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Dissertations / Theses on the topic 'Islam in South Africa'
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1
Sesanti, Simphiwe Olicius. "Burial practices, African women, and Islam in the Eastern Cape province, South Africa." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/346.
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Early in 2003, African Muslims in Uitenhage’s township, Kwa-Nobuhle, learnt that Muslim women, led by Sheikh Nceba Salamntu, in South Africa’s Port Elizabeth New Brighton township, were allowed, contrary to previous practice, to follow a funeral procession right up to the graveyard. The resultant discomfort on the one hand, and excitement on the other caused by this event among Muslims in the township, forms the basis of this research. It gives focus to Muslim women, the ones most affected by their customary restriction from the gravesites. The researchi exposes the basis for women’s exclusion from funeral processions in the Muslim community. It was established that many of these Muslim women who challenged the practice were converts from Christianity to Islam. One of the bases for their action was that they were passive recipients of Islam. Furthermore, it was found that the exclusion of women from the funeral procession has no basis in Islamic writings.
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Bradlow, Muhammad 'Adil. "Imperialism, state formation and the establishment of a Muslim community at the Cape of Good Hope, 1770-1840 : a study in urban resistance." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17069.
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Includes bibliography.<br>One of the most significant and yet least studied developments of late eighteenth and early nineteenth century Cape Town is the emergence and growth of a muslim community. So dramatic was this process, that by the end of the period of slavery, well over two thirds of the town's non-European population were considered to be members of this community. Yet this process has largely been regarded, in such studies as do exist, as one of only marginal significance to the unfolding pattern of struggles that characterise this turbulent and brutal period of Cape Town's history. This lack of serious research stems largely from the nature of prevailing conceptions, which have tended to characterise both Islam and the muslim community as ostensibly cultural phenomena; culture being defined in its narrowest sense. Denied its political and ideological significance, the process of Islamisation is reduced to the point where it is regarded only as a quaint and colourful anachronism, adding a touch of spice to the cosmopolitan nature of the town. This thesis, however, takes as its point of departure the rejection of the notion that the development of Islam in Cape Town can be meaningfully understood in these terms.
3
Gebauer, Matthias [Verfasser]. "Black Islam South Africa. Religious Territoriality, Conversion, and the Transgression of Orderly Indigeneity / Matthias Gebauer." Mainz : Universitätsbibliothek Mainz, 2019. http://d-nb.info/1201826586/34.
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Suleman, Yasser. "The legislative challenges of Islamic banks in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21644.
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Thesis (MBA)--Stellenbosch University, 2011.<br>The Islamic Banking industry has been one of the fastest growing industries worldwide with a compound annual growth rate of 28% between 2006 and 2009(Reuters, 2010). These growth rates were experienced amidst the worst economic meltdown the world has seen in decades. This is a clear indication that there is a high level of confidence in the industry.
Although the industry has existed for centuries, the past few decades have brought about a revival in Islamic banking. Many Western countries are recognising the industry’s importance and have taken various steps in supporting the establishment of it. South Africa has also taken such steps and has a vision of becoming a hub for Islamic banking on the African continent.
This mini thesis examines the differences in nature of the underlying principles of Islamic and conventional banking which then brings to the fore the various challenges that exist in the unhindered functioning of Islamic banks within Western countries. These challenges revolve around institutional and legal frameworks, regulatory and supervisory bodies, South African Reserve Bank requirements, interest, taxation and conceptual understandings.
In order to provide recommendations to address these challenges, case studies of Islamic banking in both, Islamic and Western countries were conducted. These case studies provided insight into how countries have addressed similar challenges and to what degree were they successful. This provided the basis from which recommendations were made for Islamic banking to function efficiently and effectively in South Africa and for the country to achieve its goal of becoming a hub of Islamic banking on the African continent.
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Hassan, Rania Hussein Abdel Rahman. "Identity construction in post-apartheid South Africa : the case of the Muslim community." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5978.
