Relevant bibliographies by topics / Apartheid – South Africa

Contents

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

Academic literature on the topic 'Apartheid – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Apartheid – South Africa"

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Worsfold, Brian. "Eurocentrism in hybridity : a critique of Charles Van Onselen's "The Seed is Mine: the life of Kas Maine, a South African Sharecropper 1894-1985"." Journal of English Studies 2 (May 29, 2000): 171. http://dx.doi.org/10.18172/jes.59.

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For decades, contributors to the literary discourses of South Africa, writers, critics and commentators alike, worked to end apartheid. Now that apartheid is over, new discourses must evolve. For this reason, at this critical time of transition, all literary works coming out of South Africa are crucial to the continuity of South African literatures. Charles van Onselen's work would be a remarkable social history at any time but, coming as it does in the immediate post-apartheid period, it takes on a special relevance. This fictionalised social history which records the survival of a MaSotho peasant farmer in the western Transvaal during the pre-apartheid and apartheid periods gives a unique insight into an area of human existence that remains virtually unrecorded and only touched on in Sol T. Plaatje's Native Life in South Africa, written in 1910. This minutely-documented account of Kas Maine's story reflects the human condition of the Black population in rural South Africa as the screws of proxy European colonisation are tightened by South Africa's neo-colonialists. More significantly, van Onselen reconstructs the rural Black South African man whom apartheid not only degraded but also concealed from view. To what extent, however, is this reconstruction that of a White South African and what are his reasons for producing a model at this moment in South Africa's history?
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Worsfold, Brian. "Eurocentrism in hybridity : a critique of Charles Van Onselen's "The Seed is Mine: the life of Kas Maine, a South African Sharecropper 1894-1985"." Journal of English Studies 2 (May 29, 2000): 171. http://dx.doi.org/10.18172/jes.65.

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For decades, contributors to the literary discourses of South Africa, writers, critics and commentators alike, worked to end apartheid. Now that apartheid is over, new discourses must evolve. For this reason, at this critical time of transition, all literary works coming out of South Africa are crucial to the continuity of South African literatures. Charles van Onselen's work would be a remarkable social history at any time but, coming as it does in the immediate post-apartheid period, it takes on a special relevance. This fictionalised social history which records the survival of a MaSotho peasant farmer in the western Transvaal during the pre-apartheid and apartheid periods gives a unique insight into an area of human existence that remains virtually unrecorded and only touched on in Sol T. Plaatje's Native Life in South Africa, written in 1910. This minutely-documented account of Kas Maine's story reflects the human condition of the Black population in rural South Africa as the screws of proxy European colonisation are tightened by South Africa's neo-colonialists. More significantly, van Onselen reconstructs the rural Black South African man whom apartheid not only degraded but also concealed from view. To what extent, however, is this reconstruction that of a White South African and what are his reasons for producing a model at this moment in South Africa's history?
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Kagee, Ashraf, and Joseph L. Price. "Apartheid in South Africa." Journal of Black Studies 25, no. 6 (July 1995): 737–48. http://dx.doi.org/10.1177/002193479502500606.

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Dombroski, Kenneth R. "South Africa After Apartheid." Journal of Democracy 17, no. 3 (2006): 43–57. http://dx.doi.org/10.1353/jod.2006.0044.

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Whitaker, Jennifer Seymour, Heribert Adam, and Kogila Moodley. "South Africa without Apartheid." Foreign Affairs 65, no. 1 (1986): 205. http://dx.doi.org/10.2307/20042963.

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Krotee, March L. "Apartheid and Sport: South Africa Revisited." Sociology of Sport Journal 5, no. 2 (June 1988): 125–35. http://dx.doi.org/10.1123/ssj.5.2.125.

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The South African government’s socially based policy of segregation and discrimination, or “apartheid,” has caused tremendous external, as well as internal, pressures to reverse the government’s inhumane treatment of its repressed populace. Until recently none of the pressures have been more forceful than those evoked by the sporting world and the United Nations. Since 1960, these forces have served to isolate South Africa from most international sports competitions, including the Olympic Games. At one juncture, various leanings in apartheid policy seemed to point toward a tilt in attitudinal posture not only in regard to sport but to various related apartheid conduct. Recent events, however, have elucidated a continued dominant posture concerning South Africa’s all-encompassing socially repressive apartheid practice. It appears that, unless the South African government initiates swift and salient apartheid expiration, the perilous game they are playing may get out of hand.
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Morgan, Eric J. "The World Is Watching: Polaroid and South Africa." Enterprise & Society 7, no. 3 (September 2006): 520–49. http://dx.doi.org/10.1017/s1467222700004390.

