Relevant bibliographies by topics / Apartheid – Research – South Africa

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Academic literature on the topic 'Apartheid – Research – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Apartheid – Research – South Africa"

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Park, Yoon Jung. "State, Myth, and Agency in the Construction of Chinese South African Identities, 1948–1994." Journal of Chinese Overseas 4, no. 1 (2008): 69–90. http://dx.doi.org/10.1163/179325408788691390.

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AbstractBased on the author's PhD research, this article focuses on the fluid and contested nature of the identities — racial, ethnic, and national — of people of Chinese descent in South Africa in the apartheid and post-apartheid eras. The research focuses on the approximately 12,000-strong community of second-, third-, and fourth-generation South African-born Chinese South Africans. It reveals that Chinese South Africans played an active role in identity construction using Chinese history, myths and culture, albeit within the constraints established by apartheid. During the latter part of apartheid, movement up the socio-economic ladder and gradual social acceptance by white South Africa propelled them into nebulous, interstitial spaces; officially they remained “non-white” but increasingly they were viewed as “honorary whites.” During the late 1970s and 1980s, the South African state attempted to redefine Chinese as “white” but these attempts failed because Chinese South Africans were unwilling to sacrifice their unique ethnic identity, which helped them to survive the more dehumanizing aspects of life under apartheid.
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Graham, Matthew. "Finding Foreign Policy: Researching in Five South African Archives." History in Africa 37 (2010): 379–87. http://dx.doi.org/10.1353/hia.2010.0026.

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The turbulent modern history of South Africa, which includes notable events such as the Sharpeville Massacre in 1960, the banning and exile of the African National Congress (ANC) and the Pan-Africanist Congress (PAC), and the dramatic transition from apartheid to democracy in the early 1990s, has drawn academics from a number of fields to studying the nation from a variety of angles. Two such topics which have attracted scholarly attention are the foreign policy of South Africa both during apartheid, and subsequently after its demise in 1994, and the multi faceted activities of the liberation movements fighting against it. When looking at the international relations of South Africa from the end of the Second World War, through until the present day, it is almost impossible to analyse this dimension of South Africa's past without examining the lasting effects that the political mindset of apartheid had upon foreign policy decision making, and the international community. Likewise, the history of the liberation movements such as the ANC and the PAC were shaped by their attempts to defeat apartheid and the eventual end to the struggle. The histories of the ANC and South African foreign policy are inextricably linked, demonstrating the importance of what has, and is occurring in the country, creating a complex, but truly intriguing area of research for academics.Conducting archival research on these two areas of interest is relatively easy in South Africa, with on the whole, well stocked, largely deserted, and easy to use archives located across the country.
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Sooryamoorthy, Radhamany. "Sociological research in South Africa: Post-apartheid trends." International Sociology 30, no. 2 (March 2015): 119–33. http://dx.doi.org/10.1177/0268580915571801.

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van Wyk, Anna-Mart. "Apartheid's Bomb and Regional Liberation: Cold War Perspectives." Journal of Cold War Studies 21, no. 1 (April 2019): 151–65. http://dx.doi.org/10.1162/jcws_a_00855.

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South Africa had a small, highly classified nuclear weapons program that produced a small but potent nuclear arsenal. At the end of the 1980s, as South Africa was nearing a transition to black majority rule, the South African government destroyed its nuclear arsenal and its research facilities connected with nuclear armaments and ballistic missiles. This article, based on archival research in the United States and South Africa, shows that the South African nuclear weapons program has to be understood in the context of the Cold War battlefield that southern Africa became in the mid-1970s. The article illuminates the complex U.S.–South African relationship and explains why the apartheid government in Pretoria sought nuclear weapons as a deterrent in the face of extensive Soviet-bloc aid to black liberation movements in southern Africa, the escalating conflict with Cuban forces and Soviet-backed guerrillas on Namibia's northern frontier, and the attacks waged by the African National Congress from exile. A clear link can be drawn between the apartheid government's quest for a nuclear deterrent, liberation in southern Africa, and the Cold War.
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Stolp, Mareli. "New Music for New South Africans: The New Music Indabas in South Africa, 2000–02." Journal of the Royal Musical Association 143, no. 1 (2018): 211–32. http://dx.doi.org/10.1080/02690403.2018.1434354.

