Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an analysis of documents dealing with the provision of education to minorities was undertaken. Unstructured interviews, from a small sample of informants selected by purposeful sampling, elicited additional data to the document analysis. Data was analysed, discussed and synthesised. The major findings are: there is no international consensus on the definition of the concept minority; the concept minority does not even appear in the Constitutions of some of the countries under investigation; the South African Constitution uses the concept communities rather than minorities. However, no definition of the concept community is provided and despite reservations expressed by a key informant on group rights, generally the South African Constitution contains enough sections regarding the provision of education to minorities. Subject to certain limitations, minority groups may open their own schools and use their own language. Based on these findings, recommendations for educational provision for minorities are made. / Educational Studies / D.Ed. (Comparative Education)

In anthropological studies place is often taken for granted, “just” the locale where other interesting, more significant things happen (De Jongh 2006:79). I argue that rather than a mere backdrop to activities, the landscape of Orania is significant and that physical place is essential for the construction of an Orania identity. I ethnographically examine whether the physical setting of Orania can be seen as a prime signifying system through which a particular other interesting, more significant things happen (De Jongh 2006:79). I argue that rather than a mere backdrop to activities, the landscape of Orania is significant and that physical place is essential for the construction of an Orania identity. I ethnographically examine whether the physical setting of Orania can be seen as a prime signifying system through which a particular Afrikaner ethnic identity, as well as a set of socio-cultural values is communicated. Occupying the physical land is a form of collective identity that helps create ethnic identities (Tilley 2006:11-13). Orania is an authentic place-bound expression of this quest for identity and Oranians define their identity through their model of space and of their land. The physical boundaries are expanded when support groups outside of the settlement become an integral part of the activities in the community, and socio-political boundaries are tested by an inand outflux of community members and the constant presence of South African and international press, and visitors. iv Landscape does not merely comprise the land, but also includes the lived experiences and attitudes of the inhabitants. Landscape as text, “a medium to be read for the ideas, practices and contexts constituting the culture which created it” (Ley 1985:419) proves to be a legitimate and constructive way to make sense of the landscape. As with texts, the landscape as text is subject to multiple readings. The focus on textual landscape offers an expanded perspective on space and place, and in this case texts also amplify the Oranian space exponentially. Different types of landscapes - culturescapes, landscape as text and textual landscapes - are building blocks in the construction of an Orania identity. Finally, I would emphasise that Orania, and by extension this study, is not just an academic concept, but a product of the lived experiences and opinions of people who are closely connected to land of their own.. / Anthropology & Archaeology / M.A. (Anthropology)

In anthropological studies place is often taken for granted, “just” the locale where other interesting, more significant things happen (De Jongh 2006:79). I argue that rather than a mere backdrop to activities, the landscape of Orania is significant and that physical place is essential for the construction of an Orania identity. I ethnographically examine whether the physical setting of Orania can be seen as a prime signifying system through which a particular other interesting, more significant things happen (De Jongh 2006:79). I argue that rather than a mere backdrop to activities, the landscape of Orania is significant and that physical place is essential for the construction of an Orania identity. I ethnographically examine whether the physical setting of Orania can be seen as a prime signifying system through which a particular Afrikaner ethnic identity, as well as a set of socio-cultural values is communicated. Occupying the physical land is a form of collective identity that helps create ethnic identities (Tilley 2006:11-13). Orania is an authentic place-bound expression of this quest for identity and Oranians define their identity through their model of space and of their land. The physical boundaries are expanded when support groups outside of the settlement become an integral part of the activities in the community, and socio-political boundaries are tested by an inand outflux of community members and the constant presence of South African and international press, and visitors. iv Landscape does not merely comprise the land, but also includes the lived experiences and attitudes of the inhabitants. Landscape as text, “a medium to be read for the ideas, practices and contexts constituting the culture which created it” (Ley 1985:419) proves to be a legitimate and constructive way to make sense of the landscape. As with texts, the landscape as text is subject to multiple readings. The focus on textual landscape offers an expanded perspective on space and place, and in this case texts also amplify the Oranian space exponentially. Different types of landscapes - culturescapes, landscape as text and textual landscapes - are building blocks in the construction of an Orania identity. Finally, I would emphasise that Orania, and by extension this study, is not just an academic concept, but a product of the lived experiences and opinions of people who are closely connected to land of their own.. / Anthropology and Archaeology / M.A. (Anthropology)

Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an analysis of documents dealing with the provision of education to minorities was undertaken. Unstructured interviews, from a small sample of informants selected by purposeful sampling, elicited additional data to the document analysis. Data was analysed, discussed and synthesised. The major findings are: there is no international consensus on the definition of the concept minority; the concept minority does not even appear in the Constitutions of some of the countries under investigation; the South African Constitution uses the concept communities rather than minorities. However, no definition of the concept community is provided and despite reservations expressed by a key informant on group rights, generally the South African Constitution contains enough sections regarding the provision of education to minorities. Subject to certain limitations, minority groups may open their own schools and use their own language. Based on these findings, recommendations for educational provision for minorities are made. / Educational Studies / D.Ed. (Comparative Education)