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Enduring suffering: the Cassinga Massacre of Namibian exiles in 1978 and the conflicts between survivors' memoriesShigwedha, Vilho Amukwaya January 2011 (has links)
<p>During the peak of apartheid, the South African Defence Force (SADF) killed close to a thousand Namibian exiles at Cassinga in southern Angola. This happened on May 4 1978. In recent years, Namibia commemorates this day, nationwide, in remembrance of those killed and disappeared following the Cassinga attack. During each Cassinga anniversary, survivors are modelled into " / living testimonies" / of the Cassinga massacre. Customarily, at every occasion marking this event, a survivor is delegated to unpack, on behalf of other survivors, " / memories of Cassinga" / so that the inexperienced audience understands what happened on that day. Besides " / survivorsâ testimonies, edited video footage showing, among others, wrecks in the camp, wounded victims laying in hospital beds, an open mass grave with dead bodies, SADF paratroopers purportedly marching in Cassinga is also screened for the audience to witness agony of that day. Interestingly, the way such presentations are constructed draw challenging questions. For example, how can the visual and oral presentations of the Cassinga violence epitomize actual memories of the Cassinga massacre? How is it possible that such presentations can generate a sense of remembrance against forgetfulness of those who did not experience that traumatic event? When I interviewed a number of survivors (2007 - 2010), they saw no analogy between testimony (visual or oral) and memory. They argued that memory unlike testimony is personal (solid, inexplicable and indescribable). Memory is a true picture of experiencing the Cassinga massacre and enduring pain and suffering over the years. In considering survivors' challenge to the visually and orally obscured realities of the Cassinga massacre, this study will use a more lateral and alternative approach. This is a method of attempting to interrogate, among other issues of this study, the understanding of Cassinga beyond the inexperienced economies of this event production. The study also explores the different agencies, mainly political, that fuel and exacerbate the victims' unending pathos. These invasive miseries are anchored, according to survivors, in the disrupted expectations / or forsaken human dignity of survivors and families of the missing victims, especially following Namibiaâs independence in 1990.</p>
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John N. Muafangejo, 1943-1987 : a perspective on his lino-cuts with special reference to the University of Bophuthatswana Print CollectionCole, Collin January 1994 (has links)
By way of an analysis of the lino-cuts executed by Muafangejo, firstly elements and influences that are evident in terms associated with his works, will be traced, for example 'primitive' and 'traditional' elements. Secondly, the characteristics that are particular to this artist's work will be defined. It is believed that by using this avenue of approach, a clearer understanding of the artist's traditional world and possibly the stylistic placement of the artist can be attained. However, to rely only on historical and cultural influences to give a perspective of his work, will not be sufficient. It will only highlight a portion of the evidence needed to fully understand his work. (From the introduction).
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Enduring suffering: the Cassinga Massacre of Namibian exiles in 1978 and the conflicts between survivors' memoriesShigwedha, Vilho Amukwaya January 2011 (has links)
Philosophiae Doctor - PhD / During the peak of apartheid, the South African Defence Force (SADF) killed close to a thousand Namibian exiles at Cassinga in southern Angola. This happened on May 4 1978. In recent years, Namibia commemorates this day, nationwide, in remembrance of those killed and disappeared following the Cassinga attack. During each Cassinga anniversary, survivors are modelled into 'living testimonies' of the Cassinga massacre. Customarily, at every occasion marking this event, a survivor is delegated to unpack, on behalf of other survivors, 'memories of Cassinga' so that the inexperienced audience understands what happened on that day. Besides survivors' testimonies, edited video footage showing, among others, wrecks in the camp, wounded victims laying in hospital beds, an open mass grave with dead bodies, SADF paratroopers purportedly marching in Cassinga is also screened for the audience to witness agony of that day. Interestingly, the way such presentations are constructed draw challenging questions. For example, how can the visual and oral presentations of the Cassinga violence epitomize actual memories of the Cassinga massacre? How is it possible that such presentations can generate a sense of remembrance against forgetfulness of those who did not experience that traumatic event? When I interviewed a number of survivors (2007 - 2010), they saw no analogy between testimony (visual or oral) and memory. They argued that memory unlike testimony is personal (solid, inexplicable and indescribable). Memory is a true picture of experiencing the Cassinga massacre and enduring pain and suffering over the years. In considering survivors' challenge to the visually and orally obscured realities of the Cassinga massacre, this study will use a more lateral and alternative approach. This is a method of attempting to interrogate, among other issues of this study, the understanding of Cassinga beyond the inexperienced economies of this event production. The study also explores the different agencies, mainly political, that fuel and exacerbate the victims' unending pathos. These invasive miseries are anchored, according to survivors, in the disrupted expectations; or forsaken human dignity of survivors and families of the missing victims, especially following Namibia's independence in 1990. / South Africa
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Facilitating learning: An investigation of the language policy of Namibian schoolsWolfaardt, Ddolores January 2001 (has links)
Doctor Educationis / This research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the
literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination
results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.
