A number of issues in the thesis need to be clarified and will be discussed individually below. The term Third World, which is used in the thesis to describe developing countries in a disadvantageous economic position in relation to developed countries, is unsatisfactory. It is a collective term which combines countries with dissimilar cultures, ideologies and future prospects into one category (De Souza & Porter, 1974). Debate continues whether South Africa can be classified as a First or Third World country (Fair, 1982). Rogerson & Beavon (1980) indicate that South Africa can be described as dichotomous because it reflects characteristics of both First and Third World countries. In comparison De Souza & Porter (1974,1) include South Africa among the Third World countries, because four-fifths of the people have an income that is six times less than the income of the other fifth, and they live in a condition of underdevelopment. Conditions in Fingo Village resemble those described by De Souza & Porter (1974) and hence the results of the Fingo Village survey are compared with similar studies, elsewhere in the Third World. However, it would be naive to assume that Fingo Village is unaffected by development within the core regions of South Africa, which in many instances epitomize the First World. The term informal sector, used throughout the thesis, is also unsatisfactory, and debate continues as theorists attempt to find a more appropriate term. Santos (1979) indicates that the term informal sector is contentious, by placing it in single quotation marks. From the literature survey it emerged that the majority of authors did not follow Santos' convention (1979) and thus it seemed acceptable to use the term, informal sector, without placing it in single quotation marks. Chapter Two deals in-depth with the problem of defining the informal sector, and a working definition for the Fingo Village survey is presented in section 2.4.1. The informal sector embraces a wide diversity of economic activities. Due to the limited time and funds available, it was decided to isolate one aspect of this sector, namely, hawking. Sections 2.3 and 2.7 of Chapter Two indicate that hawking is an exemplary informal sector activity. All the different hawking types could not be given close attention and therefore, for practical purposes, it was decided to select one facet of hawking, namely, fruit and vegetable hawkers. Mobile fruit and vegetable hawkers were excluded from the study as it was impossible, during the mapping survey, to isolate a specific hawking site for each mobile hawker. Furthermore, a mobile hawker could easily be enumerated on more than one occasion, and hence a margin of error would automatically occur in the study. This was another reason for excluding mobile hawkers from the study and merely focusing upon static and semi-static fruit and vegetable hawkers. It is difficult to collect comprehensive quantitative data on informal sector activities (Preston-Whyte et al, 1984). The interviewer has to gain the confidence and trust of the subjects. The interviewer for the Fingo Village survey was a well known local personality and a man of some standing in the Black community. Daniel Sandi was the Secretary, of the Grahamstown Association (GRACA), which was reputed to have the support of the majority of the Black residents in Grahamstown until it was banned under the State of Emergency in July 1985. Daniel Sandi was also known for his contribution in literary circles as an epic poet. His previous experience conducting socio-economic surveys, as a researcher for the Border Council of Churches and as the Teba Research Assistant for the Institute of Social and Economic Research, Rhodes University, was also helpful. Sporadic unrest in the study area, from September 1984 and throughout 1985, prevented further fieldwork from being conducted in Fingo Village.

The security of its citizens is often regarded as the democratic state's primary raison d'etre. However, with increasing crime and perceptions of insecurity among citizens, along with actual and perceived state policing inadequacies, citizens around the world have sought to make alternative arrangements for their security. The explosion of private alternatives to state policing has resulted in the need for the replacement of former static definitions of policing by more fluid understandings of what policing entails. Policing is no longer an activity undertaken exclusively by the 'state police.' Policing needs to be understood within a framework which recognises the existence of a variety of state, commercial, community groups and individuals which exist within loose and sometimes informal, sometimes formal, networks to provide for the security of citizens. Preceding the country's transition to democracy in 1994 'state' policing in South Africa was aimed at monitoring and suppressing the black population and as a result it conducted itself in a largely militaristic way. When the government of national unity assumed power in 1994 it was indisputable that the South African Police had to undergo major reform if it was to play an effective, co-operative and accountable role in a democratic South Africa. While state policing has unquestionably undergone enormous changes since the advent of democracy in 1994, so too has non-state policing. It is widely accepted that the dividing line between state and non-state policing in South Africa is increasingly blurred. Policing, by its very nature, holds the potential to threaten democracy. Consequently it is important that policing is democratically controlled. According to the Law Commission of Canada four values and principles - justice, equality, accountability, and efficiency - should support policing in a democracy. This thesis is a case study of policing in Grahamstown, a small city in South Africa's Eastern Cape province. It will be shown that the policing problem that currently plagues Grahamstown, and by extension South Africa, is not simply the result of a shortage of providers but rather a problem of co-coordinating and monitoring security governance to ensure that the city does not further develop into a society where the wealthy have greater access to security than the poor.

As a result of apartheid’s history, the current South African government was initially faced with two major challenges in the development of sustainable human settlement in urban areas: delivering the quantity of houses needed to reduce the massive housing backlog (notably in black townships) and overcoming the problem of racially-based spatial separation inherited from the apartheid era. To rectify the legacies of apartheid, the state has sought to pursue a massive housing programme in urban areas for poor urban blacks. In doing so, though, it has worked within the confines of the racially-segregated South African city and has adopted a macro-economic policy with a pronounced neo-liberal thrust. This thesis examines the South African state’s housing programme with reference to questions about social sustainability and specifically sustainable human settlements. It does so by highlighting social capital and the different forms it takes, notably bonding, binding and linking capitals. This is pursued through a case study of a small area of a black township in Grahamstown called Hlalani. The case focuses on the lived experiences of Hlalani residents and their intra-household and inter-household relations as well as their linkages with local state structures. It is concluded that social capital is weak and incipient in Hlalani and that Hlalani could not, by any definition or measurement of the term, be labeled as a sustainable human settlement.

Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).

This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.

The influence of local economic development strategic leaders on how Integrated Development Plans (IDP) are developed is critical to gain insights into strategic planning directed towards economically developing municipalities. Concisely, the aim of this qualitative study was to gain a multiple understanding of how LED strategic leaders, namely managers of the LED directorate and sub-directorates at Makana local municipality influenced the IDP formulation. The fact that these LED strategic leaders, ‘make consequential or strategic decisions’ suggests that their decisions have an influence on the IDP formulation. Thus, the key research question in this study was: How do LED strategic leaders at Makana local municipality influence the formulation of the IDP at this municipality? This qualitative research used purposive sampling of incidents upheld by LED Strategic leaders. A total of ten in-depth and semi-structured interviews were conducted with four LED strategic leaders regarding incidents of their perceived influence on the formulation of the Integrated Development Plan at Makana. The interviews were in-depth in order to gain a rich understanding of their perspectives of reality. As the number of LED strategic leaders was already very small, all the four leaders at Makana participated in this study. Interview data was transcribed and analyzed using open coding and constant comparison. Member check was conducted to enhance confirmability of the findings of this study. Findings indicate that LED strategic leaders perceived their influence on the formulation of the IDP Makana municipality in four varied ways. Predominantly, LED strategic leaders commonly perceived that they had influence in setting evidence-driven direction, and searching for fitness of activities and issues with LED strategy. Thereafter, the other ways in which these LED strategic leaders perceived how they influenced the IDP formulation involve the facilitation of clarity and local relevance of LED mandates, and finally the integration of multiple economic voices of stakeholders. This demonstrates that LED strategic leaders at Makana emphasize proactively managing strategy process rather than content in terms of identifying key opportunities and major economic drivers in the local milieu. Instead, they perceived their influence as characterized by enhancing compliance with bringing the process of municipal strategy formulation closer to stakeholders. Implications of these findings are highlighted.

The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.

The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.

From Introduction: For many years I have been interested in the relationship between ethical and moral attitudes and values and religious belief. I became aware of a conflict in attitudes concerning the role of the Church in society as a member of the Methodist Church, and this stimulated me to study seriously the role of the Church in present day society. I found that members of the Wesley Guild, of which I myself was a member, conceived of the Guild in three forms: (a) as a social club; (b) as an institution for training in Christian service, both at the level of spiritual belief and practice and at the level of practical help to those in human need; (c) as an assooiation where individual spiritual values are fostered. Members differed in their view of the Guild, some seeing it in terms of all three enumerated forms, others emphasising one or two of these forms. This induced tension within the Guild. Wider observation led me to the view that this diffused concept of the Church and its functions was not peculiar to the Wesley Guild. It seemed to be general to the South African Church. I became confirmed in this view when, as a student at Rhodes University, I found that many theological students of different denominations shared it.

This thesis is about the relationship between local government, grassroots organisations and the organisation of power resulting from the interaction of the two. Exploring this relationship this thesis investigates whether the actions of grassroots movements can bring local government in line with their developmental role as accorded to them by the Constitution. The assumption embedded in this question is that the current balance of power at the local level exists outside of the service of the historically disadvantaged. Following on from that, the thesis explores, through different modes of analysis, theoretical and historical, the policy and constitutional framework for local government, and then it unravels the context set by the political economy of South Africa. The aim is to make a significant attempt at understanding the possible implications of the interventions grassroots movements make in the public space. The thesis does this also by looking at the strengths and weaknesses of the strategies of the UDF to makes an assessment of the possible endurance of post-apartheid grassroots movements. Since civil society ‘suffers’ from nationalist politics, with its own corporatist institutions, the thesis searches deep within or arguably 'outside of civil society', subjecting AbM and UPM to academic critique, to see how movements embedded among the poor and carrying the political instrument of anger and marginalisation, can dislodge the power of capital. More importantly, the thesis situates the post-apartheid moment within postcolonial politics; navigating through the legacy of Colonialism of a Special Type (CSP), the thesis explores the limits and opportunities at the disposal of grassroots movements. From a different perspective, the thesis is an examination of the organisation and movement of power and the spaces within which power and ideas are contested. Drawing on the political and economic engagements, dubbed the Dar Es Salaam debates, in the 1970’s and 1980’s spurred on by Issa Shivji, the late Prof Dani Wadada Nabudere and Mahmood Mandani, the conclusions of this thesis develops these engagements, essentially making a case for the continued centrality of the post-apartheid state. However, the thesis also asserts the indubitable role that both grassroots movements and civil society need to play, not necessarily in the democratisation of the state, though that goes without saying, but in taking the post-colonial state on its own terms. Consequently, the thesis puts forward the idea that issue-based mobilisation does exactly this, and in the manner that acknowledges the state’s centrality and makes paramount the self-organisation (popular assemblies) of ordinary people in public affairs. The thesis categorically concludes that the centrality of the post-apartheid state and its progressive outlook (constitutional values) is contingent on organs of popular assemblies which need to take the state on its (progressive) terms.