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ABSTRACTThis article explores the content, scope and impact of an annual contemporary music festival in South Africa, the first of which was presented in 2000 by New Music South Africa (NMSA), the South African chapter of the International Society for Contemporary Music (ISCM). It explores the New Music Indabas of 2000–02 against the background of the political and cultural transformations that characterized South Africa, especially in the aftermath of the end of apartheid. Research into the archive of NMSA provided an entry point into understanding South African cultural, social and political life in the early years of the country's democracy. The ‘separate development’ rhetoric of the totalitarian apartheid regime, in power from 1948 to 1994, prevented cultural exchange and connection between musics and musicians in South Africa for decades; this article explores the ways in which the New Music Indabas attempted to right these historical imbalances, and to forge new directions for South African art-music production and practice.
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Rogerson, Christian M., and Jayne M. Rogerson. "Racialized Landscapes of Tourism: From Jim Crow USA to Apartheid South Africa." Bulletin of Geography. Socio-economic Series 48, no. 48 (June 23, 2020): 7–21. http://dx.doi.org/10.2478/bog-2020-0010.

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AbstractTourism studies, including by geographers, give only minor attention to historically-informed research. This article contributes to the limited scholarship on tourism development in South Africa occurring during the turbulent years of apartheid (1948 to 1994). It examines the building of racialized landscapes of tourism with separate (but unequal) facilities for ‘non-Whites’ as compared to Whites. The methodological approach is archival research. Applying a range of archival sources tourism linked to the expanded mobilities of South Africa's ‘non-White’ communities, namely of African, Coloureds (mixed race) and Asians (Indians) is investigated. Under apartheid the growth of ‘non-White’ tourism generated several policy challenges in relation to national government's commitments towards racial segregation. Arguably, the segregated tourism spaces created for ‘non-Whites’ under apartheid exhibit certain parallels with those that emerged in the USA during the Jim Crow era.
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Barbosa Filho, Evandro Alves, and Ana Cristina de Souza Vieira. "ANALISANDO A TRANSIÇÃO DA ÁFRICA DO SUL À DEMOCRACIA: neoliberalismo, transformismo e restauração capitalista." Revista de Políticas Públicas 24, no. 1 (June 24, 2020): 328. http://dx.doi.org/10.18764/2178-2865.v24n1p328-346.

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Desde 1994 a África do Sul pôs fim à sua estrutura oficial de segregação, baseada na ultra exploração da força de trabalho negra e na total segregação racial: o Apartheid. Embora esse sistema tenha acabado e o país seja governado pelo antigo movimento de libertação nacional, o African National Congress (ANC), as desigualdades sociais se aprofundaram. O objetivo deste artigo é analisar os processos políticos que condicionaram a transição Sul-africana do Apartheid à democracia. A pesquisa tem natureza qualitativa e foi realizada por meio de revisão bibliográfica da sociologia crítica sulafricana, da análise de documentos oficiais e na análise crítica de discurso. O estudo identificou que a transição à democracia foi tutelada pela mais rica fração da burguesia sul-africana e viabilizada pelo ANC, que aderiu às ideologias neoliberais.Palavras-chave: Apartheid. África do Sul. Transição. Neoliberalismo.ANALYZING SOUTH AFRICA'S TRANSITION TO DEMOCRACY: neoliberalism, transformism and capitalist restorationAbstractSince 1994 South Africa has put an end to its official segregation structure, based on the overexploitation of the black workforce and total racial segregation: The Apartheid. Although this system is over and the country is ruled by the former national liberation movement, the African National Congress (ANC), social inequalities have deepened. This paper aims to analyze the political processes that conditioned the South African transition from Apartheid to democracy. The research has a qualitative approach and It was conducted through a bibliographical review of South African critical sociology, analysis ofofficial documents and critical discourse analysis. The study found that the transition to democracy was led by the wealthiest fraction of the South African bourgeoisie and made possible by the ANC, which adopted the neoliberal ideologies.Keywords: Apartheid. South Africa. Transition. Neoliberalism.
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Cabrita, Joel. "Writing Apartheid: Ethnographic Collaborators and the Politics of Knowledge Production in Twentieth-Century South Africa." American Historical Review 125, no. 5 (December 2020): 1668–97. http://dx.doi.org/10.1093/ahr/rhaa512.