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This article examines the Polaroid Corporation’s “experiment” in South Africa during the 1970s, which began after African American workers pressured the company to pull its operations out of South Africa in protest of the white minority government’s apartheid policies. It argues that Polaroid’s initiatives, little studied until now, led other American companies to question their presence in South Africa and inspired both student divestment movements at Harvard and other colleges and universities and the efforts of Leon Sullivan, whose 1977 “Sullivan Principles” urged American companies to treat their workers in South Africa as they would treat their counterparts in the United States in an effort to battle racism and apartheid. Despite Polaroid’s efforts, engagement with South Africa and apartheid proved futile, which initiated a larger movement to completely disengage from South Africa.
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Duin, Pieter Van, and Alfred Tokollo Moleah. "South Africa: Colonialism, Apartheid and African Dispossession." International Journal of African Historical Studies 28, no. 1 (1995): 212. http://dx.doi.org/10.2307/221341.

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BARBER, JAMES. "South Africa: Colonialism, apartheid and African dispossession." African Affairs 94, no. 374 (January 1995): 117–19. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098777.

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UDJO, ERIC O. "A RE-EXAMINATION OF LEVELS AND DIFFERENTIAL IN FERTILITY IN SOUTH AFRICA FROM RECENT EVIDENCE." Journal of Biosocial Science 35, no. 3 (July 2003): 413–31. http://dx.doi.org/10.1017/s0021932003004139.

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The final estimate of South Africa's population as of October 1996 from the first post-apartheid census by Statistics South Africa was lower (40·6 million) than expected (42 million). The expectation of a total population of 42 million was largely based on results of apartheid projections of South Africa's population. The results of the last apartheid census in South Africa in 1991 had been adjusted such that it was consistent with results modelling the population size of South Africa. The discrepancy between the final estimate of the 1996 census and that expected from the modelling described above, and the departure by Statistics South Africa from previous practice of adjusting the census results to be consistent with demographic models, has generated controversies regarding the accuracy of the final results from the 1996 census. This study re-examines levels and differential in fertility in South Africa from recent evidence in order to assess whether or not the fertility inputs in projections of South Africa's population during the apartheid era overestimated fertility.
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Dissertations / Theses on the topic "Apartheid – South Africa"

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Isaacs, Gilad Lee. "Financialisation in post-apartheid South Africa." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/26178/.

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The thesis explores the internationalisation and financialisation of the South African economy in the post-apartheid period grounded in a Marxist political-economy framework that understands financialisation as part of a structural transformation in mature capitalism. It elucidates this in terms of shifting property relations in concert with the internationalisation of the circuits of capital. Financialisation is viewed as entailing the intensive and extensive penetration of finance into ever more spheres of political, economic, and social life, and the remaking of relationships between capitals, capital and the state, and capital, the state and households, with the local political economy and global integration playing key roles. The historic trajectory of the South African economy - and the development of the financial system therein - is understood through the lens of the Minerals-Energy Complex (MEC). Liberalisation and reregulation are shown to be critical developments in post-apartheid monetary policy. Together, these deeply affect South Africa's global financial integration, subjecting the South African economy to new external vulnerabilities. The South African financial sector undergoes important shifts, with banking increasingly geared towards short-term financial market intermediation and lending to households. At the same time financial investors come to play an increasingly important role in market dynamics. Far-reaching change is visible in the productive sector with restructuring, internationalisation, quasi-privatisation, and Black Economic Empowerment altering patterns of ownership. Non-financial corporations are increasingly engaged in shortterm financial-market activity and shareholder payouts boom, with deleterious affects for capital accumulation. The underlying structure of the economy however has strong continuities with the past and a financialised MEC emerges. Finally, households have, highly unevenly, been integrated into financial markets structuring the nature of social reproduction with broader processes of financialisation retarding employment and raising inequality. Through this all, social and economic relations are remade with financialisation constituting a central feature of South Africa's post-apartheid transformation.
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Higham, Robert Hugh Hamilton. "Social justice in post-apartheid South Africa." Thesis, Queen Mary, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407328.

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Mokoetle, Solly Qabang M. (Solly Qabang Michael) 1956 Carleton University Dissertation Journalism. "Broadcasting in a post-apartheid South Africa." Ottawa.:, 1993.

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Romo, Michelle. "National identity in post-apartheid South Africa." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11536.

