Thesis (PhD (Education and Policy Studies))--University of Stellenbosch, 2006. / At the heart of this thesis is to debate and address the procedures of the past imbalances and inequalities in South Africa focusing on industrialization and Ubuntu worldviews. During industrialization, life changed for the indigenous peoples of South Africa. This forced people to change their way of living. They had to adapt to new ways of living in most aspects of their lives. Industrialization is viewed as one aspect that promoted the principles of individual self-sufficiency. Families were separated as the male breadwinners went away to work in industrial areas, e.g. in mines, leaving their families behind. This led to the fragmentation of homes and families. This study explores the nature of industrial society, and looks especially at the capitalist and colonial forms that South African society took. A great deal of this study is concerned with the assumption that certain characteristics and processes underpin industrial societies, and that as a result a set of universal propositions can be derived regarding these structures and processes. Industrialization was promoted by business leaders, industrialists and property-owners who wished to see a more thoroughgoing liberal reform of the economy. The industrial revolutionaries were primarily concerned with overthrowing a nominally feudal regime, which constituted a hindrance to industrial development. The study of industrialization is a complex field, which affects people's behaviour. An aim of this thesis is therefore the exposition of various discourses with regard to the relationship between classes within industrial sociology with special focus on origins, characteristics, effects, leadership, education, family life and religion. Leadership and management in education, as key concepts in this study, basically deal with human relations where problem solving, communication and decision-making are promoted. It is useful to think of leadership as a generic term that refers to the process characterized by the interrelationships among people as they work together in the formation and achievement of shared goals. South Africa's society in the emerging post-industrial era requires a new form of exceptional – almost heroic – leadership because the traditions, institutions, values and balances of a complex and divergent society need to be developed. The future hangs in a balance. As a traditional society, South Africa depends on the statesmanship, generosity and charity of leadership. This can be gained by understanding, accepting and practising the implications of the dual worldviews that are prevalent in South Africa society that is the Western view and Ubuntu. Ubuntu emphasizes the richness of people's cultural heritage and goes a long way in providing principles for application in practice, especially for whatever we engage in as participants in the world of work. At the same time, the philosophy of Ubuntu also challenges African societies to move away from the existing misunderstandings of different races and cultures. With its concern that people in South Africa should pay more attention to the strategic importance of education at this stage of transformation, this study explores the implications for educational management and leadership of an Afro centric heritage. African people need to discard a slave mentality and begin to develop a royal mind-set that has pride in its heritage of cultural diversity. Ubuntu is neither a narrow racial nor a trivial and sectional concept. It is both a uniquely African and a universal concept. This study does not envisage the supremacy of Ubuntu over Westernized knowledge systems. Rather it points the way to a combination of these two knowledge systems as the best option. The aim was to investigate and discover the differences and similarities of Ubuntu and Western worldviews. The study highlights that African leadership does not strive for challenges and excellence, but rather tends to conserve, stabilize and remain constant with the status quo. It does not strive for change or deliberately stimulate motivation or competition. Meanwhile leadership within a Western worldview actively promotes individualism rather than promoting team orientation. The main contention then, is that what is generally needed in South Africa is the transformational type of leadership that can occur when there is a marriage between these two worldviews.

Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.

