Relevant bibliographies by topics / Apartheid schooling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Apartheid schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Apartheid schooling"

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Hunter, Mark. "THE BOND OF EDUCATION: GENDER, THE VALUE OF CHILDREN, AND THE MAKING OF UMLAZI TOWNSHIP IN 1960s SOUTH AFRICA." Journal of African History 55, no. 3 (2014): 467–90. http://dx.doi.org/10.1017/s0021853714000383.

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Abstract‘High apartheid’ in the 1960s was marked by intensified efforts to redraw urban areas along racial lines and quash black South Africans' schooling and employment ambitions. The 1953 Bantu Education Act became infamous for limiting African educational opportunities. Yet this article shows how women in Umlazi Township, outside of Durban, schooled their children – despite and indeed because of apartheid's oppressive educational and urban policies. Drawing on oral histories and archival records, it explores the ‘bond of education’, the gendered material-emotional family connections that enabled schooling and resulted from schooling. In the face of increasingly insecure intimate relations, a booming economy, and expanded basic education, mothers' attention to their children's and grandchildren's education grew in importance and scale: education required sacrifices but promised children's eventual support.
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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.

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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.
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Fataar, Aslam. "Schooling subjectivities across the post-apartheid city." Africa Education Review 6, no. 1 (2009): 1–18. http://dx.doi.org/10.1080/18146620902857202.

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Grootboom, Nomalanga P. "THE INCLUSION OF UBUNTU IN POST-APARTHEID SCHOOLING – MANDELA’S TAKE." Commonwealth Youth and Development 14, no. 2 (2017): 121–34. http://dx.doi.org/10.25159/1727-7140/1935.

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This study explored the inclusion of Ubuntu in post-apartheid South African schooling – with a specific focus on Mandela’s take. The objective was to study possible benefits for the learners and the extent to which Ubuntu could affect desegregated schools in South Africa. The current discourse is born out of the findings of a major study on cross-racial interactions in desegregated schools, as found at one school in Gauteng, a province of South Africa. A qualitative approach study was conducted to obtain a purposive sample where learners were conveniently selected from grade 11 (both black and white learners). The Critical Race Theory (CRT) that was framed within the narrative design was undertaken to ascertain the extent to which integration processes have been implemented in former white schools in South Africa. The nature of this study fits well with CRT, as it helps to interrogate how marginalised black learners are now trying to co-exist in an environment that government purports to be integrated. Results show that although the country purports that schools are integrated, in essence the contrary is found in the schools. There is, in reality, continued polarisation and sheer segregation in the schools. Plans to revisit more than six sampled schools are afoot.
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Motala, Shireen. "Privatising public schooling in post‐apartheid South Africa – equity considerations." Compare: A Journal of Comparative and International Education 39, no. 2 (2009): 185–202. http://dx.doi.org/10.1080/03057920902750459.

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Gmerek, Tomasz. "The development of South African higher education within the apartheid system (1948-1994) – selected aspects." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 97–114. http://dx.doi.org/10.14746/bhw.2018.38.7.

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The article include the consideration of development of South African Higher Education System in Apartheid Era (1948-1994). Particular emphasis was placed on reconstructing educational practices and policy that is implemented toward different racial groups in South Africa. An attempt was made at examining the relationship between schooling, segregation processes, discrimination practices and the development of higher education institutions.
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Waller, Patrice Parker, and Kori L. H. Maxwell. "Mathematics Teachers’ Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling." International Journal of Science and Mathematics Education 15, no. 4 (2016): 741–57. http://dx.doi.org/10.1007/s10763-016-9713-2.

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HALSTEAD, MARK. "Voluntary Apartheid? Problems of Schooling for Religious and Other Minorities in Democratic Societies." Journal of Philosophy of Education 29, no. 2 (1995): 257–72. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00358.x.

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Bhorat, H., and M. Oosthuizen. "Determinants of Grade 12 Pass Rates in the Post-Apartheid South African Schooling System." Journal of African Economies 18, no. 4 (2008): 634–66. http://dx.doi.org/10.1093/jae/ejn027.

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Salisbury, Taylor. "Education and inequality in South Africa: Returns to schooling in the post-apartheid era." International Journal of Educational Development 46 (January 2016): 43–52. http://dx.doi.org/10.1016/j.ijedudev.2015.07.004.

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Dissertations / Theses on the topic "Apartheid schooling"

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Dames, Edward William. "The impact of neoliberalism on South Africa's education policy discourse post-1994: The quest for a radical critical pedagogy." University of the Western Cape, 2017. http://hdl.handle.net/11394/6371.

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Magister Educationis - Med<br>Since the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.
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Berg, Sven. "The National School Nutrition Programme and its affects on schooling for farm workers in South Africa : -An investigation of two generations living and working on wine farms in the rural areas of Western Cape." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14250.