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Since the end of apartheid, issues pertaining to South African identity construction have attracted increased scholarly attention. This is reflected in a growing body of literature in several disciplines that analyze identities in post-apartheid South Africa. At the same time, a number of factors led to an equally increasing interest in Islamic and Muslim politics. However, the interest remains to a great extent concerned with the history of Islam in Africa, with very little attention paid to contemporary Muslim politics in its broader sense or indeed what this means in the South African context. This thesis, about Muslims’ identities in South Africa, aims to merge these two fields of identities in-formation and Muslim politics. In an attempt to unpack identity discourses within the Muslim community in South Africa, the study will address three main questions: How are Muslims’ identities formulated? How do they relate to each other? And how do they develop in different contexts? In order to answer the aforementioned questions the thesis will focus on how religious identities intersect with other levels of identification mainly national, ethnic and political identities. By answering the broader questions about identity construction processes, the thesis is able to address several other more specific questions. For example, what kind of interplay exists between the different identities such as those that are religious, ethnic, socio-economic or political? What does this interplay suggest in terms of the hierarchy of identities in different contexts? Instead of using identity as an analytical category, the thesis adopts the term ‘identification’, which reflects both the processes according to which identities are formulated as well as the context contingent nature of identities. After analyzing the theoretical and conceptual underpinnings of identity construction, the rest of the thesis discusses the extent to which Islam has informed Muslims’ identities at three separate, yet intersected and connected, levels. At the political identity level, I argue that religious identity has relatively little bearing on the articulation of Muslims’ political identities in post-apartheid South Africa, by comparison with the apartheid era when political activism of Muslims was heavily charged by Islamic ethos and principles. I also argue that the stance adopted by Islamic religious bodies in the anti-apartheid struggle undermined their influence within the Muslim community to a great extent as far as political identities are concerned. In other contexts however, religious bodies enjoy a more prominent role; that is particularly evident in negotiating Muslims’ rights regarding Muslim Personal Law, which is highlighted as a case in point to show how citizenship, and thus national identity, is intertwined with religious identity. At a third and final level, ethnic identities within the Muslim community are examined through the inter-community relations, which reveal that racial and ethnic identification is best understood through both cultural as well as structural approaches.
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Baderoon, Gabeba. "Oblique figures : representations of Islam in South African media and culture." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7965.
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Includes bibliographical references.<br>In 1996 stories in South African newspapers about the group Pagad articulated a new vision of Islam. In this thesis I conduct a long reading of the ways in which Islam has been represented in South Africa to provide a context for analysing the Pagad stories. Drawing on Edward Said's Orientalism and later elaborations that emphasise gender, the thesis is attentive to the latent weight of fantasies of 'race' on non-fictional representations. In the introduction I look at the use of the offensive word 'kaffir' in colonial South Africa and contend that, in the context of slavery and the displacement of indigenous people, the proliferating use of the term functioned to recast indigeneity as misplaced and unfit, facilitating settler claims to the land. Through the example of this deformation of a word originally drawn from Islam, I show how the meanings and experiences of Islam are transformed by specific circumstances and histories. Islam arrived in South Africa when Dutch colonists brought slaves and servants to the Cape from 1658. The context of slavery and colonial settlement is crucial to the way Islam has been represented in South Africa. Muslim slaves were characterized as industrious, placid and picturesque. I contend in analyses of nineteenth century landscape paintings that the figure of the 'Malay' played a role in discursively securing a settler identity in the Cape Colony. This occurred through their 'oblique' positioning near the edge of the frame, where they appear to certify the boundaries of the settled space of the colony. I follow these readings of the picturesque vision of Islam by exploring instances of its underside - the discourse of oriental fanaticism.
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Gamieldien, Maheerah. "Lowering the gaze: Representations of Muslim women in South African society in the 1990's." University of the Western Cape, 2004. http://hdl.handle.net/11394/6502.