Thesis (LLD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Substantive equality is a constitutional imperative, hence the need for strategies that attempt to realise it for the sake of genuine social reconstruction. The principle of equality runs through all other rights in the South African Constitution. Be that as it may, equality is an elusive concept, which makes its achievement an ambitious task. Nonetheless, there are strategies that attempt to bring to the fore the ‘substance’ of the concept in order to ensure the actual realisation of socio-economic benefits. Such strategies include, among others: social security, education, economic empowerment, skills development and affirmative action. This study will focus on the latter of these strategies, namely affirmative action. Although affirmative action is practised around the world, one of the (many) criticisms of the policy is that it fails to bring about substantive or structural change. In other words, it may change the racial and gender composition of the classroom or the workplace, but does not address the challenges that cause the disadvantages of marginalised groups in the first place. It is arguable that affirmative action has increased inequality in South Africa by benefiting the apex of the class structure and not the majority of the population living in abject poverty. This study develops a theoretical analysis of the link between status (race, sex and ethnicity) and socio-economic disadvantage, and the central question that the study addresses is the following: How can the policy of affirmative action be redesigned to ensure that it benefits the socio-economically disadvantaged? A secondary question that is investigated is whether affirmative action can contribute to the development of human capacities in the context of poverty alleviation. It is arguable that substantive equality facilitates the adoption of strategies (such as affirmative action) to address socio-economic inequality, poverty and social exclusion. The research suggests that a paradigm shift is necessary in order to reconceive of affirmative action as a policy that does not only focus on ensuring ‘equitable representation’ of disadvantaged groups in the workforce or the classroom, but also provides for the development of human capacities. This can be achieved if one adopts an expansive view of affirmative action and if one utilises class as one of the numerous criteria for determining the beneficiaries of the policy. / AFRIKAANSE OPSOMMING: Substantiewe gelykheid is ′n grondwetlike vereiste, vandaar die behoefte om strategieë te ontwikkel wat poog om dit te realiser in die belang van daadwerklike sosiale rekonstruksie. Die beginsel van gelykheid is vervleg met alle ander regte in die Suid-Afrikaanse Grondwet. Gelykheid is nietemin ′n ontwykende konsep, en dit maak die bereiking daarvan ′n ambisieuse taak. Daar is egter strategieë wat gemik is daarop om sosio-ekonomiese voordele te bereik. Voorbeelde van sodanige strategieë sluit in sosiale sekuriteit, opvoeding, ekonomiese bemagtiging, die ontwikkeling van vaardighede, en regstellende aksie. Hierdie studie fokus op laasgenoemde strategie, naamlik regstellende aksie. Ten spyte van die feit dat regstellende aksie regoor die wêreld toegepas word, word die beleid nietmin gekritiseer as sou dit nie werklik wesenlike of strukturele verandering teweeg bring nie. Met ander woorde, dit bring moontlik ‘n verandering teweeg in die rasse-en geslagsamestelling van die klaskamer of die werkplek, maar spreek nie die uitdagings aan wat in die eerste plek lei tot die posisie van relatiewe benadeling waarin gemarginaliseerde groepe hulself bevind nie. Sommige argumenteer dat regstellende aksie bydra tot ongelykheid in Suid-Afrika deur voordele te beperk tot diegene wat hulself aan die toppunt van die klasstruktuur bevind terwyl dit die meerderheid van die bevolking wat in armoede leef ignoreer. Hierdie studie ontwikkel ′n teoretiese ontleding van die verband tussen status (ras, geslag en etnisiteit) en sosio-ekonomiese benadeling. Die sentrale vraag van die studie is die volgende: Hoe kan die beleid van regstellende aksie herontwerp word om te verseker dat dit lei tot die bevoordeling van die sosio-ekonomiese benadeeldes? ’n Sekondêre vraag wat in die studie onder die loep kom is of regstellende aksie ’n bydrae kan maak tot die ontwikkeling van menslike vermoë in die konteks van armoedeverligting. Daar kan geragumenteer word dat die strewe na substantiewe gelykheid strategieë (soos regstellende aksie) na vore bring om sosio-ekonomiese ongelykheid, armoede en sosiale uitsluiting aan te spreek. Die navorsing dui daarop dat ′n paradigmaskuif nodig is om regstellende aksie te herkonseptualiseer as ′n beleid wat nie net fokus op die bereiking van ‘billike verteenwoordiging’ van benadeelde groepe in die werkplek of klaskamer nie, maar ook voorsiening maak vir die ontwikkeling van menslike vermoë. Dit kan bereik word deur die aanvaarding van ’n uitgebreide siening van regstellende aksie en deur die benutting van klas as een van menige faktore wat in ag geneem word om die bevoordeeldes van die beleid te identifiseer. / Stellenbosch University, Faculty of Law / National Research Fund