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Abstract Knowledge production in apartheid-era South Africa was a profoundly collaborative process. In particular, throughout the 1930s–1950s, the joint intellectual labor of both Africans and Europeans created a body of knowledge that codified and celebrated the notion of a distinct realm of Zulu religion. The intertwined careers of Swedish missionary to South Africa Bengt Sundkler and isiZulu-speaking Lutheran pastor-turned-ethnographer Titus Mthembu highlight the limitations of overly clear demarcations between “professional” versus “lay” anthropologists as well as between “colonial European” versus “indigenous African” knowledge. Mthembu and Sundkler’s decades-long collaboration resulted in a book called Bantu Prophets in South Africa ([1948] 1961). The work is best understood as the joint output of both men, although Sundkler scarcely acknowledged Mthembu’s role in the conceptualization, research, and writing of the book. In an era of racial segregation, the idea that African religion occupied a discrete, innately different sphere that the book advanced had significant political purchase. As one of a number of African ideologues supportive of the apartheid state, Mthembu mobilized his ethnographic findings to argue for innate racial difference and the virtues of “separate development” for South Africa’s Zulu community. His mysterious death in 1960 points to the high stakes of ethnographic research in the politically fraught climate of apartheid South Africa.
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Sooryamoorthy, Radhamany. "Sociological research and collaboration in South Africa: Past and present." International Sociology 32, no. 5 (September 2017): 567–86. http://dx.doi.org/10.1177/0268580917725235.

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Sociological research in South Africa presents characteristic features in line with its historical and political phases. This article maps the production of sociological research in South Africa during the apartheid and democratic periods. The data used in the article were drawn from the publication records of South African scholars stored in the database of the Web of Science (WoS). A total of 2342 publications representing the period 1970–2015 was sampled for this scientometric analysis. Employing appropriate statistical tests, the article examines the role of collaboration in the production of sociological knowledge in South Africa, and the relationships that exist among collaboration, international partnerships, subject areas and citations. The analysis shows that South African sociological research has distinctive characteristics that represent the two periods of study. It has benefitted from collaboration, both domestic and international. Collaboration continues to grow in specific subject fields of sociological research in South Africa, and has importance in the visibility of sociological research in the country.
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Kosciejew, Marc Richard Hugh. "Disciplinary documentation in Apartheid South Africa." Journal of Documentation 71, no. 1 (January 12, 2015): 96–115. http://dx.doi.org/10.1108/jd-10-2013-0130.

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Purpose – The purpose of this paper is to argue that information is an important effect of documentation. It is in this way that documentation studies distinguishes between concepts of and practices with “information” and “document”: that is, documentation studies helps illuminate how information is created, stabilized, and materialized such that it can emerge and, in turn, how it can then be controlled, deployed, enforced, entrenched, managed, and used in many different ways, in various settings, and for diverse purposes. Design/methodology/approach – This paper presents a conceptual framework on documentation, drawing upon the work of Bernd Frohmann, Michel Foucault, Bruno Latour, Hannah Arendt, @@and Ian Hacking, and applied to a case study of Apartheid South Africa. Findings – Apartheid’s documentation helped achieve apartness at the macro and micro levels of society: on the macro level, the creation and subsequent separation of different racial and ethnic identities were drafted, adopted, and turned into law through legislative documents; on the micro level, these identities were reinforced through routines with personal documents and public signs. This documentation functioned as a documentary apparatus, providing a tangible link between individuals and their official racial and ethnic categories by creating a seamless movement of documents through various institutions; further it helped transform these racial and ethnic identities into lived facts that disciplined and controlled life. Originality/value – By examining documentation, one can present a fresh and unique perspective to understanding the construction of various things, such as the construction of identities. This conceptual framework contributes to Library and Information Science (LIS) by illuminating the central role of documentation in the creation, stabilization, materialization, and emergence of information. By using Apartheid South Africa as a case study, this paper demonstrates how this framework can be applied to shed new light on different kinds of phenomena in diverse contexts; consequently, it not only contributes to and extends parts of the scholarship on documentation studies within LIS, but also presents new directions for other academic disciplines and multidisciplinary analyses and research.
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Dissertations / Theses on the topic "Apartheid – Research – South Africa"

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Prinsloo, Estelle Helena. "New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001384.

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Social problems that are identified by government policy are articulated in ways that confer the responsibility of their management onto the state. In this way, policy reform serves as a means to justify political rule, as the ‘answers’ to policy failures are located within the realm of state intervention. This role of policy is maintained by the traditional definition of policy as it enables policies to be presented as the outcome of ‘necessary’ actions taken by state institutions to better the wellbeing of citizens. Since 1994, mainstream research on basic education policy in South Africa has employed traditional understandings of policy and its function. In doing so, these inquiries have failed to question the very idea of policy itself. They have also neglected to identify the productive role played by policy in the practice of power. To illuminate the necessary limits of policy reform, an alternative approach to analyse basic education policy is necessary. This thesis premises policy as discourse and advances a governmentality analysis of basic education policy during the first fifteen years of democracy (1994-2009) in South Africa. By drawing on the work of Michel Foucault, the study argues that government – ‘those actions upon the actions of others’ – during this period in South Africa was informed by both a liberal and a neo-liberal mentality of rule. The tensions between these two rationalities contributed to the continuation of apartheid’s socio-economic inequalities in the postapartheid era; an outcome buttressed by the contradictory impulses within basic education policy. By considering policy as a productive translation of governmental reasoning, the boundaries of intervention for future policy reforms are highlighted. These show that the inequalities that were perpetuated during the first fifteen years of democracy justify policy responses similar to those responsible for their production
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Marx, Jacqueline Greer. "(In)visibility and the exercise of power: a genealogy of the politics of drag spectacles in a small city in South Africa." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002522.

