own experiences and agencies / Mestrado / Historia Social / Mestre em História

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

D.Ed. (Educational Management) / The influence of union leadership plays an important role in determining both the perspectives and leadership styles of the principals who hold positions of leadership in teacher unions. Although there is extensive literature on the basics of the development of the concept of identity in general, little is known about how identity is forged in education unionisation in general and what specific leadership character may result out of the principals who are union leaders. As is commonly known, such knowledge is crucial because principal leaders are continuously faced with making leadership decisions, acquiring endless information and implementing educational policies whose effectiveness might be tainted by union biasness and favoritism. In the light of continued absence of knowledge of how identity is forged in unionisation, coupled with the ever increasing election of principals by teacher union members to occupy leadership roles in these unions, this inquiry explored how such occupation of union leadership roles shape the self-knowledge of these principals and what leadership style may result as a reason there off. The inquiry specifically sought to determine whether the unionisation discourse constructs the identities of the principals who are leaders and if so, how it does this and what consequences this is likely to have on the leadership style of the principals concerned. The identity theory of Stryker and Statham (1985) (Owens, Stryker and Goodman, 2006) was used to addresses this aim. In addition to this, the inquiry used the principals who hold positions of leadership in Teacher Union A, Teacher Union B and Teacher Union C respectively as case studies, focusing specifically on the broader social discourses that exist subjectively in these unions as a vehicle to demonstrate the development of the identity of the principals who are leaders in them. The language used by these principals in focus groups discussions and participant observations were the main source of data for this inquiry. By doing so, this inquiry aimed to illuminate how union leadership act to produce self-knowledge that, in turn, leads to the discursive coordinates by which the principals who are union leaders come to define themselves. This was achieved by conducting focus groups interviews and participant observations of the principals who are in positions of leadership in these three unions and thereafter drawing on Critical Discourse Analysis in order to interpret the transcripts of the data collected by both focus groups interviews and participant observations.

M.Ed. / Present day society displays a noticeable concern with regard to public interest in history. The debate about the relevance of history is increasing. This concern is not unjustified if one closely examines the statistics of high school pupils taking history at matric level. Numerous reasons are given for the pupils' lack of interest in the subject and many academics, historians, teachers and other interest groups have come up with suggestions to counter this phenomenon regarding the lack of interest in history. The dissertation has as its aim the investigation of possible educative advantages in local history teaching and to prove how local history teaching, as an agent of broader history studies, can be used to boost and build pupil interest in history. Reference will be made to local history; what it is, how it fits into broader history and how it can be implemented at primary school level to counter some of the problems educators are experiencing regarding the lack of interest by pupils. Firstly, reference will be made to the educatiye principles underlying local history teaching and how these can be utilized by history teachers in an endeavour to enhance pupils' interest in the subject. Secondly, attention will be paid to the psychological development of pupils. One of the most important characteristics of any didactical situation is that the learning material should be designed in such a manner that it takes into account the intellectual development and abilities of pupils. This is an inherent feature of local history teaching and can be used by educators as a tool to counter the lack of interest that was refered to earlier. One of the reasons why pupils display a lack of interest in their history classes may be because of the traditional method of history teaching in which teachers tend to lapse into unilateral discussions. Local history, if taught correctly, involves active participation by pupils and it is through this active participation that pupils are exposed to the acquisition of historical skills. Pupils, through local history studies, can become critically aware, analytical, nonprejudicial and may strive to continiously seek the truth. Futhermore, the dissertation will argue that through the acquisition of such skills, pupils learn to find an objective, well-balanced and meaningful history and this in itself can lead to the cultivation and enhancement of interest in history, which is of vital importance to a subject that reflects a deteriorating interest-level. Lastly, the dissertation intends to prove that if the educative principles and cognitive values, encompassed in local history teaching are comprehensively explored at primary school level, this may help pupils acquire the necessary skills essential for futher studies in the subject and also vitally important for maintaining an interest level.