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Strategic options for trade unions in the Namibian Police ServiceKafidi, W. 03 1900 (has links)
Thesis (MPA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Freedom of association is a constitutional fundamental freedom denied the members
of the Namibian Police Service. This led to the researcher to conduct a study on
current labour practices in the said organisation. The aim thereof was to establish
whether the inexistence of unions has a detrimental effect on labour relations, and also
to explore possibilities of introducing trade unions in the Police Service.
A study was conducted within a qualitative approach with the data obtained from
existing literature as well as through interviewing police officers and other public
office bearers. It was ultimately found that the entire organisation is fraught with
labour related problems, which would have been handled differently within unionism.
The study therefore recommends that a union be formed for the Namibian Police
members. / AFRIKAANSE OPSOMMING: Vryheid van assosiasie is 'n konsitusionele fundamentele vryheid wat die lede van die
Namibiese Polisiediens ontsê is. Dit was aanleidend tot die navorser se ondersoek van
bestaande werkspraktyke in die gemelde organisasie. Die studie is daarop gerig om
vas te stel of die bestaan van unies nadelig inwerk op werksverhoudings asook om die
moontlikheid van die instelling van vakunies in die polisiediens te ondersoek.
Die studie is met 'n kwalitatiewe benadering onderneem en data is bekom uit
bestaande literatuur asook onderhoudsvoering met polisiebeamptes en ander openbare
ampsdraers. Daar is uiteindelik bevind dat die hele organisasie gebuk gaan ander
werksverwante probleme wat binne vakunie-verband anders hanteer sou word. Die
studie beveel dan ook aan dat 'n unie vir die lede van die Namibiese Polisie ingestel
moet word.
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The incorporation of environmental education for sustainability in the Namibian colleges of educationKanyimba, Alex Tubawene 11 1900 (has links)
The study explores the incorporation of Environmental Education (EE) for sustainability in the Namibian Colleges of Education. The thrust is held in this study because of the view that the incorporation of EE promotes sustainable development. Cross-curricular teaching is the preferred model for the incorporation of EE in the Namibian Colleges of Education because it brings all teacher educators to contribute to the teaching of environmental education themes just as sustainable development requires all players to incorporate its principles in core operations of institutions.
The study explores the global environment crisis, the environmental degradation in Africa in general and Namibia in particular. Education is seen as an instrument that could be used to address the environmental problems that affect the ability of the ecosystem to regulate climate, to provide resources and to support natural and human life in the broader environment. The study presented the EE goals such as the ecological foundation, the conceptual awareness: issues and values, investigation and evaluation as well as the environmental action, training and application. The study explores theoretical perspectives for the incorporation of EE, theories of modern environmentalism and theories of sustainability as well as policies that were undertaken in Namibia to incorporate EE in the Namibian Colleges of Education.