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This study investigates the politics of homosexual visibility in dressing-up, cross-dressing and drag performances that take place in a small city in South Africa over a period of sixty years, beginning in the 1950s and the inception of apartheid policy, through the socio-political changes in the 1990s to the 21st century post-apartheid context. The study draws on Butler’s notion of performative resistance and adopts a Foucauldian genealogy to examine the conditions that make visibility possible and through which particular representations of homosexuality are articulated and read, or remain unread or misread. Information about dressing-up, cross-dressing and drag performance was obtained in interviews, from documentary evidence, and from audio-visual recordings of drag shows and gay and lesbian beauty pageant competitions. Semiotics and a Foucauldian approach to analysing discourse were used to interpret the written, spoken, and visual texts. In this study I argue that the state prohibition of homosexuality during apartheid meant that people could not admit to knowing about it, and this ‘not knowing’ provided a cover for homosexual behaviour in public. At this time, the threat of being identified was associated with police raids on private parties. In the 1990s, homosexual visibility was more viable than it had been in the past. However, the strategies that were adopted to negotiate public visibility at this time were tailored to appease normative sentiments rather than challenge them. I argue that, historically, race and gender have played a role in diminishing and exacerbating homosexual visibility and its politics. Addressing the potential for harm that is associated with homosexual visibility in the 21st century post-apartheid context, this study considers the circumstances in which invisibility is desirable.
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Kunju, Hleze Welsh. "A critical and intercultural analysis of selected isiXhosa operas in the East Cape Opera Company's repertory." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001861.

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The East Cape Opera Company was founded by Gwyneth Lloyd in 1995 and has performed in various Eastern Cape venues and festivals as well as conducting a tour of the Netherlands. The Company has performed well known operas and operettas such as Mozart's The Magic Flute, Gilbert and Sullivan's The Mikado as well as their own original isiXhosa operas such as Temba and Seliba, The Moon Prince - Inkosana Yenyanga and The Clay Flute. This thesis is situated within the context of apartheid and post-apartheid, and an emerging post-1994 South African’s operatic culture that embraces multiculturalism. The aim of this research is to explore and raise awareness regarding intercultural communication in relation to isiXhosa operas and examine the linguistic and dramatic characteristics of the construction of these operas. This involves an analysis of the integration of African cultural practices (dramatic and musical) within an essentially western art form. The thesis makes use of intercultural and literary theory as a point of departure to analyse not only the literary qualities of the isiXhosa operas performed by the East Cape Opera Company, but it also seeks to show how these operas reflect an emerging intercultural reality within the South African context. The thesis explores the mixing of genres, including African genres such as the folktale and oral poetry as part of Opera, which has previously been seen as a Western domain. It is argued that this mixing of genres and languages allows for the success of African Opera
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Mokgawa, Amos Pheeha. "A historical exploration of the internal political factors in the fall of apartheid : The case of Lebowa Bantustan,1970-1994." Thesis, University of Limpopo (Turfloop Campus), 2008. http://hdl.handle.net/10386/860.

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Sebela, Mokgoko Petrus. "Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14508.