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Magister Artium - MA<br>Muslim women’s lack of access to mosque space has left them with few opportunities to
direct or influence the interpretation of the theological texts. The mosque is an almost strictly
gendered space that is seen as a key platform from which Muslims are exhorted to fulfill
existing obligations and where new practices emerge as part of the creation of tradition in the
Muslim community. I would further like to argue that it is the acts and interventions of the
women who have claimed Islam and its belief system in its entirety as their own and then
shaped this to fit their lives that will enable Muslims to rethink existing attitudes to women
in Muslim communities.
8
Jung, Manfred. "Theological reflections on the spread of Islam and attitudes in churches : a case study on three black townships in Cape Town." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50506.
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Shaikh, Sa'diyya. "Battered women in Muslim communities in the Western Cape : religious constructions of gender, marriage, sexuality and violence." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17491.
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Bibliography: pages 204-228.<br>Historically Muslim women have been marginalised in the examination of Islamic texts and Muslim society. This has resulted in the non-recognition and silencing of women's perspectives as well as the concealment of some of the traumatic realities experienced by groups of Muslim women. Exacerbated by pervading social and religious notions of "private" families, the incidence of wife battery within Muslim societies have been largely hidden violence against wives is seen as the manifestation of a sexist and patriarchal ideology. This study examines the manner in which Islamic gender discourses inform and impact upon the phenomenon of violence against women. The related tensions between patriarchal and egalitarian Islamic perspectives are explored. This study involves a two-fold feminist analysis of gender ideology in religious texts and contemporary Muslim society. At the level of textual studies, I applied a feminist hermeneutic to medieval and contemporary Qur'anic exegetical literature. The examination of medieval period focused on the exegesis of Abu Jafar Muhumammad b. Jarir al-Tabari (839-922), Abu al-Qasim Mahmud b. Umar Zamakshari (1075-1144), Fakhr al-Din al-Razi (1149- 1210). The study of contemporary exegetical literature concentrated on the approaches and exegeses of Fazlur Rahman and Amina Wadud-Muhsin. Hermeneutical debates on violence against wives were focused on the interpretations of the Qur'anic notion of female nushuz (Q.4:34). In examining contemporary Muslim society, I employed feminist qualitative research methodology. I interviewed a number of women from a South African Muslim community in the Western Cape. Here, the sample consisted of eight women with whom open-ended in-depth interviews were conducted. The interviews were transcribed and thematically analysed. I found that interweaving levels of religious symbols and discourses shaped normative understandings of gender relations. This in turn had implications for both structural and practical discourses of violence against women in Muslim societies. Islamic gender ideology spanned the continuum from patriarchal to feminist approaches. Misogynist religious understandings reinforced the husband's right to control and coerce his wife, even if this implied the use of force. On the other hand, egalitarian Islamic perspectives prioritised the Qur'anic ethics of equality and social justice and rejected the violation of women. I argue that Islam provides numerous resources for the pro-active empowerment of women and the promotion of the full humanity of women.
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Adams, Roldah. "Historical development of Islamic libraries internationally and in South Africa a case study of the Islamic Library in Gatesville /." Thesis, Click here for online access, 2003. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1003&context=lib_papers.
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Ajam, Mogamed. "The raison d'être of the Muslim Mission Primary School in Cape Town and environs from 1860 to 1980 with special reference to the role of Dr A. Abdurahman in the modernisation of Islam-oriented schools." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/17603.
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Cover title: The role of Dr A. Abdurahman in the modernisation of Islam-oriented schools.<br>Bibliography: pages 471-494.<br>This dissertation concerns the modernisation of Islam-oriented schooling in Cape Town and environs whereby Muslim Mission Primary Schools emerge as a socio-cultural compromise between community needs and State school provision policy. It proceeds from the recognition of the cultural diversity that has since the pioneering days characterised the social order of the Mother City. Two religious and cultural traditions have coexisted here in a superordinate and subordinate relationship; one developed a school system for domestication and cultural assimilation, and the other a covert instructional programme for an alternative religious system and behaviour code. The thrust of the argument is that the Islamic community, developed on the periphery of society that excluded non-Christians, were in the main concerned with cultural transmission, first in the homes of Free Blacks during the Dutch regime, and later in the mosques that arose when religious freedom was obtained.