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This study investigates the changes in national identity in South Africa over time and examines conditions and perceptions that inform national identity. It has three areas of focus: examining the levels of national identity in South Africa in 2008, the most current year of survey data available; mapping the levels of national identity overtime from 1995 to 2008, and identifying sources of national identity from 2002 to 2008. Using statistical analysis, this study tests for interaction effects between race and notions of inclusive citizenship in the South African population to examine predictors of national identity. The paper explores the extent to which the ANC's program of nation building with its emphasis on inclusive citizenship, as represented by freedom and equity, both political and economic, has influenced the development of national identity.
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Pfister, Roger. "Apartheid South Africa's foreign relations with African states, 1961-1994." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007632.

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This thesis examines South Africa's foreign relations, viewed from a South African perspective, with the black African countries beyond southern Africa from 1961 to 1994. These relations were determined by the conflict between Pretoria's apartheid ideology on the one hand, and African continental rejection of South Africa's race discrimination policies and its exclusion from the community of African states on the other. The documentary material used primarily stems from the Department of Foreign Affairs archive in Pretoria, supplemented by research conducted in other archives. Furthermore, we conducted interviews and correspondence, and consulted the relevant primary and secondary literature. Given the main source of information, we chose to make this work a case study in Diplomatic History. In consequence, and constituting the core of the study, Chapters 3 to 6 explore the interaction between South Africa and the black African states in a chronological order. At the same time, we draw on the analytical concepts from the academic disciplines of Political Science and its derivative, International Relations, to comprehend developments more fully. We discuss the significance of the approaches from these two disciplines in both the Introduction and Chapter 2. In particular, we emphasise that this study is about Pretoria's foreign policy, involving state and non-state actors, and we suggest that the unequal status between South Africa and the other African states constitutes an inherent factor in the relationship between them. The Conclusion examines the role of the state and non-state actors in determining Pretoria's foreign relations and the relevance of the structural imbalance between South Africa and the black African states in this context.
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Veitch, Nidia Patricia. "Human capital investment in post-apartheid South Africa." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500094.

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Lieres, B. E. von. "Marginalisation and politics in post-apartheid South Africa." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369350.

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Meyer, Alice Patricia. "Poetry and politics in Post-Apartheid South Africa." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270292.

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This thesis explores the ability of poetry to articulate political critique in Post-Apartheid South Africa. The aim of the project is to evaluate the extent to which poetry provides criticism of a contemporary political climate marked by government corruption, rising social inequality and widespread immiseration. I argue that both ‘poetry’ and ‘post-Apartheid’ are developing and contested concepts that acquire meaning in concrete circumstances and continue to take on fresh resonance in South Africa today. I contend that poetry does not passively reflect historical circumstances nor docilely take its place in a post-Apartheid political climate. Instead, it actively engages with the milieu within which it finds itself and contributes in a meaningful way to our understanding of what the post-Apartheid era actually means. My study focuses on six poets who represent the innovative and politically charged character of post-Apartheid poetry. The writers I choose to examine are Ari Sitas, Seitlhamo Motsapi, Lesego Rampolokeng, Mxolisi Nyezwa, Vonani Bila, and Angifi Dladla. All of these poets lived through Apartheid and were young, or of middle age, at the dawn of liberation. Eager and able citizens willing to build a new democracy, these artists have been bitterly disappointed by the African National Congress’s abandonment of South Africa’s black majority. The poets in question have set about bearing witness to unrelenting social ills through drawing upon the dynamism of poetry in order to rejuvenate public language, dialogue and debate. Confronted with the over-simplification of information in an epoch of late-capitalism, the poets in this thesis seek to revitalise language, through innovative use of form, in order to fashion new perceptions of the world in which they live. All of the writers in this thesis have been involved in politics or activism and make a point of incorporating these real world experiences into their work. Thus, Sitas invokes worker chants from his time spent in Durban’s labour movement and Dladla remains fascinated by the Gauteng prisons where he has taught creative writing. The poetry I examine is moulded by the active public life of its writers and in turn seeks to participate in a wider world. In this line of thought, many of these poets have started their own literary journals and publishing initiatives, often with strong ties to social justice movements and grass-roots communities. Here, one can mention Nyezwa’s development of the English/isiXhosa multicultural arts journal Kotaz in the Eastern Cape and Bila’s Timbila publishing in the Limpopo province. Through autonomous methods of poetic production and distribution, poets are able to create spaces in which non-commercial and potentially revolutionary art can be heard. My doctorate spotlights the artistic and political victories of a pioneering group of poets, who are little known both locally and abroad. My research underscores the politically critical qualities of poetic form and thus has resonance beyond a narrowly South African context. Indeed, I believe my PhD can contribute in a valuable way to debates pertaining to the social relevance of poetry in the world today.
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Kelly, Claire. "Constructing activist identities in post-apartheid South Africa." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11202.

