The trend towards assimilation which has characterised the Jewish People has highlighted the importance of Jewish education as one of the primary means of dealing with this process which foreshadows the disappearance of the Jewish People as a distinct national and religious entity. The overt purpose of the syllabus of the Jewish Day School movement in South Africa is to inculcate a Jewish identity based on a traditional religious orientation and Jewish national pride expressed by a commitment to the Jewish People and to the State of Israel. The purpose of this study was to examine the efficacy of the school in fulfilling these aims. A questionnaire study was conducted at the Jewish Day School in Durban, Carmel College in May 1990. Eight dimensions of Jewish Identity were defined and multiple regression analysis was used to test whether they were statistically associated with each other. Two additional tools were used: an open-ended question designed to elicit from whom the pupils demarcate themselves when they define themselves as Jews and a delineation of the attributes of a “good Jew”. In 1991 an additional questionnaire on the family background and its relation to the specifically Jewish dimensions was administered to a sample of Carmel pupils. The findings revealed that the pupils manifested a strong Jewish identity expressed in the importance they attributed to Mitzvot, and Jewish credo in the desire that their children be Jews, in the instinct to associate with other Jews. Moreover, the results suggest that their sense of commitment to the welfare of other Jews does not preclude a concern for non-Jewish society as well. The pupils stressed the importance of being proud to be Jewish and being knowledgeable about Judaism. These findings were true of all categories examined: gender, denomination, standard at school and years of study at Carmel College. The study indicated that Jewish education had a positive impact on identity, but the magnitude of the impact was mediated by family background. No marked differences were found in the intensity of Jewish identity between Caramel pupils and the Jewish pupils attending government schools, although the latter tended to manifest a lesser commitment to the Jewish People and the State of Israel. / Thesis (M.A.)-University of Natal, 1992.

In this dissertation I provide the results of research on this topic. The struggles of African learners over the years are traced from apartheid to the post-apartheid era by establishing the gap between policy formulation and implementation. The study contrasts the challenges faced by African learners under apartheid education and those faced by learners in the new educational dispensation due to difficulties associated with non mother tongue education and those due to the monocultural schools that have little or no experience with diverse cultures. The findings are that learners who are not taught in the medium of their mother tongue do experience several forms of discrimination, racism and can lead to learners not maximize their academic potential. / Thesis (M.A.)-University of Durban-Westville, 2005.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 2002.

Abstract not available. / Thesis (M.A.)-University of Durban-Westville, 2002.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 2002.

Ancestors represent a more enduring reality in the African world-view than deities, other non-human spirits, or amulets and charms. This thesis argues that many Baganda have beliefs in ancestors. Much of the knowledge on ancestors in Buganda is still confined to oral tradition. It can be useful to have some material on the ancestors in a written form. The time will come when those who know about the subject will die and much of the information will disappear with them for ever. Early European writers on Baganda people touched the topic of ancestors only briefly in their texts, without reaching great depth. The subject is given little space in their works. Hence, they missed some major and dynamic aspects of the Baganda religion and beliefs. Another point is that there are many changes that have taken place and influenced Baganda's beliefs since these writers produced their works. By highlighting those changes, this thesis tries to give a clear picture of what has transpired between the period when those early writers wrote and today (1996), as far as such beliefs are concerned. The early part of the thesis defines the word ancestor and other key concepts. It gives a general analysis of ancestors in Africa. Then it moves on to consider ancestors and the ancestral cult in Buganda. The thesis describes the earliest accounts of the cult of ancestors in the pre-colonial period after which it looks at ancestral observances. The effects of christianity, Islam, and political independence on Baganda ancestral beliefs are discussed. The final stage of the study covers my findings from fieldwork. This includes statements from some of the informants I interviewed during fieldwork and my own conclusions regarding change and the contemporary situation. In this study, I have reflected on the perspectives of recent academic findings in order to facilitate comprehensive descriptions, analysis, discussion and careful interpretation of the beliefs under investigation. The ability of the Baganda people to retain their traditional beliefs along with basic Christian, Muslim and modern beliefs has been described and discussed. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1998.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 2001.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 2004.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.