Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

This thesis examines South Africa's foreign relations, viewed from a South African perspective, with the black African countries beyond southern Africa from 1961 to 1994. These relations were determined by the conflict between Pretoria's apartheid ideology on the one hand, and African continental rejection of South Africa's race discrimination policies and its exclusion from the community of African states on the other. The documentary material used primarily stems from the Department of Foreign Affairs archive in Pretoria, supplemented by research conducted in other archives. Furthermore, we conducted interviews and correspondence, and consulted the relevant primary and secondary literature. Given the main source of information, we chose to make this work a case study in Diplomatic History. In consequence, and constituting the core of the study, Chapters 3 to 6 explore the interaction between South Africa and the black African states in a chronological order. At the same time, we draw on the analytical concepts from the academic disciplines of Political Science and its derivative, International Relations, to comprehend developments more fully. We discuss the significance of the approaches from these two disciplines in both the Introduction and Chapter 2. In particular, we emphasise that this study is about Pretoria's foreign policy, involving state and non-state actors, and we suggest that the unequal status between South Africa and the other African states constitutes an inherent factor in the relationship between them. The Conclusion examines the role of the state and non-state actors in determining Pretoria's foreign relations and the relevance of the structural imbalance between South Africa and the black African states in this context.

In this study I propose that transgressive interpretations of Christian iconography provide a valuable strategy for contemporary artists to engage with perceived social inequalities in postapartheid South Africa. Working in light of Michel Foucault’s idea of an “ontology of the present”, I investigate the ways in which religious iconography has been implicated in the regulation of society. Parodic reworking of Christian imagery in the selected examples is investigated as a strategy to expose these controls and offer a critique of mechanisms which produce normative ‘truths’. I also consider how such imagery has been received and the factors accounting for that reception. The study is contextualized by a brief, literary based, historical overview of Christian religious imagery to explain the strength of feeling evinced by religious images. This includes a review of the conflation of religion and state control of the masses, an analysis of the sovereign controls and disciplinary powers that they wield, and an explication of their illustration in religious iconography. I also identify reasons why such imagery may have seemed compelling to artists working in a post-apartheid context. By locating recent works in terms of those made elsewhere or South African examples prior to the period that is my focus, the works discussed are explored in terms of broader orientations in post-apartheid South African art. Artworks that respond to specific Christian iconography are discussed, including Adam and Eve, The Virgin Mary, Christ, and various saints and sinners. The selected artists whose works form the focus of this study are Diane Victor, Christine Dixie, Majak Bredell, Tracey Rose, Wim Botha, Conrad Botes, Johannes Phokela and Lawrence Lemaoana. Through transgressive depictions of Christian icons these artists address current inequalities in society. The content of their works analysed here includes (among others): the construction of both female and male identities; sexual roles, social roles, and racial identity; the social expectations of contemporary motherhood; repressive role models; Afrikaner heritage; political and social change and its effects; colonial power; sacrifice; murder, rape, and violence in South Africa; abuses of power by role models and politicians; rugby; heroism; and patricide. Christian iconography is a useful communicative tool because it has permeated many cultures over centuries, and the meanings it carries are thus accessible to large numbers of people. Religious imagery is often held sacred or is regarded with a degree of reverence, thus ensuring an emotive response when iconoclasm or transgression of any sort is identified. This study argues that by parodying sacred imagery these artists are able to disturb complacent viewing and encourage viewers to engage critically with some of its underlying implications.