Thesis (DPhil (Political Science))--Stellenbosch University, 2008. / For the sake of continued social stability in South Africa it is imperative that the country’s so-called “partial transition” is completed through a process of meaningful socio-economic transformation that addresses the consequences of its history of unequal development. Transformation can thus be viewed as one of the primary challenges in the economic and socio-political landscape in South Africa. It is the task of social sciences to contribute to the general understanding of our social reality through systematic analysis and thereby promoting effective responses to social challenges. Current literature on the transformation process in South Africa focuses almost exclusively on the country’s political transition (as a change in power relationships) and analyses of socioeconomic inequality and descriptions of the successes and failures of policy measures that have been adopted since 1994 to promote the redistribution of economic resources. Three shortcomings in current literature on and the theoretical analysis of transformation were identified, namely: (i) the apparent disregard of the status implications of the redistribution of political and economic resources, (ii) the absence of analyses that problematise the transformation process as such (and specifically the sector and industry specific initiatives initiated to promote Black Economic Empowerment), and (iii) the lack of prescriptive guidelines for the management of transformation processes. It is the primary goal of this study to develop a theoretical framework in terms of which socioeconomic transformation can be analysed. Socio-economic transformation is described as a potentially contentious process and it is shown that the institutionalised and negotiated nature of transformation in the South African context allows us to interpret it in terms of theories of social conflict. Theory from the field of conflict studies, and specifically Social Identity Theory, is used to analyse the impact of the redistribution of power and material resources on the status of social groups and the concurrent implications for inter-group relationships. The theoretical model is also used to identify specific circumstances under which the stability of social relationships can be maintained amidst the redistribution of power and resources – i.e.: circumstances in which parity of esteem is maintained through mutual acceptance of the principles that underlie the distribution of resources, power and other sources of social status. A prescriptive model for the management of conflict that satisfies these requirements is developed from the theory of conflict transformation and is presented as a model for the management of transformation. This model suggests the achievement of social justice as the desired outcome of conflict management. In the absence of a satisfactory definition of social justice in the existing theory, John Rawls’s conceptualisation of justice is suggested as an analytical elaboration of the theory. A case study, namely the negotations on the Wine Industry Charter and the transformation of a key institution in the South African wine industry, is used to illustrate how the chosen theoretical model (and specifically the theoretical assumptions regarding the need for positive self-esteem) can by used by analysts to interpret information processes. The case study is also used to illustrate how the elements of the chosen prescriptive model for the management of transformation has been utilised. The study confirms the fact that the chosen theoretical model for the management of transformation was utilised in the formal transformation process in the wine industry (and specifically in the successful development of the Wine Industry Charter and the negotiations regarding the structure and nature of the South African Wine Council).

Throughout South Africa’s post-Apartheid history, the ANC-led government has undertaken a distinct nation-building program in pursuit of “a truly united, democratic and prosperous South Africa” (ANC, 2007). This is reflected in a two-pronged approach, coupling political and socioeconomic transformation with the social-psychological aspect of forging a broad and inclusive national consciousness. The ANC’s “rainbow nation” approach embraces cultural diversity through what I shall call the practice of “interculturalism”. Interculturalism is a way of recognizing commonalities, reducing tensions and promoting the formation of social partnerships among different cultural groups. The ANC has also promoted a civic culture based on the principles of liberal democracy, non-racism, equality and the protection of individual rights. Interculturalism and civic nationalism are critically important factors to South African nation-building since together they foster a shared public culture and support meaningful participation in the creation of a truly just and democratic South Africa. Unfortunately, in many ways South African society remains deeply divided by race, ethnicity and economic inequality. This thesis analyses various theoretical approaches to national identity and nationbuilding with the aim of identifying several concepts which arguably throw light on the problems of South African nation-building and national identity formation. It is argued that interculturalism and civic nationalism are context appropriate approaches which have been adopted by the ANC to further an inclusive sense of shared public culture and promote participation in the creation of a shared public future. These approaches have led to the limited emergence of a broad South African national identity. However, South Africa’s commitment to socio-economic transformation has been less successful in generating widespread support for a broad national identity. While some of those previously disadvantaged under Apartheid have benefited from poverty alleviation schemes, service delivery initiatives and black economic empowerment programs, many continue to suffer from homelessness, unemployment and worsening economic conditions. Increasing economic marginalization has caused growing discontent among South Africa’s poor and constitutes the biggest threat to the formation of a cohesive national identity in South African society. Ultimately, it is argued that while interculturalism and civic nationalism have played an important role in fostering the growth of a broad national identity, true South African social cohesion will fail to emerge without a massive and sustained commitment to wide-ranging socio-economic transformation.