The methodology of research is both quantitative and qualitative and is rooted in the classical and grounded theory approaches to research. The documentation of data and the questionnaire were used as techniques and tools to collect both direct and indirect data.
It emerged from the findings of the study that the ecological foundation and the conceptual awareness subgoals are part of EE teaching while the investigation and evaluation as well as the environmental action, training and application subgoals are not part of EE teaching in the Namibian Colleges of Education. The findings of the study reveal that teacher educators in the Namibian Colleges of Education have a variety of understandings and perceptions about the incorporation of EE in the Namibian Colleges of Education. The findings also show that the barriers that affect the incorporation of EE in the Namibian Colleges of Education are institutional, dispositional and situational. The recommendations of the study support the clarification of the concept of cross-curricular teaching in light of the emerging paradigm of sustainable development. They also promote the re-orientation of the administration, the curriculum and teacher educator attitudes in the Namibian Colleges of Education. / Educational Studies / D. Ed. (Didactics)
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Discourses of poverty in literature : assessing representations of indigence in post-colonial texts from Botswana, Namibia and ZimbabweButale, Phenyo 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2015 / ENGLISH ABSTRACT: This thesis undertakes a comparative reading of post-colonial literature written in English in
Botswana, Namibia and Zimbabwe to bring into focus the similarities and differences
between fictional representations of poverty in these three countries. The thesis explores the
unique way in which literature may contribute to the better understanding of poverty, a field
that has hitherto been largely dominated by scholarship that relies on quantitative analysis as
opposed to qualitative approaches. The thesis seeks to use examples from selected texts to
illustrate that (as many social scientists have argued before) literature provides insights into
the ‘lived realities’ of the poor and that with its vividly imagined specificities it illuminates
the broad generalisations about poverty established in other (data-gathering) disciplines.
Selected texts from the three countries destabilise the usual categories of gender, race and
class which are often utilised in quantitative studies of poverty and by so doing show that
experiences of poverty cut across and intersect all of these spheres and the experiences differ
from one person to another regardless of which category they may fall within. The three main
chapters focus primarily on local indigence as depicted by texts from the three countries. The
selection of texts in the chapters follows a thematic approach and texts are discussed by
means of selective focus on the ways in which they address the theme of poverty. Using three
main theorists – Maria Pia Lara, Njabulo Ndebele and Amartya Sen – the thesis focuses
centrally on how writers use varying literary devices and techniques to provide moving
depictions of poverty that show rather than tell the reader of the unique experiences that
different characters and different communities have of deprivation and shortage of basic
needs. / AFRIKAANSE OPSOMMING: Hierdie tesis onderneem ‘n vergelykende studie van post-koloniale letterkunde in Engels uit
Botswana, Namibië en Zimbabwe, om sodoende die ooreenstemmings en verskille tussen
letterkundige uitbeeldings van armoede in hierdie drie lande aan die lig te bring. Die tesis
ondersoek die unieke manier waarop letterkunde kan bydra tot ‘n beter begrip van armoede,
‘n studieveld wat tot huidiglik grotendeels op kwantitatiewe analises berus, in teenstelling
met kwalitatiewe benaderings. Die tesis se werkswyse gebruik voorbeelde uit gelekteerde
tekste met die doel om te illustreer (soos verskeie sosiaal-wetenskaplikes reeds aangevoer
het) dat letterkunde insig voorsien in die lewenservarings van armoediges en dat dit die breë
veralgemenings aangaande armoede in ander (data-gebaseerde) wetenskappe kan illumineer.
Geselekteerde tekste uit die drie lande destabiliseer die gewone kategorieë van gender, ras en
klas wat normaaalweg gebruik word in kwantitatiewe studies van armoede, om sodoende aan
te toon dat die ervaring van armoede dwarsdeur hierdie klassifikasies sny en dat hierdie tipe
lewenservaring verskil van persoon tot persoon ongeag in watter kategorie hulle geplaas
word.