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With the understanding that every generation shares a generational consciousness, which locates individuals not only in a common geographical location, but also a historical one, this study uses social-constructionist accounts of collective identity, narrative inquiry and positioning theory to trace the moral careers of twenty-six young, middle-class activists, based in Cape Town, South Africa. In doing so it explores the relationship between their activism and identities, and how this relationship is contingent on the social and political context of post-apartheid South Africa. The first part of this study provides an account of the dynamics of political community formation amongst this group of activists, how they generate a shared understanding of the world, how they construct borders of belonging and influence, and how these borders sometimes mirror broader social cleavages in post-apartheid in South Africa. The second part examines how participants draw on two major narratives, or morality plays, with which to construct their activist identities. The most significant of these is ‘the Struggle’, the story of the struggle against apartheid. The other is the ‘the TAC Method’, the story of the Treatment Action Campaign’s struggle for the treatment of those living with HIV and AIDS.
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Evaldsson, Anna-Karin. "Grass-roots reconciliation in South Africa /." Göteborg : Göteborg University, 2007. http://www.loc.gov/catdir/toc/fy0803/2007476728.html.

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Books on the topic "Apartheid – South Africa"

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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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Stewart, Gail. South Africa. New York: Crestwood House, 1990.

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South Africa: Colonialism, apartheid and African dispossession. Wilmington, Del: Disa Press, 1993.

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Book chapters on the topic "Apartheid – South Africa"

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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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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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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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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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Skinner, Rob. "South African Liberalism and ‘Friends of Africa’." In The Foundations of Anti-Apartheid, 31–58. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230309081_3.

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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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Taylor, Rupert, and Mark Shaw. "The Dying Days of Apartheid." In South Africa in Transition, 13–30. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26801-6_2.

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Conference papers on the topic "Apartheid – South Africa"

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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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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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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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M. Tyali, Siyasanga. "Re-reading the propaganda and counter-propaganda history of South Africa: on African National Congress’s (ANC) anti-apartheid Radio Freedom." In 2nd International Conference on Modern Approach in Humanities and Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icmhs.2019.11.707.

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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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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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Jappie, Naziema. "HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end128.

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The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will have on higher education this year, and possibly into future years, admission arrangements for students is one of the biggest. It is also one of the most difficult to manage because it is inherently cross sector, involving both schools and higher education. There is no template in any country of how to manage education during the pandemic. However, there are major concerns that exist, in particular, regarding the impact on learners from low income and disadvantaged groups. Many are vulnerable and cannot access the digital platform. Post 1994, the South African government placed emphasis on the introduction of policies, resources and mechanisms aimed at redressing the legacy of a racially and ethnically fragmented, unjust, dysfunctional and unequal education system inherited from apartheid. Many gains were made over the past two decades especially, in higher education, two of which were access and funding for the disadvantaged students to attend university. However, the pandemic in 2020 disrupted this plan, causing the very same disadvantaged students to stay at home without proper learning facilities, poor living conditions or no access to devices and data. The paper argues that the tensions and challenges that dominated the Covid-19 digital educational reform have resulted in a significant paradigm shift focused on out of classroom experiences as expressed in the new ways of teaching and learning and possibly leaving certain groups of students behind. Consideration is given to three broad areas within higher education in South Africa. Firstly the current dilemma of teaching and learning, secondly, the access or lack thereof to the digital platform and challenges facing students, and the thirdly, the issue of admission to higher education. All three areas of concern represent the degree to which we face educational disruption during the pandemic.
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Booi, Kwanele. "POST-APARTHEID STATE OF SCHOOLS IN SOUTH AFRICA: USING PEDAGOGICAL STRATEGIES TO CURB KNOWLEDGE GAPS IN FIRST YEAR LIFE SCIENCES PRACTICAL IN A TEACHER EDUCATION PROGRAMME." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1407.

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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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Abstract:
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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Reports on the topic "Apartheid – 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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Leibbrandt, Murray, Ingrid Woolard, Arden Finn, and Jonathan Argen. Trends in South African income distribution and poverty since the fall of apartheid. OECD Publishing, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii079.

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