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In this thesis, I study the effects of the National School Nutrition Programme (NSNP) on the rural areas of Western Cape, South Africa. More precisely I try to find out how the NSNP has affected the families in this rural area and what attitudes that can be found among the two generations of people living and working on wine farms. The reason for this investigation is that NSNP was set up to increase school attendance among children living in an exposed socioeconomic environment, and I wanted to see how much the NSNP affect people’s daily life, with focus on the ones living on/near wine farms in the more rural areas in Western Cape since these areas holds socioeconomic groups that are exposed in the society.  To answer the research questions, I conducted several interviews with both wine farm workers and pupils living on/near a wine farm. But oral history is more than a method! I wanted to look upon the history from a grassroots perspective with a special focus on the working class, ethnic minorities and women´s part in the history.  My theory is based upon the terms Welfare and Social inequality. These two perspectives describe access to labor market, poverty, education and income support. These aspects highlight different forms of social exclusion which wine farm workers and pupils living on/near wine farm lives in.  With these methods I found out that the NSNP plays a crucial part in the lives of those who lives in the rural areas of Western Cape. Many pupils go to school just because their parents want it due to lack of food at home. The government’s purpose of the NSNP, to increase the school attendance can be seen in the answers giving to me during interviews with wine farm workers.
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Mathebula, Philemon Thokozani. "Citizenship education in South Africa : a critique of post-apartheid citizenship education policy." Thesis, 2010. http://hdl.handle.net/10539/7607.

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It is widely agreed that effective citizenship, whether in well-established democracies or in those in transition to democracy, require some educational preparation. In post-apartheid South Africa, education policy and subsequent curriculum development placed participatory democracy and active citizenship at its centre. Although South African education policy documents have a maximalist tone in places, they collectively reflect a minimalist conception of citizenship and of citizenship education. The focus of my critique of citizenship education policy is the tendency manifest in the state policy documents to undermine democratic participation and active citizenry, conceptions first developed and put into practice in the Greek city-state of Athens. The conception of education for citizenship does not guide the practice in terms accessible to the school’s democratic community. State policy’s concept of students’ democratic participation and representation does not reflect a representative model of democracy in South African schools. Furthermore, extant policy does not envisage democratic citizenship education that is enjoyed by a significant proportion of the South African learners. This minimalist conception of citizenship and of citizenship education is not appropriate for the South African context. This thesis, further, mounts a defence of compulsion, arguing that within the theoretical framework of current theories of the Athenian prototype of democracy, deliberative and representative democracy, compulsory schooling and compulsory citizenship education can be justified on the grounds that they promote individual autonomy and build social cohesion ― towards the common good in South Africa. The recently proposed compulsory citizenship education programmes are not compatible with compulsory citizenship education that is designed to promote active, critical and inquiring South African citizens. These value-based education documents promote obedience, if not unquestioning loyalty, to the South African government. Moreover, neither the Bill of Responsibilities nor the School Pledge offer possible strategies for getting from where we are to where we ought to be. In the final analysis, post-apartheid citizenship education policy’s lack of conceptual clarity, coherence and consistency can be attributed in large part to the conflicting forms and conceptions of citizenship in South Africa. The goals of citizenship education in South Africa would be better served by cosmopolitan ideals, that is, preparing South African learners to act in a local, national and global scale.
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Muthivhi, Azwihangwisi Edward. "A socio-cultural case study of a primary school system in Venda, South Africa." Thesis, 2008. http://hdl.handle.net/10539/5902.

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The present study examines the relationship between the practices of schooling and classroom teaching and learning on the one hand and learners’ cognitive development and functioning on the other. The study uses innovative system of ideas in developmental and educational psychology, originally formulated by Lev Vygotsky to investigate the interrelations between learning, instruction and development. Carried out in a rapidly changing socio-cultural context of Venda, South Africa, the study examines the realities of schooling practices that exhibit both continuity with the past practices of society and some profound transformations that together lead to a multi-dimensional and a complex picture of cognitive development in learners. By examining the relations between the cultural practices of schooling and its socio-historical context on the one hand, and the consequent psychological process on the other hand, the present study offers an opportunity for exploring processes that may be more opaque in relatively stable socio-cultural contexts of schooling. The observations on the history of schooling in South Africa in general, and in Venda in particular, support the theoretical formulation that particular practices of schooling, themselves originating from and continuing larger social-historical processes, represent contexts in which learning and development take place and are shaped. The empirical investigations revealed that even the socio-cultural contexts of schooling characterized by strong ruptures, such as in South Africa, nonetheless carry on some vestiges of their past practices that affect today’s learning and development of learners. The study concludes, extending the prevailing theoretical formulation, that the social and cultural setting of schooling in Venda is multifaceted; manifesting xvi. instances of indigenous practices, the traditions of past missionary practices, as well as the traditions of the past, apartheid schooling. By taking into account these socio-cultural influences, the study provides crucial insights into the regularities of cognitive and conceptual developmental processes taking place in conditions of rapid social change in the course of the schooling of today’s children in Venda. The study furthers our understanding about the regularities of the socio-cultural and historical processes of schooling in conditions of rapid social change, and concludes by proposing ways of improving contemporary educational practice in South Africa, grounded in sound psychological knowledge and research about school transformation and classroom teaching and learning improvement.
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Bodington, Claire. "Principals' perceptions of the key tensions, processes and consequences characterising the secularisation of South African public schools." Thesis, 2012. http://hdl.handle.net/10539/11352.