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The present research examined whether teachers in South Africa could use feedback from a learning environment instrument to help them to increase the degree to which they emphasised constructivist-oriented teaching strategies in their classroom. The study also investigated the validity of a widely-applicable classroom environment questionnaire, as well as associations between attitudes and classroom environment. The study involved a combination of quantitative and qualitative research methods and was carried out in two phases. In the first phase of the study, data were collected using the Constructivist Learning Environment Survey (CLES), to assess learners' perceptions of the constructivist learning environment, and an attitude scale to assess learners' attitudes towards their mathematics classroom. The instruments were administered to 1864 learners in 34 intermediate (Grades 4 - 6) phase and senior phase (Grades 7 - 9) classes. Data were analysed to determine whether (a) the CLES is valid and reliable for use in South Africa and (b) relationships exist between learners' perceptions of the learning environment and their attitude toward their mathematics classes. Descriptive analysis was used to generate feedback information for teachers based on graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. Analyses of data collected from 1864 learners in 34 classes supported the factor structure, internal consistency reliability (Cronbach alpha coefficient), and discriminant validity of the CLES, as well as its ability to differentiate between classes. The results suggest that researchers and teachers can be confident about using the modified version of the CLES in mathematics classes in South Africa in the future.
Simple correlation and multiple regression analyses were conducted to examine whether associations exist between learners' attitudes towards their mathematics class and their perceptions of the learning environment. The results indicated that student attitudes were associated with more emphasis on all four CLES scales used. Two scales, Uncertainty and Student Negotiation, were found to contribute most to variance in student attitudes in mathematics classes in South Africa when the other CLES scales were mutually controlled. Descriptive analysis was used to provide information about the constructivist nature of mathematics classes in the Limpopo Province of South Africa. The results indicate that students would prefer a learning environment that is more positive than the one that they perceive as being present in terms of emphasis on all four CLES scales used. The second phase involved a 12-week intervention period during which two teachers used the pretest profiles of actual and preferred classroom environment means to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented the strategies and maintained daily journals as a means of reflecting on their teaching practices. Throughout the 12-week period, the researcher made regular support visits that included classroom observations, reviews of daily journals, discussions with teachers and interviews with learners.
As well, the researcher had the opportunity of giving support to the teachers in the implementation of their strategies. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their perceptions of the constructivist emphasis in their classroom learning environments had changed. The posttest graphical profiles indicated that there was a sizeable improvement in teachers' emphasis on CLES dimensions in their classrooms. Apparently, teachers using action research are able to use learners' responses to the CLES to develop and implement strategies for improving their learning environment. The study suggests that journal writing, as a tool used by teachers on a daily basis, can improve their professional expertise as reflective practitioners.
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Oliver, Daniel G. "How's your research going to help us? the practices of community-based research in the post-apartheid university /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092605011.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 233 p. Includes bibliographical references (p. 216-228). Available online via OhioLINK's ETD Center
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Butete, Netsayi. "The jazz divas an analysis of the musical careers of six New Brighton vocalists." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002298.

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There has been insufficient academic research on the music of the Eastern Cape in general and Port Elizabeth and New Brighton in particular. This study, as part of the International Library of African Music (ILAM)lRed Location Museum Music History Project (ILAMIRLMHP) - an oral history intervention to save the music history of New Brighton from extinction through research and documentation of the memories of veteran musicians - is focused on jazz vocalists. The primary objective of my study is to investigate, critically analyze, interpret and document the career experiences of six New Brighton jazz vocalists in the context of performing in the Port Elizabeth music industry during the apartheid and the post-apartheid eras. The secondary objectives are to stimulate research interests in music students and ethnomusicologists to pursue research on the music of Port Elizabeth and the Eastern Cape and to inspire and motivate the vocalists to continue making music with renewed zeal. A qualitative research paradigm informed the field research necessary for this study. The fieldwork paved the way for an eclectic framework of analysis grounded in Pierre Bourdieu's notions of habitus, field and capital, examining the impact of the context on the vocalists' habitus which influenced how they viewed and interpreted their past and current experiences in the performance field. Data obtained through extensive interviewing of New Brighton's contemporary female vocalists and their male counterparts revealed that they have no opportunity to make commercial recordings. The musicians have to migrate to Johannesburg to have successful music careers, although personality politics, greed and lack of professionalism also work against the musicians' success. The data shows that New Brighton musicians, both male and female, do not have enough performance opportunities and there are fewer chances to tour now than there were from the 1960s through the 1980s. As in the apartheid era, female vocalists are still discriminated against in terms of pay, and men discriminate in how they pay other male musicians. Analysis of the vocalists' jazz compositions revealed that their song lyrics depict a bona fide urban African culture and reflect the emotional needs of the society in which they live.
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Edlmann, Tessa Margaret. "Negotiating historical continuities in contested terrain : a narrative-based reflection on the post-apartheid psychosocial legacies of conscription into the South African Defence Force." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1012811.