Few legal developments in South Africa and elsewhere in the world in recent times have excited such controversy as the legal recognition of social and economic rights. South Africa has created a special place for itself in world affairs for being one of the countries that recognise socio-economic rights in a justiciable Bill of Rights. Partly this is in response to the appalling levels of poverty prevalent in the country which could potentially destabilise the new democracy. Improvement of the quality of life of every citizen is a crucial step in consolidating the constitutional democracy. The question that will face any court in giving effect to socio-economic rights is: how are these rights to be judicially enforced in a given context? The crux of this thesis lies in the resolution of this question. Firstly this thesis traces the philosophical foundations to the legal recognition of socio-economic rights. It is stated that the recognition of these rights in a justiciable bill of rights requires a conceptually sound understanding of the nature of obligations that these rights place on the state. It is emphasised that it is imperative that access to justice be facilitated to poor and vulnerable members of society for the realisation of the constitutional goal of addressing inequality. Particular concern and priority should in this context be given to women, children and the disabled. The study explores various judicial remedies and makes suggestions on new and innovative constitutional mechanisms for judicial enforcement of these rights. It is concluded that there is an important role to be played by civil society in giving meaningful effect to socio-economic rights.

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 / D. Phil. (Psychology)

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Brazil and South Africa were both part of the global “third-wave” of democracy, the beginnings of their democratic transitions occurring in 1985 and 1994 respectively. Despite having been formerly subjected to decades of authoritarian rule, both countries experienced a modicum of democratic practice, however limited in franchise, under the previous regimes. The purpose of this study is to investigate the levels of support for democracy in Brazil and South Africa since democratic transition. Two types of political support are identified as crucial for democratic sustainability: diffuse support, or support for democracy’s intrinsic principles, and specific support, support which is conditional on the positive evaluation of the regime institutions and incumbents. These two types of political support are conceptualized as encompassing five levels or objects of political support, according to the Norris model: the political community, regime principles, regime performance (diffuse support), regime institutions and political actors (specific support). This study proposes that because vestiges of democratic norms and practices have been present within these countries’ political systems for some time, it is possible that they will manifest trends in support similar to much older, more established democracies. These global trends indicate that diffuse support for democracy is being maintained while specific support for democracy is waning. A longitudinal quantitative study was conducted, using consecutive waves of World Values Survey to operationalize support for democracy in terms of the five abovementioned political objects and the results of South Africa and Brazil compared. These results show that both case studies could be interpreted as having fairly high levels of diffuse support and decreasing levels of specific support for democracy. It is however acknowledged that results are not conclusive and further research is required, especially with respect to how respondents conceptualize the term ‘democracy’. / AFRIKAANSE OPSOMMING: Brasilië en Suid-Afrika was albei deel van die globale “derde golf” van demokrasie, met die aanvang van hulle oorgang na demokrasie onderskeidelik in 1985 en 1994. Ten spyte daarvan dat hierdie twee lande voormalig aan dekades van outoritêre gesag onderwerp is, het albei, hoewel beperk in stemreg, ’n mate van demokratiese praktyk onder ’n vorige bestel ervaar. Die doel van hierdie studie is om die steunvlakke vir demokrasie in Brasilië en Suid- Afrika sedert hulle oorgang na demokrasie te ondersoek. Twee soorte politieke steun word geïdentifiseer as deurslaggewend vir demokratiese volhoubaarheid: verspreide steun – of steun vir die intrinsieke beginsels van demokrasie – en spesifieke steun – steun wat van die positiewe evaluering van die regime se instellings en ampsbekleders afhang. Hierdie twee soorte politieke steun word deur vyf konsepte voorgestel wat die vyf vlakke of voorwerpe van politieke steun volgens die Norris-model dek: die politieke gemeenskap, regimebeginsels, regimeprestasie (verspreide steun), regime-instellings en politieke akteurs (spesifieke steun). Hierdie studie stel voor dat, aangesien spore van demokratiese norme en praktyke vir ’n geruime tyd binne hierdie lande se politieke stelsels teenwoordig was, dit moontlik is dat hulle steuntendense sal toon wat aan baie ouer, meer gevestigde demokrasieë soortgelyk is. Hierdie globale tendense toon dat verspreide steun vir demokrasie gehandhaaf word terwyl spesifieke steun vir demokrasie aan die kwyn is. ’n Longitudinale kwantitatiewe studie is onderneem wat van opeenvolgende siklusse van die “World Values Survey” gebruik maak om steun vir demokrasie in terme van die vyf bogenoemde politieke voorwerpe uit te beeld. Die resultate van Suid-Afrika en Brasilië is daarna vergelyk. Uit hierdie resultate sou afgelei kon word dat redelik hoë vlakke van verspreide steun en dalende vlakke van spesifieke steun vir demokrasie in beide gevalle voorkom. Daar word egter erken dat resultate nie beslissend is nie en dat verdere navorsing nodig is, in besonder met betrekking tot respondente se begrip van die term ‘demokrasie’.