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Grounded in the qualitative tradition, the aim of this study was to explore how principals perceive the processes governing, tensions inherent in and consequences, of the secularisation of public schools in South Africa, against the backdrop of the old apartheid system. Principals are key informants who bridge the gap between the political arena and the individuals who are affected at the implementation level and therefore provide a valuable lens through which the process of secularisation can be explored. Eight principals, who had been in this position of leadership for at least eight years, participated in semi-structured interviews, which were then subjected to a thematic content analysis. Principals perceived the process as characterised by a lack of consultation and transparency, with no clear guidelines provided to them and no follow-through from the education ministry. They also perceived tensions in the manner in which principals continued to embrace Christian principles in the management of their schools. Tolerance and respect of different religions were identified as positive outcomes of secularisation but these were perceived to have been offset by the negative consequences of a moral collapse, an ungovernable school and a loss of identity among the students. Through exploring the nature of key socialising agents, in the educational arena, it became evident that the participants often conceptualised themselves as martyrs and perceived parents as morally neglectful. The changing role of the school, as an agent of religious education, was also explored. Overall, all the principals strongly agreed that despite the good intentions of the government in fostering a democratic society, the impact of secularisation had resulted in some unintended effects, including a negative impact on the moral development of the students. In sum they perceived that the negative consequences of secularisation outweighed the promises of the government’s overall secularisation vision.
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Books on the topic "Apartheid schooling"

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Toit, Jacques Du. Independent schooling in post-apartheid South Africa: A quantitative overview. HSRC Publishers, 2004.

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The shame of the nation: The restoration of apartheid schooling in America. Crown Publishers, 2005.

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Fataar, Aslam. Engaging Schooling Subjectivities Across Post-apartheid Urban Spaces. SUN MEDIA, 2015. http://dx.doi.org/10.18820/9781920689834.

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Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America. Random House Audio, 2005.

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The Shame of the Nation: The Restoration of Apartheid Schooling in America. Crown Publishers, 2005.

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The Shame of the Nation: The Restoration of Apartheid Schooling in America. Three Rivers Press, 2006.

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Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America. Crown, 2005.

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Bower, Beverly. Black Education in South Africa: Comparisons of Post-Apartheid and U.S. Integrated Schooling. RoutledgeFalmer, 2003.

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Voices from Cape Town Classrooms: Oral Histories of Teachers Who Fought Apartheid (History of Schools and Schooling :, V. 39). Peter Lang Publishing, 2003.

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Independent Schooling in Post-Apartheid South Africa: A Quantitative Overview (Religion and Culture in the Middle Ages series). Human Sciences Research Council, 2005.

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Book chapters on the topic "Apartheid schooling"

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van der Berg, Servaas, and Martin Gustafsson. "Educational Outcomes in Post-apartheid South Africa: Signs of Progress Despite Great Inequality." In South African Schooling: The Enigma of Inequality. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_2.

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Pattenden, Oliver. "Schooling in Post-Apartheid South Africa: Hopes, Struggles, and Contested Responsibilities." In Anthropological Perspectives on Student Futures. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54786-6_6.

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Matentjie, Tshepiso. "Race, Class and Inequality in Education: Black Parents in White-Dominant Schools After Apartheid." In South African Schooling: The Enigma of Inequality. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_15.

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"The impact of finance equity reforms in post-apartheid schooling." In Educational Change in South Africa. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087906603_018.

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Reygan, Finn. "Teaching About Sexual and Gender Diversity and Challenging Homophobia/Transphobia in the South African School System." In Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0010.

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The South African Constitution was the first in the world to include sexual orientation protections, and the country was an early embracer of same-sex marriage. Nevertheless, the lives of sexual and gender minorities in South Africa, including young people in schools, are often characterized by violence and discrimination. The growing body of research on sexual and gender diversity in education in South Africa indicates that homophobia is widespread in schools and that teachers and school principals are ill-prepared to challenge this homophobia and to teach in an affirming way about sexual and gender diversity. This chapter discusses the development of a training module for South African teachers on how best to challenge homophobia and transphobia and to teach about sexual and gender diversity in schools. Given the focus in South African education policy on social justice and inclusion in the post-apartheid context, this ground-breaking intervention supports transformative education policy.
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"Jonathan Kozol The Shame of the Nation: The Restoration of Apartheid Schooling in America AMY STUART WELLS." In Guest Editor'S Introduction Es V40#1. Routledge, 2013. http://dx.doi.org/10.4324/9780203063248-4.

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Conference papers on the topic "Apartheid schooling"

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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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