The wars of dispossession and land claims amongst the various racial groups caused dissatisfaction which led them to split from each other enabling the Whites to possess greater part of the South African soil. Because the Xhosas had their own system of education, the Whites felt that the Xhosas had first to be anglicised in order to 'tame' them. Missionary institutions such as Lovedale, Healdtown and St Matthews were established to Christianise the Xhosas. The missionaries succeeded in their endeavour because the Xhosas started sending their children to the missionary institutions already established and this influenced the Xhosas to establish their own tribal schools that would cater for secondary education facilities. The <Jovernmenr· subsidised the tribal communities to establish secondary schools in their areas. Fifteen,secoodary schools were established enabling the communities to exercise control over their own schools as the missionary institutions were controlled by the Cape Department of Education. / Educational Studies / M. Ed. (History of Education)

The wars of dispossession and land claims amongst the various racial groups caused dissatisfaction which led them to split from each other enabling the Whites to possess greater part of the South African soil. Because the Xhosas had their own system of education, the Whites felt that the Xhosas had first to be anglicised in order to 'tame' them. Missionary institutions such as Lovedale, Healdtown and St Matthews were established to Christianise the Xhosas. The missionaries succeeded in their endeavour because the Xhosas started sending their children to the missionary institutions already established and this influenced the Xhosas to establish their own tribal schools that would cater for secondary education facilities. The <Jovernmenr· subsidised the tribal communities to establish secondary schools in their areas. Fifteen,secoodary schools were established enabling the communities to exercise control over their own schools as the missionary institutions were controlled by the Cape Department of Education. / Educational Studies / M. Ed. (History of Education)

Cette grammaire du tanimuka, langue tucano d’Amazonie colombienne, s’organise en quatre parties. La première partie, ‘le tanimuka : la langue et ses locuteurs’, est divisée en trois chapitres (1 à 3), qui établissent le profil sociolinguistique de la langue, et décrivent les conditions d’enquête de terrain. La deuxième partie, divisée en deux chapitres (5 et 6), présente une description de la phonologie et morphophonologie de la langue, avec une description du phénomène d’épenthèse syllabique dans le verbe. La troisième partie (chapitres 7 et 8) présente d’abord une étude générale de la grammaire au niveau morphosyntaxique et syntaxique, puis une étude thématique approfondie des systèmes de classification nominale : genre et classificateurs numéraux. La quatrième partie, divisée en trois chapitres (9 à 11), se concentre sur le domaine de l’expression spatiale, omniprésente dans la langue. Le premier chapitre présente l’inventaire de tous les éléments de l’expression spatiale de la langue. Le deuxième décrit le fonctionnement des verbes de postures et des positionnels dans les constructions locatives de base de prédicats de base simple ou complexe (séries verbales). Le troisième est dédié à l’étude de l’expression de la trajectoire. La thèse se termine par trois annexes : une présentation des stimuli visuels créés pour les enquêtes sur les verbes locatifs de posture et les positionnels, une étude sur le système de numération traditionnel du tanimuka, et la transcription d’une histoire de tradition orale ‘La tortue de terre Parekika’, glosée et traduite. / This grammar of Tanimuka, a Tucanoan language of the Colombian Amazonian area, is organized in four parts. The first part, ‘Tanimuka : the language and its speakers’, is divided into three chapters (1 to 3), which establish the sociolinguistic profile of the language and describe the fieldwork conditions. The second part, divided into two chapters (5 and 6), presents a description of the phonology and morphophonology of the language, with a study of the phenomenon of syllabic epenthesis in the verb. The third part (chapters 7 and 8) begins with a general study of the morphosyntactic and syntactic levels, followed by an in-depth study of the noun classification systems: gender and numeral classifier. The fourth part (chapters 9 to 11) focuses on the expression of space, omnipresent in the language. The first chapter presents an inventory of all the elements that express the domain of space in the language. The second provides a detailed analysis of postures and positional verbs in basic locative construction of simple or complex predicates (serial verb constructions). The final chapter is dedicated to the study of the expression of the Trajectory category. The dissertation ends with three annexes, which present, in turn, the visual stimuli created for the investigation of locative verbs of posture and position, a study of the traditional system of numeration and the transcription of a history of oral tradition: 'The tortoise Parekika', glossed and translated.