For a 25-year period during the apartheid era in South Africa, all school-leaving white men were issued with a compulsory call-up to national military service in the South African Defence Force. It is estimated that 600 000 men were conscripted between 1968 and 1993, undergoing military training and being deployed in Namibia, Angola and South Africa. The purpose of this system of military conscription was to support both the apartheid state’s role in the “Border War” in Namibia and Angola and the suppression of anti-apartheid resistance within South Africa. It formed part of the National Party’s strategy of a “total response” to what it perceived as the “total onslaught” of communism and African nationalism. While recruiting and training young white men was the focus of the apartheid government’s strategy, all of white South African society was caught up in supporting, contesting, avoiding and resisting this system in one way or another. Rather than being a purely military endeavour, conscription into the SADF therefore comprised a social and political system with wide-ranging ramifications. The 1994 democratic elections in South Africa heralded the advent of a very different political, social and economic system to what had gone before. The focus of this research is SADF conscripts’ narrations of identity in the contested narrative terrain of post-apartheid South Africa. The thesis begins with a contextual framing of the historical, social and political systems of which conscription was a part. Drawing on narrative psychology as a theoretical framework, the thesis explores discursive resources of whiteness, masculinities and perceptions of threat in conscripts’ narrations of identity, the construction of memory fields in narrating memories of war and possible trauma, and the notions of moral injury and moral repair in dealing with legacies of war. Using a narrative discursive approach, the thesis then reflects on historical temporal threads, and narrative patterns that emerge when analysing a range of texts about the psychosocial legacies of conscription, including interviews, research, memoirs, plays, media reports, video documentaries, blogs and photographic exhibitions. Throughout the thesis, conscripts’ and others’ accounts of conscription and its legacies are regarded as cultural texts. This serves as a means to highlight both contextual narrative negotiations and the narrative-discursive patterns of conscripts’ personal accounts of their identities in the post-apartheid narrative terrain. The original contribution of this research is the development of conceptual and theoretical framings of the post-apartheid legacies of conscription. Key to this has been the use of narrative-based approaches to highlight the narrative-discursive patterns, memory fields and negotiations of narrative terrains at work in texts that focus on various aspects of conscription and its ongoing aftereffects. The concept of temporal threads has been developed to account for the emergence and shifts in these patterns over time. Existing narrative-discursive theory has formed the basis for conscripts’ negotiations of identity being identified as acts of narrative reinforcement and narrative repair. The thesis concludes with reflections on the future possibilities for articulating and supporting narrative repair that enables a shift away from historical discursive laagers and a reconfiguration of the narrative terrain within which conscripts narrate their identities. / Also known as: Edlmann, Theresa

This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust. The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990. It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)

The study provides a theoretical account for the representation of apartheid in South African fiction. Narrative strategies employed in the post-apartheid novels The innocence of roast chicken (Richards, 1996), The smell of apples (Behr, 1996), All we have left unsaid (Case, 2006) and Thirteen cents (Duiker, 2011) reveal that depictions of the past contribute to narrative structure and the production of meaning. Genettean temporal relations, namely narrative order, duration and frequency are a systematic method to analyse the selected novels, since it enables a contrast between the narrative past as the histoire, and the narrative present as the récit. Retrospective events are constructed as memories, thereby are complemented by Bergson’s psychological and philosophical theory in the analysis and interpretation of the dualistic interaction between the apartheid and post-apartheid temporal centres adopted within the novels. The representation of apartheid may be seen as sub-themes and time as configurations of temporal zones. / Afrikaans & Theory of Literature / M.A. (Theory of Literature)

The study provides a theoretical account for the representation of apartheid in South African fiction. Narrative strategies employed in the post-apartheid novels The innocence of roast chicken (Richards, 1996), The smell of apples (Behr, 1996), All we have left unsaid (Case, 2006) and Thirteen cents (Duiker, 2011) reveal that depictions of the past contribute to narrative structure and the production of meaning. Genettean temporal relations, namely narrative order, duration and frequency are a systematic method to analyse the selected novels, since it enables a contrast between the narrative past as the histoire, and the narrative present as the récit. Retrospective events are constructed as memories, thereby are complemented by Bergson’s psychological and philosophical theory in the analysis and interpretation of the dualistic interaction between the apartheid and post-apartheid temporal centres adopted within the novels. The representation of apartheid may be seen as sub-themes and time as configurations of temporal zones. / Afrikaans and Theory of Literature / M. A. (Theory of Literature)

This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust. The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990. It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities. / Educational Studies / M.Ed.(History of Education)

