This thesis delves into the agricultural past of the Ntabazinduna Reserve which is part of the Bubi District in Southern Rhodesia (Zimbabwe). The main purpose of this case study is to investigate whether or not there was a significant agricultural change in this Reserve, particularly in the colonial period 1923-1939. The Ntabazinduna area was sparsely populated before 1918. After the First World War the African population and number of livestock increased rapidly in the Reserve because of new immigrants from the Insiza District and natural accession. Then, the African cultivators were often faced with serious problems of congestion, poor harvests and overstocking. Oral and written sources do not suggest that there was tension between the new immigrants and the local population. In response to a general realisation that the Reserves generally were deteriorating alarmingly, the Colonial State intervened in the African agrarian sector between 1920 and 1939. The White Settler Government's chief agents of change in this area were Alvord, the Agriculturalist for Natives, the NC of the Bubi District and a trained African Agricultural Demonstrator. These men went out to the Reserve where they carried out agricultural experiments in the inter-war period. It was hoped that after they had delivered lectures and conducted these experiments, then the African cultivators would abandon their old ways of farming and adopt new, scientific agricultural methods which were introduced into the Reserve by the Colonial State's agents of change. As African cultivators used these new agricultural techniques, it was assumed that they would probably be in a better position to grow enough food for local consumption. In that way some of the above economic problems could be solved. This dissertation attempts to measure the responses of the African cultivators to the agricultural experiments conducted by Alvord and the demonstrators in the Ntabazinduna Reserve. In addition, this case-study will make use of new oral evidence collected by certain individuals and submitted to the National Archives of Zimbabwe. This new material will be checked against published and unpublished sources or vice versa. Oral evidence which I collected from some elderly people of the Ntabazinduna Reserve between 1983 and 1988 will also be used to throw light on the subject of agricultural change.

Includes bibliographical references. / While much has been written on the European display of non - western art and artefact collected from their colonies in Africa, less has been documented about the European settler arts institutions, like the South African National Gallery (SANG), whose distant location away from the imperial centre initially presented particular challenges. In South Africa, since colonialism, these challenges have been expanded by settler nationalisms, a racially oppressive regime, a liberation movement, and a relatively peaceful transition to a democracy. In its form and its function, the SANG has reflected the redefined nationalisms that accompanied these historical moments. In light of the global history of national galleries and more recent theoretical discussions about cultural institutions, this study probes the complex layering of histories evidenced in collection and exhibition practices at the SANG in its historical contexts. Historically South African galleries have reflected colonial and later apartheid ideologies. With the transition to a democratic society in 1994, the ‘new’ South Africa ushered in a radically redefined national identity. If national collections reflect the nations to which they belong, this study questions the SANG’s ability in reflecting successive redefinitions of South African nationhood, and its adaptability in meeting shifting social and political requirements. By examining shifts in collections and display practices and policies, in the SANG’s historical contexts, this paper ultimately asks the question: What does it mean to be a ‘national’ gallery when the notions of ‘nation’ transform radically?

Older generations have often looked down on their younger counter parts believing that they have little awareness of the sacrifices made by those coming before them and that they have no awareness of the past and no drive to learn about it. However, are these youths really as unaware as the older generations like to think? A country like South Africa has a unique past that was characterised by gross human rights violations under the apartheid regime, specifically during the second half of the 20th century. These born-frees may not have been directly exposed to apartheid but because democratic South Africa is still in its infancy the legacy of those times still impacts them greatly. This qualitative study was informed by the interpretivist paradigm and was underpinned by a relativist ontology and a subjectivist epistemology. This case study made use of the sense of the past of the first-year students enrolled at the Faculty of Education in 2017. A secondary data analysis of two questions from a twelve-question, open-ended written survey collected in 2017 was used to explore the first-year, Faculty of Education students’ historical consciousness as it relates to the past. Convenience sampling was used during the data collection during 2017 when the 700 surveys were collected. After the electronic transcription of these responses. I selected 150 responses from two questions, totalling 300 responses that were analysed. An inductive data analysis method and open coding was used which revealed emergent and dominant themes that were not predetermined. A majority of the responses tended towards negative themes while only some found the past to be better than the present. My study showed that the first-year, Faculty of Education students have a historical consciousness of the past that is orientated from a presentist position. The historical consciousness of these first-year students was dominated by race and used the last forty years of the recent past in its construction. The historical consciousness of these youths was personalised and diversified by a variety of themes and was based on emotional views more than historically factual ones. Furthermore, I illustrate that these future teachers are trapped in the legacy of the past but strive to achieve a bright future so that they can move forward from the past and the effects by which they are burdened. / Dissertation (MEd (History Education))--University of Pretoria, 2021. / Humanities Education / MEd (History Education) / Unrestricted

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