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For a 25-year period during the apartheid era in South Africa, all school-leaving white men were issued with a compulsory call-up to national military service in the South African Defence Force. It is estimated that 600 000 men were conscripted between 1968 and 1993, undergoing military training and being deployed in Namibia, Angola and South Africa. The purpose of this system of military conscription was to support both the apartheid state’s role in the “Border War” in Namibia and Angola and the suppression of anti-apartheid resistance within South Africa. It formed part of the National Party’s strategy of a “total response” to what it perceived as the “total onslaught” of communism and African nationalism. While recruiting and training young white men was the focus of the apartheid government’s strategy, all of white South African society was caught up in supporting, contesting, avoiding and resisting this system in one way or another. Rather than being a purely military endeavour, conscription into the SADF therefore comprised a social and political system with wide-ranging ramifications. The 1994 democratic elections in South Africa heralded the advent of a very different political, social and economic system to what had gone before. The focus of this research is SADF conscripts’ narrations of identity in the contested narrative terrain of post-apartheid South Africa. The thesis begins with a contextual framing of the historical, social and political systems of which conscription was a part. Drawing on narrative psychology as a theoretical framework, the thesis explores discursive resources of whiteness, masculinities and perceptions of threat in conscripts’ narrations of identity, the construction of memory fields in narrating memories of war and possible trauma, and the notions of moral injury and moral repair in dealing with legacies of war. Using a narrative discursive approach, the thesis then reflects on historical temporal threads, and narrative patterns that emerge when analysing a range of texts about the psychosocial legacies of conscription, including interviews, research, memoirs, plays, media reports, video documentaries, blogs and photographic exhibitions. Throughout the thesis, conscripts’ and others’ accounts of conscription and its legacies are regarded as cultural texts. This serves as a means to highlight both contextual narrative negotiations and the narrative-discursive patterns of conscripts’ personal accounts of their identities in the post-apartheid narrative terrain. The original contribution of this research is the development of conceptual and theoretical framings of the post-apartheid legacies of conscription. Key to this has been the use of narrative-based approaches to highlight the narrative-discursive patterns, memory fields and negotiations of narrative terrains at work in texts that focus on various aspects of conscription and its ongoing aftereffects. The concept of temporal threads has been developed to account for the emergence and shifts in these patterns over time. Existing narrative-discursive theory has formed the basis for conscripts’ negotiations of identity being identified as acts of narrative reinforcement and narrative repair. The thesis concludes with reflections on the future possibilities for articulating and supporting narrative repair that enables a shift away from historical discursive laagers and a reconfiguration of the narrative terrain within which conscripts narrate their identities.
Also known as: Edlmann, Theresa
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Luvhengo, Nkhangweleni. "Linguistic minorities in the South African context : the case of Tshivenda." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001862.

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After many years of the oppressive apartheid government, the new democratic era came into being in 1994. Lot of policy changes came into being, including language policy. This new language policy of the post-apartheid era recognises eleven official languages which include the nine indigenous African languages which were previously recognised as regional languages in the different homelands. The present study investigates the progress of Tshivenda in terms of status and development since it was accorded the official status in South Africa. Literature investigating the status of Tshivenda is generally sparse. This study investigates the status of Tshivenda in South Africa to explore how minority languages which are also recognised as official languages are treated. In most multilingual countries, there are issues which affect the development of minority languages, but the South African situation is interesting in that some of the minority languages are recognised as official languages. This study is a comparative in nature. Firstly, the study compares the level of corpus planning and development in Tshivenda and other indigenous South African languages. Secondly, it compares how people use Tshivenda in a rural area of Lukalo Village where the language is not under pressure from other languages and in Cosmo City, an urban area in Gauteng where Tshivenda speakers come into contact with speakers of more dominant languages such as isiZulu and Sesotho. Language use in different domains like, media, education, government and the home is considered in order to establish how people use languages and the factors which influence their linguistic behaviours. The study also establishes the perceptions and attitudes of the speakers of Tshivenda as a minority and those of the speakers of other languages towards Tshivenda’s role in the different domains such as education and the media. This study was influenced by previous research (Alexander 1989, Webb 2002) which found out that during the apartheid period Tshivenda speakers used to disguise their identity by adopting dominant languages like isiZulu and Sesotho in Johannesburg. Accordingly, the present research wanted to establish how the language policy change in the democratic era has impacted on the confidence of Tshivenda speakers regarding themselves and their language. This study establishes that although Tshivenda is now an official language in post-apartheid South Africa, it still has features of underdevelopment and marginalization that are typically of unofficial minority languages. Translation, lexicographic and terminological work in this language still lags behind that of other indigenous South African languages and there is still a shortage of school textbooks and adult literature in this language. As a result, using the language in education, the media and other controlling domains is still quite challenging, although positive developments such as the teaching of the language at university level can be noted. The Tshivenda speakers generally have a positive attitude towards their language and seem prepared to learn and use it confidently as long its functional value is enhanced, which is currently not happening. As a result, some Tshivenda speakers still regard English as a more worthwhile language to learn at the expense of their language
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Ojiambo, Melina. "Exploring political intolerance in a post-apartheid generation of South Africans : the role of intergroup threat and negative intergroup emotion." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/14568.