Die drie sentrale hoofstukke fokus primêr op lokale armoede soos uitgebeeld in tekste vanuit
die drie lande. Die seleksie van tekste in die hoofstukke volg ‘n tematiese patroon en tekste
word geanaliseer na aanleiding van ‘n selektiewe fokus op die maniere waarop hulle armoede
uitbeeld. Deur gebruik te maak van ‘ die teorieë van Maria Pia Lara, Njabulo Ndebele en
Amartya Sen, fokus hierdie tesis sentraal op hoe skrywers verskeie literêre metodes en
tegnieke aanwend ten einde ontroerende uitbeeldings van armoede te skep wat die leser wys
liewer as om hom/haar slegs te vertel aangaande die unieke ervarings wat verskillende
karakters en gemeenskappe het van ontbering en die tekort aan basiese behoefte-voorsiening.
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The incorporation of environmental education for sustainability in the Namibian colleges of educationKanyimba, Alex Tubawene 11 1900 (has links)
The study explores the incorporation of Environmental Education (EE) for sustainability in the Namibian Colleges of Education. The thrust is held in this study because of the view that the incorporation of EE promotes sustainable development. Cross-curricular teaching is the preferred model for the incorporation of EE in the Namibian Colleges of Education because it brings all teacher educators to contribute to the teaching of environmental education themes just as sustainable development requires all players to incorporate its principles in core operations of institutions.
The study explores the global environment crisis, the environmental degradation in Africa in general and Namibia in particular. Education is seen as an instrument that could be used to address the environmental problems that affect the ability of the ecosystem to regulate climate, to provide resources and to support natural and human life in the broader environment. The study presented the EE goals such as the ecological foundation, the conceptual awareness: issues and values, investigation and evaluation as well as the environmental action, training and application. The study explores theoretical perspectives for the incorporation of EE, theories of modern environmentalism and theories of sustainability as well as policies that were undertaken in Namibia to incorporate EE in the Namibian Colleges of Education.
The methodology of research is both quantitative and qualitative and is rooted in the classical and grounded theory approaches to research. The documentation of data and the questionnaire were used as techniques and tools to collect both direct and indirect data.
It emerged from the findings of the study that the ecological foundation and the conceptual awareness subgoals are part of EE teaching while the investigation and evaluation as well as the environmental action, training and application subgoals are not part of EE teaching in the Namibian Colleges of Education. The findings of the study reveal that teacher educators in the Namibian Colleges of Education have a variety of understandings and perceptions about the incorporation of EE in the Namibian Colleges of Education. The findings also show that the barriers that affect the incorporation of EE in the Namibian Colleges of Education are institutional, dispositional and situational. The recommendations of the study support the clarification of the concept of cross-curricular teaching in light of the emerging paradigm of sustainable development. They also promote the re-orientation of the administration, the curriculum and teacher educator attitudes in the Namibian Colleges of Education. / Educational Studies / D. Ed. (Didactics)
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The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and ManagementUugwanga, Nicodemous Natangwe January 2008 (has links)
Magister Educationis - MEd / After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools. / South Africa
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The possibility of Africanization of the curriculum in Namibia in the light of the African experienceKangueehi, Albertus Kuzeeko 11 1900 (has links)
It is widely accepted that in order for education to serve the
people effectively, the school curriculum should be localised.
In Namibia a high rate of failure, unemployment and a low
standard of life, especially among the black section of the
population, is attributed to the foreign education which the
people receive.
This study attempts to shed some light on the nature of school
curriculum. From a comparative study of attempts of
Africanisation of the school curriculum in three African
countries, some universal strategies can be distilled.
A short survey is given of the school curriculum in Namibia and
the history of its development.
Finally, on the basis of the distilled strategies, some
guidelines are drawn concerning Africanisation of the school
curriculum in Namibia. These guidelines could be used to make
the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)
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