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This study is an investment performance review covering the ten years from 1990 to 1999. To many investors the 1990s were a tough decade because of the political, economic and social changes, which caused investment uncertainty. The primary focus is to examine the implications of these changes during the 1990s on the investment strategies of South Africans. Furthermore, the aim is to provide insight into investment decision-making during the period of transition and transformation. The analyses specifically address the importance of the investment environment on portfolio construction and maintenance. The objective is to see how far the investors ventured in their efforts to 'beat" the South African share market under changing conditions. The structure of the portfolio was evaluated as well as the investor's preferences and beliefs during the period under review. It also looked at the investors' attitudes and philosophies. Effective portfolio management was important because changing conditions were becoming challenging. The investor's investment mix and the risk associated with each investment determined the effectiveness of managing the portfolio. Furthermore, this study examines the investors' objectives, constraints and strategies. In the final analysis, this study examines investment strategy and investment performance in retrospect. It presents a ten-year historical analysis of the South African environment which was affecting investment decisions. It was also found that investors were fulfilling their expectations, they were looking at medium and long-term investment opportunities. Furthermore, stock-picking was done with greater caution. The opening of global investment markets further enhanced the investment opportunities. Moreover the investors realised the importance of diversification in order to reduce risk. The investors will be presented with challenges and opportunities in the next decade (or century). Therefore this study also concludes with an assessment of possible future investment scenarios for the South African investors. Finally, investment decision was interpreted against the political, economical, social and other changes that took place during the period of transition. The key to investment success was the investor's ability to manage the changing South African environment. / AFRIKAANSE OPSOMMING: Hierdie studie is 'n oorsig van die beleggingsvaardighede gedurende die tydperk 1990 tot 1999. Vir baie beleggers was die negentigs 'n baie moeilike dekade as gevolg van die politieke, ekonomiese en sosiale veranderings. Hierdie veranderings het onsekerheid laat ontstaan by die beleggers. Die primêre fokus is om die implikasies van die veranderings op die beleggingsstrategieë van die Suid Afrikaanse belegger te ondersoek. Verder, is die doelook om insig te bekom oor die beleggingsbesluitneming gedurende die periode van verandering en transformasie. Hierdie analise salook in besonder aandag gee aan die belangrikheid van die gepaardgaande beleggingsomgewing en op die konstruksie en instandhouding van die beleggingsportefeulje. Die doel is om ook vas te stel hoe die beleggers gespekuleer het om die Suid Afrikaanse aandele mark te klop gedurende die periode van verandering. Die samestelling van die portefeulje is ge-evalueer sowel as die beleggers se voorkeure en menings. Daar is ook ondersoek ingestel na die belegger se houding en filosofie. Effektiewe beleggingsbestuur was belangrik gedurende die tydperk omdat die veranderde omstandighede uitdagend geword het. Die belegger se beleggingssamestelling en die gepaardgaande risiko het die doeltreffendheid van die bestuur van die portefeulje bepaal. Verder ondersoek hierdie studie ook die beleggers se doelwitte, beperkinge en strategieë. In die finale analise is dit hoofsaaklik 'n retrospektiewe ontleding van beleggingbestuursvaardighede gedurende die 1990s. Dit is n tienjaar historiese analise van die Suid Afrikaanse beleggingsomgewing wat 'n invloed gehad het op die beleggingsbesluitnemings. Die beleggers het hul verwagtings goed hanteer en het gesoek na medium- en langtermyn beleggingsmoontlikhede. Bowendien is die beleggings gedoen met groter omsigtigheid. Die opening van die wêreld markte het ook groter beleggingsmoontlikhede geskep. Verder het die beleggers ook besef dat diversifikasie belangrik is om risiko te verminder. Beleggers sal te staan kom voor uitdagings sovel as gunstige beleggingsmoontlikhede in die volgende dekade (of eeu). Daarom sluit hierdie studie af met toekomstige beleggingsmoontlikhede en die faktore wat sal bydra tot die toekomstige beleggingsaksie en besluitneming. Ten slotte, die beleggingsbesluit is geïnterpreteer teen die politieke, ekonomiese en sosiale veranderinge wat plaasgevind het. Die sleutel tot die beleggingssukses was die vermoë van die beleggers om die veranderde omstandighede te kan hanteer.

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)