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Asmal, F. "Islamophobia and the media : the portrayal of Islam since 9/11 and an analysis of the Danish cartoon controversy in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/3326.
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Thesis (MPhil (Journalism))--University of Stellenbosch, 2008.<br>The media plays a fundamental role in shaping societies’ opinions about topical issues. Most human beings depend upon either the print media (newspapers/magazines), television or radio as their sources of news. The advent of the internet since the 1990s revolutionised the media world and created an immediacy on the impact of news like no other previous medium could provide, as it had a combination of audio and visual material. The most effective demonstration of such immediacy would be that of the impact of the September 11 attacks in the USA in 2001. The aftermath of the media’s impact still resonates throughout the world today, especially its impact on those who follow the Islamic faith. This paper aims to explore the impact of the media on this newly derived concept of Islamophobia, especially post 9/11. It includes a case study of the Islamophobic Danish cartoon controversy that occurred in February 2006. This paper discusses the concept of Islamophobia and anti-Islamism, as well as how the events of 9/11 and its media coverage contributed towards the worsening of this sentiment across the globe. The conclusion reached is that instead of the media acting as a mediator between Western society and the global Muslim community and creating an atmosphere of each understanding the other, it acted negatively against Islam, the world’s fastest growing religion.
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Ḥassan, Sumaya Abdulkadir. "The virtue of temperance and the vice of overindulgence: A case study of perceptions in muslim households." University of the Western Cape, 2019. http://hdl.handle.net/11394/6942.
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Magister Artium - MA<br>Overindulgence is widely regarded as a serious social problem in South Africa leading to obesity and associated medical and psychological issues. This study investigated overindulgence from the perspective of Islamic Studies. In the Muslim tradition, overindulgence is regarded as a vice which is contrasted with the virtue of temperance in the Qur’an and the Hadith. There is a long tradition of Muslim virtue ethics that draws from Greek philosophy but also from medieval Arabic sources. This study required an overview of such literature in order to profile contemporary discourse on the virtue of temperance against this historical background.
Even though the virtue of temperance is praised, and the vice of overindulgence is frowned upon in Muslim communities, this does preclude overindulgence amongst Muslims, not even in the holy month of Ramadan. This may be understood in terms of the classic problem of moral formation where it is recognised that virtue cannot be taught. Knowledge of the good does not suffice for the realisation of the good. In terms of this study, this begs the question what kind of considerations play a role in motivating some Muslims to overindulge despite Muslim teachings in this regard, even amidst contexts of food insecurity.
In this study, I investigated the perceptions of such considerations found within Muslim households associated with the Rylands and Belhar mosques. This required a Qualitative Approach where Semi-structured Interviews were conducted with around 10 households associated with each of these mosques. The local Imam in each case was asked to select ten such households of good moral standing. These interviews were recorded and analysed in order to describe the perceptions amongst Muslims of good moral standing with regards to the considerations that play a role in habits of over-indulgence.
The study found several determinants of overindulgence within the selected Muslim households associated with the Rylands and Belhar mosques namely, food insecurity, spiritual apathy, emotional eating, conspicuous and hedonistic consumption as well as social environmental cues. However, food insecurity was exclusive to the Muslim community of Belhar who are distinctive from the inhabitants of Rylands in terms of social-economic status as well as race. This community is largely of Malay origin and is disadvantaged economically compared to their counterparts who are predominantly of Indian descent and enjoy a high-income status.
The study found in both communities that Ramadan; a month of restraint, self-reflection, devotion, and worship had been turned into a month of indulgence and unhealthy eating. It was perceived that most Muslims squeeze a five-course meal in the few hours they can eat. The research further revealed that such individuals to be very meticulous of what type of food they consume when breaking their fast and would prefer oily fried foods to healthy food. This causes weight gain, health complications and sluggishness which stands in the way of worship. It was concluded that the majority gain weight due to their lifestyles.
