M.Ed. (Education) / Please refer to full text to view abstract

A THESIS SUBMITTED TO THE WITS SCHOOL OF THE ARTS, UNIVERSITY OF THE WITWATERSRAND, 2015 / South Africa’s post-apartheid era has, in a space of nearly two decades, experienced a massive memory boom manifest in a plethora of new memorials, monuments, museums and the renaming of streets, parks, dams and buildings. This memorialisation process is intrinsically linked to questions of power, struggles and contestation in the making and remaking of the South African nation. The questions of power, struggle and contestation manifest as a wave of debates on the place of history, collective memory, identity and social cohesion in the inception as well as the functioning of the various memorialisation projects in society. This thesis concludes that debates concerning the meaning(s) as well as the way in which the June 16, 1976 uprisings have been memorialized, has been ongoing for the last three decades, and will continue into the future. This, as the findings bear out, is because the wider contextual situating of collective memory in its intangible and tangible form is intrinsically linked to complex experiences of the past; to ongoing experiments of a “nation” in the making, as well as pressing contemporary social challenges. The thesis also concludes that questions of power, struggle and contestation also manifest as a quest for relevant idioms and aesthetics of re-representation and memorialisation. Further, the thesis makes observations on the politics behind the assembling and the assembled archive as a toolkit in the fashioning of pasts and the making of collective memory. It reflects on the processes of re-thinking and remaking of the June 16, 1976 archive. These conclusions have been arrived at through an investigation of how the memory and meaning of the June 16, 1976 uprisings have been re-constructed, re-represented and fashioned over the last three decades. This was done by tracking and analysing the complex, diverse forms and character of its memorialisation. In the process, the study arrives at a conclusion that the memorialisation of the June 16, 1976 uprisings is characterised by the multiplicity of tangible and intangible features. The intangible features are characterised by forgetting, at one level, and are, on another level, animated through rituals of commemoration, counter- commemoration and memorial debate. The memorial debate on the uprisings is that of unity and diversity, division, contestation and counter-commemoration and essentially irresolvable, as history and memory are tools to address contemporary challenges.

M.A. / In terms of the Constitution, municipalities have a mandate to govern, to provide services and to promote social and economic development. Several pieces of legislation enhance the developmental role of local government, such as the Development Facilitation Act, 1995 (Act 67 of 1995) empowering municipalities to establish statutory land development objectives setting out a clear approach to land development for each municipality. The objects of local government as stipulated in section 152 of the Constitution of the Republic of South Africa , serve as a guideline in fulfilling its role and functions. The Integrated and Development Plan approach is more appropriate in facilitating efficiency and effectiveness in municipalities. Several provinces have passed regulations requiring that the land development objectives also cover economic development goals.The Department of Provincial and Local Government (DPLG) is compelled by law to use the Integrated Development Planning (IDP) and this is likely to shape the actions of local government in implementing policies intended to reduce poverty and inequality. A municipality must structure and manage its administration and planning process to give priority to the basic needs of the community and to promote the social and economic development of the community, according to the Constitution of the Republic of South Africa. Only when the majority of the citizens receive at least a lifeline supply of basic-need services and goods, can equity be achieved. This study focuses on the City of Johannesburg's constitutional obligation to promote local economic development. The study is limited in this way to make it more manageable. This area is selected on the basis that there is a diversity of people whose economic levels are highly different and therefore there is a need for LED. A municipality's approach to street traders in, for example, former Black township areas, is likely to be quite different to approaches in CBDs. The study is mainly a historical study of both published literature and unpublished material concerning municipalities' constitutional obligations to promote LED. The study is trying to pin down facts, and identify trends, in a rapidly changing environment.

Thesis (MPhil (Journalism))--University of Stellenbosch, 2009. / There are certain images of war that are horrific, frightening and at the same time, due to an outstanding compositional structure, they are fascinating and do not allow its observers to keep their distance. This thesis examines three images of war that have often been described as icons of war photography. The images “children fleeing a napalm strike” by Nick Ut, “the falling soldier” by Robert Capa and Sam Nzima’s photograph of Hector Pieterson are historical reference images that came to represent the wars and conflicts in which they were taken. It has been examined that a number of different factors have an impact on a war photograph’s awareness level and its potential to commit itself to what is referred to as collective consciousness. Such factors are the aesthetical composition and outstanding formal elements in connection with the exact moment the photograph was taken, ethical implications or the forcefulness of the event itself. As it has been examined in this thesis, the three photographs have achieved iconic status due to different circumstances and criteria and they can be described as historical reference images representing the specific wars or conflicts. In this thesis an empirical study was conducted, questioning 660 students from Spain, South Africa and Vietnam about their awareness level regarding the three selected photographs. While the awareness level of the Spanish and the South African image was rather high in the countries of origin, they did not achieve such a high international awareness level as the Vietnamese photograph by Nick Ut, which turned out to be exceptionally well-known by all students questioned. Overall, findings suggest that the three selected icons of war photography have been anchored in collective memory. Ut, Robert Capa, Sam Nzima, semiotics, Spanish Civil War, the falling soldier, Vietnam War

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)