The purpose of this qualitative case study is to determine the extent to which an Afrikaans language textbook series acted as a change agent in terms of racial representation on the eve of democracy in South Africa. Data sources for the content analysis are press reports, parliamentary records and interviews with the publisher, the authors and leading academics. The contextualisation includes an explanation of how the authors of the Ruimland series were the first to intentionally break away from the apartheid perspective. The literature study comprises an explication of the master symbol model which serves as theoretical framework for this study. Influential issues in the literature on textbooks, representation, language and identity are also described. The main focus is on the three master symbols relevant to the study, which are presented as indicators of racial stereotyping, viz. the exclusivity and isolation of the in-group, appropriation and generalising and simplifying. These indicators are utilised as measurable norms in the analysis of racial representation. Counter-indicators obtained from the data are used to increase the reliability of the analysis. Traces of stereotyping regarding all the indicators and counter-indicators were found in the data. The findings show that master symbols are evident in the data, but that the series also incorporates counter-symbols directed toward a post-apartheid society. The concluding chapters suggests that the series could have been an early signal of a paradigm shift in Afrikaner ranks toward democracy in South Africa. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

This thesis takes the form of an enquiry into the development of the ―generic contours (Bakhtin 4) for the narration of torture in South Africa during apartheid and its aftermath. The enquiry focusses on the ethical determinations that underlie the conventions of this genre. My theoretical framework uses Adam Zachary Newton‘s conceptualization of narrative ethics to supplement Paul Ricoeur‘s writings on narrative identity and the ethical intention, thus facilitating the transfer of Ricoeur‘s abstract philosophy to the realm of literary criticism. Part I presents torture as a disruption of narrative identity and a defamiliarization of the intersubjective encounter. The existence of torture narratives thus attests to the critical role of narration in the reconstruction of the tortured person‘s identity and the re-establishment of benign frameworks of intersubjective communication. Literature‘s potential to act as a laboratory for the testing of the limitations of narrative identity and the resilience of ethical mores suggests that the fictional representation of torture also has an important role to play in this attempt at rehabilitation. Part II takes the form of a comparative analysis of non-fictional and fictional accounts of torture originating from apartheid South Africa. This shows that the ethical determinations underlying the narration of torture in South Africa range from intersubjective estrangement to a ―solicitude of reciprocity (Bourgeois 109). However, because the majority of these texts used the presentation of human rights abuses to galvanize international opposition to apartheid, the scope for experimentation was limited by the political exigencies of the time. Part III examines the stylistic and generic shifts in the narration of torture that accompanied South Africa‘s transition to democracy. It suggests that the discursive dominance of the Truth and Reconciliation Commission replaced the fruitful—in literary terms—dialogue between authoritarianism and resistance that characterized the apartheid era with a monologic grand narrative of emotional catharsis, reconciliation and nation building. It also suggests that the ―truth-and-reconciliation genre of writing (Quayson 754) that shaped the literary milieu of the post-TRC period be seen in terms of a resurgence of the apartheid–era paradigms for the narration of human rights abuses that were repressed during the initial phase of democratic transition. By framing the TRC as a catalyst for individual journeys of self-discovery, these novels raise important questions about what it means to be a part of the ―new South Africa. In contrast to the majority of apartheid era literature, the novels of the post-TRC period privilege the literary prerogative over the political, and thus bring to fruition the experimental potential of the previous paradigm. In doing so, they not only go beyond solicitude to achieve an ―authentic reciprocity in exchange (Ricoeur, Oneself 191), but also initiate a process of long-awaited literary expansion, in which authors look beyond the limits of apartheid and begin to critically engage with the region‘s pre-apartheid history and its post-apartheid present.

Masters in Public Administration - MPA / Integration of indigenous leaders into modem political structures and process of local government has been a source of contention for several decades on the African continent. This study describes, analyses and assesses efforts made by postcolonial, apartheid and the liberal democratic government to incorporate indigenous leaders in their governmental structures and processes. Based on this examination, the study presents elements of a model on how a democratic South Africa could in grate indigenous leaders into the current liberal democratic structures, especially in rural municipal authorities of the Northern Province. Data used for the study was collected from government documents, articles, law books and anthropological sources. In the discussion and analysis, attempts were made, wherever appropriate to cite experiences of other African countries. Such experiences were designed to inform certain aspects of this study, especially in the manner in which traditional leaders were integrated into local government. Further, data regarding current attitudes among stakeholders were collected from questionnaires administered to women, youth, traditional leaders, national, provincial and local government officials and legislators The study revealed several aspects of leadership such as the system employed by French and British colonizers (i.e. 'direct' and 'indirect' rule system). These colonial powers both identified traditional rulers as a link between their governments and indigenous communities. To confirm this, both appointed puppet traditional rulers and deposed authentic traditional rulers who were opposed to colonial rule. Since traditional leaders form part of indigenous people's background, colonial powers subjected indigenous rulers stances at different places. If traditional rulers were conquered, their powers were drastically reduced, suppressed, their power-base was weakened and authority on land and matters of justice were usurped. On the other hand, those traditional rulers who signed treaties with the colonial government received favours such as sending their family members abroad to further their education and the traditional ruler retained the status of 'King'. The British government introduced a policy of indirect rule. This rule had echoed even in South Africa after the British rule through to the days of apartheid. This rule prescribed that each tribe was to be supervised by a Paramount chief for centralized authority with sub-chiefs who were in charge of regions. This system continued through the apartheid era. The current democratic government has entrenched in the constitution a provision for the recognition of the institution of traditional rulers, but it lacks clarity on the role and function of traditional leaders at local government level. Thus, chiefs ought to be genuinely engaged in modem governance and face realities of change and adapt to the new order for their future existence and continue serving their communities in the northern province in particular and South Africa in general.