With regards to the implementation of moral formation, the study revealed self-discipline, leading by example and parents, educators and leaders playing an active role to be key in the formation of good morals. Additionally, the study found good moral formation can be achieved through habituation.
Finally, the study found that the major constraints to moderate and healthy eating to be lack of self-discipline, the absence of virtue ethical education in Islamic institutions and finally Muslim leaders have prioritized the ḥalãl aspect of food and in the interim have forgotten to preach the importance of wholesome pure foods.
The explanations offered in this study indicated the importance of the virtue of temperance in the fight against obesity and in the attainment of physical and spiritual wellbeing. This virtue which is a mean between two vices, namely self-indulgence and insensibility help in the journey towards a higher lifestyle and helps release all the dynamic forces that spiritually weigh down those in affluent as well as food insecure communities.
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Mukadam, Ahmed. "Muslim common religious practices at the Cape : identification and analysis." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/14407.
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Bibliography: leaves 92-96.<br>This dissertation examines the side by side existence of Popular Islam, or Muslim Common Religious Practices, with Official Islam in the Cape of today. Our task is thus primarily to identify the popular movement as no systematic documentation in this field has to date been attempted. Almost all approaches in Islamic Studies have concentrated an Official Islam and mostly from theological perspectives. In those works references to particular common beliefs and practices have been made and sometimes suggestively. Comparatively, however, much more, and perhaps methodologically not enough, has been done in Christian studies under the headings of Popular Religion, African Christology and very importantly, African Indigenous Church movements. The academic study of Islam, however, is still a relative novelty in South Africa and we suspect that the area of research into the popular movement may not gather momentum as rapidly as studies on the official movement. This apathy towards this "invisible institution" is attributable to the marginality it receives as a religious response.
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Patel, Nadia. "The South African Indian Muslim family personal narratives /." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07282003-105932.
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Pratt, Derek Alfred. "The Anglican Church's mission to the Muslims in Cape Town during the nineteenth and twentieth centuries : a study in the changes of missiological methods and attitudes." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1007592.
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When Bishop Robert Gray arrived at the Cape in 1848, he was concerned at the large percentage of the former slave population who had been attracted to the Muslim faith. He appointed Michael Angelo Camilleri (1848-1854) as a missionary to the Muslims of Cape Town. Camilleri's tenure was short and he was frequently used to fill other ecclesiastical posts. From 1854 until 1911 the responsibility of mission to the Muslims was given to priests whose parishes had large Muslims populations. In 1911 a fulltime missionary was once again appointed. Thomas Fothergill Lightfoot, arrived at the Cape in 1858 and served at St Paul's, Bree Street until his death in 1904. His was a ministry of love and caring. He was greatly respected for his work by all sections of the population. John Mühleissen Arnold worked in the parish of St Mary's, Woodstock. His aggressive missiological technique broke down much of the religious tolerance which had existed. His publication of a pamphlet supposedly written by a Muslim, raises doubts about his integrity as a missionary and his ethical stance as a Christian. In 1907 the Diocesan Mission Board took control of the Muslim mission and in 1911 appointed Stephen Garabedian as director. Under Garabedian the policy of the mission was aimed primarily at preventing Christian women 'lapsing' from Christianity and becoming Muslims through marriage. After his resignation in 1922, the work continued under numerous women workers who concentrated on Muslim women and children through sewing guilds and childrens' clubs. In 1960, George Swartz was appointed as director. Swartz was the first Coloured and South African-born priest to hold the post of director. Swartz served as director until he was appointed to Bonteheuwel as parish priest. He subsequently chaired the board until it ceased to meet in 1976. Throughout its one hundred twenty eight years of active existence, the Anglican mission to the Muslims failed to attract a large number of converts. Initially this could be attributed to the attraction the Muslims had to those seeking a strong community life. Later, outside influences from the Islamic world strengthened the faith of the Muslim community against any Christian conversion attempts. During the latter part of the twentieth century the mission viewed its tasks as preventing the conversion of Christians who wished to marry Muslims and informing and educating Christians on the Islamic faith. In the late 1960s, the Board encouraged dialogue rather than confrontation. It changed its name to the Board of Muslim Relationship. Apartheid was seen as the common enemy of both Christians and Muslims and they worked together against its evils. The need for a Mission Board was seen as redundant and from 1976 it ceased to be active.