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Includes bibliographical references (leaves 83-89).
This study extends Gibson and Gouws ' (2003) work on threat and intolerance as well as Kuklinski, Riggle, Ottati, Schwarz and Wyer's (1991) work on the influence of emotion on people's tolerance judgements. Method: Participants were randomly assigned to two experimental groups.
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Books on the topic "Apartheid – Research – South Africa"

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W, Du Toit C., ed. Confession and reconciliation: A challenge to the churches in South Africa : proceedings of a conference held by the Research Institute for Theology and Religion at Unisa on 23 & 24 March 1998. Unisa, Pretoria, SA: Research Institute for Theology and Religion., 1998.

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Snail, Mgebwi Lavin. The antecedens [sic] and the emergence of the black consciousness movement in South Africa: Its ideology and organisation. München: Akademischer Verlag, 1993.

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M, Smith David. Apartheid in South Africa. 2nd ed. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Downing, David. Apartheid in South Africa. Chicago: Heinemann Library, 2004.

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Sheehan, Sean. South Africa since apartheid. London: Hodder Wayland, 2002.

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Apartheid in South Africa. San Diego, Calif: Lucent Books, 2006.

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Apartheid in South Africa. Oxford: Heinemann Library, 2002.

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Apartheid in South Africa. Austin, TX: Raintree Steck-Vaughn, 2003.

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M, Smith David. Apartheid in South Africa. 3rd ed. Cambridge: Cambridge University Press, 1990.

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M, Smith David. Apartheid in South Africa. Cambridge: Cambridge University Press, 1985.

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Book chapters on the topic "Apartheid – Research – South Africa"

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Maistry, Suriamurthee. "Research Supervision Capacity Building." In Transformation of Higher Education Institutions in Post-Apartheid South Africa, 69–79. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-6.

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Uys, Tina. "Riding Off into the Sunset? Establishing an Inclusive Post-Apartheid South African Community." In Clinical Sociology: Research and Practice, 201–19. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0998-8_13.

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Davenport, T. R. H. "The Cancer of Apartheid." In South Africa, 518–57. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21422-8_20.

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Clark, Nancy L. "South Africa: Apartheid and Post-Apartheid." In The Palgrave Handbook of African Colonial and Postcolonial History, 1005–29. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59426-6_40.

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Kutnjak Ivković, Sanja, Adri Sauerman, Andrew Faull, Michael E. Meyer, and Gareth Newham. "Apartheid aftershock." In Police Integrity in South Africa, 212–47. New York City : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315637068-7.

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Haass, Richard N. "South Africa under Apartheid." In Friendly Tyrants, 403–20. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21676-5_19.

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Ruggunan, Shaun, and R. Sooryamoorthy. "Management Studies: From Apartheid to Post-apartheid." In Management Studies in South Africa, 23–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99657-8_2.

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Maharaj, Brij. "The Apartheid City." In Urban Geography in South Africa, 39–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25369-1_3.

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Cook, Calvin. "Christians and Education in South Africa." In Christianity Amidst Apartheid, 168–79. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20527-1_10.

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Devenney, Mark. "South African Literature, Beyond Apartheid." In South Africa in Transition, 165–81. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26801-6_10.

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Conference papers on the topic "Apartheid – Research – South Africa"

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Steyn, Francois, and Lufuno Sadiki. "TRANSFORMATION IN HIGHER EDUCATION IN POST-APARTHEID SOUTH AFRICA: THE (PROBLEM) CASE OF CRIMINOLOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0440.

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Hart, Mike. "Informing South African Students About Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2499.

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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.

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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.
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Mpisi, Anthony, and Gregory Alexander. "THE COMPLEXITY OF IDENTITY FORMATION OF BLACK LEARNERS ATTENDING HISTORICALLY WHITE SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end035.

