ICT policies instituted over a number of years by the South African Government have clearly failed to establish Information Communication for Development (ICT4D) initiatives amongst rural communities in South Africa. The author of this thesis argues that, for rural South African communities to reap the benefits of ICT4D initiatives, it would be necessary for the communities to empower themselves and to take ownership of initiatives to participate in the planned South African Information Society. Furthermore, the author argues that the success of the ICT4D initiatives depends very strongly on an understanding of the interaction of such initiatives with the social context at local community level. Some of the significant aspects of the social context at community level include an understanding of the roles of leadership, technology, economy, governance, social welfare, and stakeholders in these communities. Through a grounded methodology approach a theory of context was developed for the rural community in the Dr J.S. Moroka Municipality in Mpumalanga, South Africa. The elements of the framework that emerged were Leadership, Stakeholders, Governance, Social welfare, Economics and Technology (LSGSET). The resulting framework is proposed as a tool that can be used by the community members to interact with the role players who intend to implement ICT4D projects or policies that have an impact on the community. It should also assist policymakers while they develop contextualized policies and improve project managers’ understanding of the developmental impact of the implementation of ICT4D projects on communities. One of the contributions made by this thesis is to “bridge” this divide between policymakers and communities by explicitly framing the developmental discourses of the community as a framework for ICT4D engagement by policymakers and communities at local level. / Thesis (PhD)--University of Pretoria, 2014. / tm2015 / Informatics / PhD / Unrestricted

Die Perspektive, die der Autor entwickelt, ist die der dialektischen Tätigkeitstheorie. Gemäß dieser Theorie ist Musik eine spezifische Art der Aneignung von Wirklichkeit. SchülerInnen sollten im Musikunterricht lernen, bewusst, selbstbestimmt und sozial zu handeln, wenn sie sich durch Musizieren Wirklichkeit aneignen. Wenn SchülerInnen im Unterricht Musik machen, müssen sie sich daher auch des kulturellen Kontextes bewusst sein, dem die Musik entstammt. Sie sollten auch selbstbestimmt handeln, d.h. es muss ihnen die Gelegenheit geboten werden, auf soziale Art und Weise innerhalb der Gruppe das Ergebnis mit zu bestimmen. Daher kritisiert der Autor alle drei der vorgeführten Musikstunden, weil sie den kulturellen Kontext und damit die Bedeutung und Funktion der Musik nicht berücksichtigen. Zwei der vorgeführten Stunden geben den Schüler/innen auch nicht die Möglichkeit selbstbestimmt zu handeln. Da alle drei Musikstunden „interkulturelle Themen“ behandeln, skizziert der Autor ein Handlungskonzept, so Musik zu machen, dass der kulturelle Kontext impliziert ist und die SchülerInnen selbstbestimmt handeln. Dies Konzept hat der Autor im Zusammenhang mit der Diskussion um interkulturelle Musikerziehung entwickelt. / The author sketches his specific perspective which is derived from a dialectic action-theory. Following this theory music is a genuine way to acquire reality. Music students have to learn to act conscious, self-determined, and social when they acquire reality by making music. When making music students have to be conscious of the cultural context the music comes from. They also have to act self-determined, i.e. they have to have the opportunity to determine the result of their music-making in a social way within the group. Thus the autor critizes all three lessons because they do not deal with the cultural context and therefore the meaning and function of the music. Two of the lessons also do not give the students the opportunity to act self-determined. As all three music lessons deal with „intercultural subjects“, the author sketches a concept of acting and making music in a way that includes cultural context and self-determination, and which he has developed within the context of multicultural music education.