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Hammerstein, Ralf P. "Deliberalization in Jordan the roles of Islamists and U.S.-EU assistance in stalled democratization." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FHammerstein.pdf.
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Thesis (M.A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, June 2010.<br>Thesis Advisor(s): Springborg, Robert ; Hafez, Mohammed. "June 2010." Description based on title screen as viewed on July 13, 2010. Author(s) subject terms: Islamism in Jordan, Muslim Brotherhood in Jordan, political opportunities, strategic choice, ideological and organizational responsiveness, political inclusion, moderation of radical agendas, special relationship between the Jordanian regime and the Muslim Brotherhood, United States and European Union assistance to Jordan. Includes bibliographical references (p. 125-138). Also available in print.
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Angey, Gabrielle. "Le mouvement Gülen entre la Turquie et l’Afrique subsaharienne : expériences croisées d'une institution transnationale." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0094.
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L’objectif de cette thèse est de montrer comment une communauté musulmane d'origine turque caractérisée par la culture du secret, l’informalité et l'action sociale s’institutionnalise dans la transnationalisation. Par une étude connectant la Turquie, l'Afrique du Sud, le Sénégal et le Kenya, il s'agit de comprendre ce que l’expansion transnationale vers l’Afrique subsaharienne et les interactions qui en émergent révèlent de l’institution tout en la recomposant, dans ses mécanismes organisationnels mais aussi dans sa capacité (ou non) à produire de la croyance et à susciter de l’engagement et des loyautés chez les Turcs comme chez les Africains<br>The goal of this work is to analyze the ways a Muslim group coming from Turkey, relying upon a culture of secret, informal bonds and social action, institutionnalizes itself through transnational expansion. Through a study connecting Turkey, South Africa, Senegal and Kenya, our aim is to understand how the transnational expansion towards Subsaharan Africa and the encounters it creates between Tuks and Africans both reveals and recomposes the logics of the institution
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Aleu-Baak, Machar Wek. "Perceptions and Voices of South Sudanese About the North-South Sudan Conflict." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/184.
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The conflict in Sudan reflects historic hatred and ethnic discrimination between Northern Arab Muslims and Southern African Christians and Animists. The longest and worst conflict began in 1983 and ended in 2005, when African Christians and Animists struggled to form an interim autonomous government. This conflict claimed 2 million lives from both sides and displaced almost 4 million people from the South. This thesis attempts to understand how people from Southern Sudan perceive the root causes and sustaining factors of the Sudanese conflict between Arab Muslims and African Christians. This research looks specifically into the roles of ethnic differences and religion. In this study, 10 emigrants from South Sudan were chosen to present their perceptions and views about the conflict, in the form of written responses to 22 questions. Analysis of their responses in light of conflict resolution literature suggests that the North-South Sudan conflict involves complex issues primarily fueled by ethnic and religious differences. This research reveals that South Sudanese refugees from varying backgrounds and professions expressed similar experiences of racial, religious discrimination and political and economic marginalization, and suggests that Sudan's July, 2011 declaration of independence, creating two separate nations, North and South Sudan, was a positive solution to achieving a just peace.
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Albghil, Samera. "Discourse analysis of narratives of Malay heritage in gentrified Bo-Kaap, Cape Town." University of the Western Cape, 2020. http://hdl.handle.net/11394/7275.
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Magister Artium - MA<br>Bo-Kaap (BK) is a neighbourhood in Cape Town which has long been home to a predominantly Muslim community with deep ties to the area’s colonial and slave history. In recent years, BK has become a hotbed for developers investing in property in Cape Town. Due to its sought-after location (close to Cape Town’s CBD), a flurry of interest in property development has ushered in an important turn in BK’s history and has begun changing the landscape of the neighbourhood. Important for this study is how BK residents grapple with the influx of rapid gentrification whilst trying to maintain their ‘Malay’ heritage.