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This purpose of this paper is to examine the complexity of identity formation experienced by black learners attending historically white high schools in the Northern Cape. Black South Africans were considered and treated as both intellectually and racially inferior during the apartheid years. This may have created an identity dilemma for a number of generations of South African blacks. The situation was further exacerbated, when black learners were admitted to historically white schools. The staff component (mostly white) of historically white schools appeared to be inadequately prepared for these drastic changes. Consequently, the school that should normally contribute to developing a positive identity formation of learners, seemingly had the opposite effect on black learners. An empirical investigation, by way of the quantitative research method was employed, to ascertain the perceived effect historically white schools have on the identity formation of black learners attending these schools. Some of the findings of this study indicate the manifestation of negative influences, low educator expectations, the disjuncture between the home- and school education, as well as the high failure and drop-out rate, of black learners, as having an effect on the identity formation of black learners. Certain suggestions are made as to how to address the situation.
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"The Challenges of Historically Black Universities in the Post-Apartheid Era: Towards Educational Transformation." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117036.

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Ramanna, Nishlyn. "Jazz, space and power in apartheid South Africa: The army and the church." In Situating Popular Musics, edited by Ed Montano and Carlo Nardi. International Association for the Study of Popular Music, 2012. http://dx.doi.org/10.5429/2225-0301.2011.29.

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Chihota, Kura. "PEOPLE, PROPERTY AND DEMOCRACY, THE CHANGING FACE OF REAL ESTATE IN POST APARTHEID SOUTH AFRICA." In 14th African Real Estate Society Conference. African Real Estate Society, 2014. http://dx.doi.org/10.15396/afres2014_120.

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Oyewobi, Luqman Oyekunle, Abimbola Olukemi Windapo, and Keith Stone Cattell. "Competitiveness of Construction Organizations in South Africa." In Construction Research Congress 2014. Reston, VA: American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784413517.210.

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Pretorius, Marco, Jason Hobbs, and Terence Fenn. "The User Experience Landscape of South Africa." In the 2015 Annual Research Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2815782.2815807.

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Reports on the topic "Apartheid – Research – South Africa"

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Leibbrandt, Murray, James Levinsohn, and Justin McCrary. Incomes in South Africa Since the Fall of Apartheid. Cambridge, MA: National Bureau of Economic Research, May 2005. http://dx.doi.org/10.3386/w11384.

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Cochran, Edwin S. Post-Apartheid South Africa and United States National Security. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada353177.

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Everett, Michael. Reconciliation in South Africa: Addressing Apartheid Era Human Rights Violations. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada385901.

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Kan, Paul R. The Collapse of Apartheid in South Africa. ACSC Quick-Look 05-11. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada430890.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7218.

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Research Institute (IFPRI), International Food Policy. The role of CGIAR in agricultural research for development in Africa South of the Sahara. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292123_15.

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Research Institute (IFPRI), International Food Policy. Changing donor trends in assistance to agricultural research and development in Africa South of the Sahara. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292123_06.

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Keesstra, Saskia, Angelinus Franke, Henk Wösten, and Nester Mashingaidze. Potential role of Conservation Agriculture in South Africa for carbon sequestration for climate mitigation : A provisional research agenda. Wageningen: Wageningen Environmental Research, 2020. http://dx.doi.org/10.18174/526557.

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Homan, Rick, and Catherine Searle. Programmatic implications of a cost study of home-based care programs in South Africa. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1001.

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The HIV/AIDS epidemic has meant that an increasing number of chronically ill people need ongoing assistance with care and support. Programs providing home-based care (HBC) services are a key component of the response to HIV/AIDS. However, few programs are using operations research, including cost studies, to decide what services to provide and how to structure their services. In 2004, the Horizons Program undertook a study of six HBC programs from different South African provinces to provide key information to NGOs, government ministries, donors, and the programs themselves to inform decisions about service delivery. The study analyzed the cost of HBC services, the best use of resources, and how well programs are able to meet the needs of beneficiaries and their families. The sample represents programs that operate in rural areas and informal settlements. This brief focuses on the coverage, organization, volume, and costs of the services and on findings from two of the methods of data collection: financial records and service statistics, and interviews with financial officers, program managers, and caregivers.
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Catley, Andy. Commercialising Pastoralist Livestock Systems in East Africa. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/apra.2021.018.

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Across East Africa’s vast rangelands, pastoralist livestock systems have been commercialising since the early 1900s. Commercialisation has varied widely within and between areas, but now includes substantial livestock exports, regional and cross-border trade, and supply to domestic markets. This policy brief examines some of the key features of pastoralism that affect how commercialisation evolves in pastoralist societies, and why poorer producers often benefit least from new market access. The policy brief draws on a substantial body of research and programme evaluations, and two new APRA research reports on pastoral livestock commercialisation in south-east Ethiopia (Gebresenbet, 2020) and northern Kenya (Roba, 2020).
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