Sublllitted to the Faculty of Education in fulfilment of the requirements for the DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and Special Education at theUniversity of Zululand, 2003. / This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.

A dissertation submitted to the University of the Witwatersrand, Johannesburg, in fulfilment of the degree Master of Arts in History by dissertation, 2018 / Why has South Africa failed to institute a teacher evaluation system that produces meaningful results? I aim to contribute to an understanding of why and how various South African post-1994 teacher evaluation policies have failed to become institutionalised and have failed to ensure either robust teacher accountability or professional development. In this dissertation, I examine the history of teacher evaluation in South Africa, in order to understand the evolution of these policies and systems over time. After discussing the legacy of apartheid-era evaluation, I assess three post-1994 policy phases: the 1998 Developmental Appraisal System (DAS), the 2001 Whole School Evaluation (WSE) policies and the 2003 Integrated Quality Management System (IQMS). This historical approach allows me to analyse the successes and failures of these policies in depth and context. Each of these policies has been shaped by, has tried to respond to, and has ultimately failed to confront the challenges of the past. They must also be understood to be a part of a continuous policymaking process, each one building upon and responding to the last. This dissertation contributes to an understanding of why these evaluation policies, despite massive investments of time, energy and resources, and complex and tough negotiations, have repeatedly failed. I argue that a flawed policy process consistently reiterates the same tensions and false assumptions in each new policy, and does not address these fundamental weaknesses. These appraisal policies reflect negotiations and contestations between teacher unions and the state, while the policies themselves and their outcomes further complicate those union-state relationships. The tensions and contradictions within these policies are the product of a policymaking process that tries to cater to mutually exclusive interests. The history of these institutions – teacher unions, the state, collective bargaining bodies – and the relationships between them must be understood in order to grapple with the policymaking environment fully. Further, even as these policies have been renegotiated and redeveloped, they have all failed to engage with the actual realities of teachers and classrooms in the majority of schools in South Africa. The legacy of apartheid education is still manifest in the abilities, attitudes and politics of teachers, and policymakers on all sides of the process have consistently failed to confront that history and propose real strategies for change. / XL2019

M. Tech. Drama / The purpose of this study was to develop a broader understanding of aspects of identity relating to Coloured and Indian people in South Africa and the portrayal of these aspects on the post-Apartheid stage. The meaning of the term 'identity' and its relation to drama and theatre was investigated. Identity markers (individual and social) were identified to serve as a framework for the play analyses. Research was also conducted on both Coloured and Indian identities, seen against a historical background, as well as the theatrical and dramatic history of the two groups.

This research considers the nature of social integration between individuals living in desegregated neighbourhoods in post-apartheid Cape Town. Social integration is understood as a dynamic process between individuals from apartheid's different racial classifications as opposed to the common emphasis in the literature on the static outcome of a neighbourhood being integrated. The research was based on both quantitative and qualitative methods. A quantitative analysis of South Africa's 2001 census results was conducted. From this analysis neighbourhoods in Cape Town with "multiple population dominance', where no single group comprises more than 50% of the suburb population and at least one other group comprises over 25%, were identified. Qualitative fieldwork (semi-structured interviews and mental maps) was conducted in two of these 'multiple population dominance' suburbs. Based on research in these neighbourhoods I conclude that labelling a suburb as physically desegregated implies a level of social cohesion that was not found, and masks the reality of division based on length of tenure and socio-economic status. Within the specific South African context of racial inequality, such opposition to desegregation that is not matched by a shared class is likely to restrict the potential for social integration to develop beyond the confines of black middle-classes moving into 'White' areas, and poor Coloureds and Black Africans living in low-cost housing, thus affecting only a handful of the population.

Thesis (DLitt (English))-University of Pretoria, 2008. / E-thesis record : Krueger, Anton Robert . Includes bibliographical references.

This thesis discusses the significance of popular illegalities in contemporary South African service delivery. Illegal access to and non-payment of services have been indentified by the government as a major criminal problem which undermines effective service delivery. By contrast, this thesis argues that popular illegalities are positive phenomenon which provides otherwise unobtainable benefits for the poor and also exposes the ability of communities to self-manage their own service provision. The thesis begins by surveying a variety of literature on this issue using both contemporary and historical literature. I then discuss the scope of popular illegalities in South Africa and the methods government has used to curtail them, with a particular emphasis on how this has been influenced by the adoption of neo-liberal cost recovery initiatives. Using case studies of three communities where illegal access is prevalent, I discuss both the motivations behind and significance of illegal water and electricity connections. In conclusion, I argue that popular illegalities are a significant phenomenon in so far as they suggest new methods of delivering services. The prevalence of these illegalities is also important as it highlights many of the failings of official delivery. The thesis concludes on a hopeful note in arguing that illegalities may be inherently progressive in both benefiting the marginal and leading to the creation of radically autonomous spaces which can be viewed as laboratories of radical social change.

This research study investigates Lotus FM, as one of many South African Media components that are catering for one specific cultural or religious group. The investigation explores the implications of practice of a pecific media component that caters for specific cultural or religious groups operating in a post-apartheid South Africa. After the end of the apartheid era in South Africa, a number of South African media components have proclaimed their commitment to reconciliation and nation building within South Africa by attempting to unite audiences. The South African Broadcasting Corporation, which held the monopoly on South African Broadcasting for decades, has promulgated the notion of the rainbow nation to audiences in South Africa. Since 1994, sub-components of the different South African media segments were developed to cater for specific ethnic or cultural groups by the station managements. This was aimed at reversing the effects of pre-1994 media that catered for the former ruling minority only or ethnic groups that were categorized by the former political dispensation. It is possible, however, that this has resulted in a renewed and continued separation of interest groups present in South Africa today.