In the year 2004 South Africa celebrated its first ten years of democracy, which reflected the success of the struggle for the liberation of this country. The year 1960 was considered as a year of strong resistance throughout South Africa. Political leaders like Nelson Mandela, Oliver Tambo, Robert Sobukwe, Raymond Mhlaba, Chief Albert Luthuli, Walter Sisulu, Ahmed Kathrada, Lionel Bernstein, Dennis Goldberg and others played a vital role in leading the black people to resist the plan of the current Prime Minister Hendrick Verwoerd, who deprived Africans of their citizenship by forcing the Bantustan system upon them. On the 6th June 1960 more than four thousand Pondos from eastern Pondoland (Bizana, Lusikisiki, Flagstaff and Ntabankulu) met at Ngquza Hill with the intention of discussing their problems. They demanded the withdrawal of the hated system of the Bantu Authorities Act, the representation of all South Africans in the Republic's Parliament, relief from increased taxes and the abolition of the pass system. Before these problems were tabled before the people, a military force had occupied Ngquza Hill. The peaceful meeting was turned into a massacre of innocent people, when police shot victims, tear-gassed them and beat them with batons. Eleven people were killed, many of them were shot in the backs of their heads; and more than 48 casualties were hospitalized and arrested. The Paramount Chief, Botha Sigcau, was blamed for the massacre because he was seen as supporting the government, and this led to the uprising in Pondoland from 1960 to 1963. This event happened three months after the Sharpeville shooting of the 21st March 1960. More than 200 casualties were reported and 69 unarmed protesters were shot dead outside the police station. The ANC and PAC, the liberation movements of the day, were banned and a state of emergency was declared. The Nationalist government suspected the African National Congress of being behind the revolt in Pondoland. The ringleaders of the Pondo Revolt were Mthethunzima Ganyile, Anderson Ganyile, Solomon Madikizela and Theophulus Ntshangela. They listed the Acts that were to be protested against as follows: The Bantu Authorities Act of 1951, the Bantu Education Act of 1953, the Pass Law System of 1952, as well as rehabilitation and betterment schemes. These Acts were imposed by the National Party through Paramount Chief Botha Sigcau. All were detrimental to the future of the Pondo people. Church leaders such as Beyers Naude, Ben Marais and Bartholomeus Keet of the Dutch Reformed Church (DRC), Archbishop Geoffrey Clayton and Archbishop Desmond Tutu of the Anglican Church, Rev Charles Villa-Vicencio of the Methodist Church of Southern Africa, Allan Boesak of the Dutch Reformed Mission Church (DRMC) and others played a major role in confronting and challenging the Nationalist government, which justified apartheid as grounded on Scripture. Not all church leaders opposed this policy: the Dutch Reformed Church was the bedrock of apartheid, along with other Afrikaans speaking churches. This dissertation will serve as a tool to determine the involvement of the church regarding the Pondo Revolt in South Africa from 1960 to 1963. / Christian Spirituality, Church History and Missiology / M.Th. (Church History)

This thesis examines works written about imprisonment by four South African political prison writers who were incarcerated for political reasons. My Introduction focuses on current research and literature available on the subject of political prison-writing and it justifies the study to be undertaken. Chapter One examines the National Party's policy pertaining to the holding of political prisoners and discusses the work of Michel Foucault on the subject of imprisonment as well as the connection he makes between knowledge and power. This chapter also considers the factors that motivate a prisoner to write. Bearing in mind Foucault's findings, Chapters Two to Five undertake detailed studies of La Guma's The Stone Country, Dennis Brutus's Letters to Martha, Hugh Lewin's Bandiet and Breyten Breytenbach's The True Confessions of an Albino Terrorist, respectively. Particular emphasis is placed on the reaction of these writers against a repressive government. In addition, Chapters Two to Five reflect on the way in which imprisonment affected them from a psychological point of view, and on the manner in which they were, paradoxically, empowered by their prison experience. Chapters Four and Five also consider capital punishment and Lewin and Breytenbach's response to living in a hanging jail. I contemplate briefly the works of Frantz Fanon in the conclusion in order to elaborate on the reasons for the failure of the system of apartheid and the policy of political imprisonment and to reinforce my argument. / English Studies / D. Litt. et Phil. (English)