Historically, BK was known as a ‘Malay Quarter’ and had a distinctive ‘Malay’ identity1 constructed under apartheid legislation. It is this identity and concomitant Malay heritage which is of particular interest in this study. Under the continued threat of wholesale gentrification and arguably a loss of the rich history of early Muslims of the Cape this study hopes to investigate how community members who self-identify as ‘Malay’ signal their legitimacy to the area when discussing the fast pace of gentrification in the area. Notably, variations of BK’s Malay heritage have been documented over time. These works nonetheless point to the complex relationship between the documented/historicized construction of Malay heritage and the lived experience of having a Malay identity. Casting aside the notion of any homogenous Malay identity, this study opts to explore the manner in which a Malay identity is claimed and constructed discursively as legitimate discourse strategies against gentrification. This study adopts an ethnographic approach to studying narratives of Malay heritage in BK obtained through purposive sampling. A Discourse Analysis of narratives of heritage in BK is undertaken to draw attention to the discursive strategies employed by self-identified ‘Malay’ community members in the area.<br>2023-12-01
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Beane, Frank C. II. "Cultural Jihad in the Antebellum South: Subtextual Resistance and Cultural Retention During the Second Great Awakening 1789-1865." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1601640672703752.
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Ahmed, Abdul Kayum. "Positive Muslims: a critical analysis of Muslim AIDS activism in relation to women living with HIV/AIDS in Cape Town." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
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This research critically analysed Muslim approaches to five women with HIV/AIDS in Cape Town focussing particularly on the approach of 'Positive Muslims' - an awareness-raising and support group for Muslims living with HIV/AIDS. The central question of this thesis dealt with the impact of the norms, values and practices of Cape Muslims on the approach of Positive Muslims to women living with HIV/AIDS. It is suggested that while norms and values articulated in religious texts inform the ideological approach of the organisation's AIDS prevention model. This is due to the pragmatic approach adopted by Postive Muslims which recognises that the articulated norms and values do not always conform to the practices of Cape Muslims.
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Abrahams, Shahieda. "Perceptions of HIV/AIDS-related stigma among Muslims in a Cape Town community." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5105_1181886620.
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<p>South Africa has the largest percentage of people living with HIV/AIDS in the world. However, the response against the further spread of HIV/AIDS in the country is being hindered by stigma and discrimination. In order to develop effective intervention programmes to control and reduce the further spread of the disease, it is first important to understand the nature of HIV/AIDS-related stigma and especially how people construct it. In the present study, the social construction of HIV/AIDS-related stigma among Muslims was investigated because high levels of stigma were found in this group. This was fuelled partly by the belief that HIV/AIDS was not a serious problem amongst Muslims. Two focus groups were conducted, one among Muslim women only and the second among Muslim men only. The main aim of the study was to examine the perceptions of HIV/AIDS-related stigma among Muslims. The transcripts were analyzed using thematic content analysis to determine the themes that emerged from the research material. The main findings of the study included that Muslims&rsquo<br>religious identity/positioning was the most salient discourse that informed how they understood, made meaning of, and responded to HIV/AIDS. They engaged in various forms of stigma such as &lsquo<br>othering&rsquo<br>, and mediating factors of stigma included religious positioning. Stigma also served as a social barrier to VCT and disclosure of HIV status. However, supportive attitudes and behaviours were also evident. The findings yielded useful insights into possible elements of intervention programmes, both to reduce HIV/AIDS-related stigma, and also to encourage behavioural change in order to control and reduce the spread of HIV/AIDS in this community.</p>
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Cozien, Christine. "Code-Switching among Bilingual Speakers of Cape Muslim Afrikaans and South African English in the Bo-Kaap, Cape Town." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32559.
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The Bo-Kaap is traditionally a Cape Muslim Afrikaans-speaking community, and sociohistorically it is particularly relevant to the development of Afrikaans at the Cape (Davids 2011, Mahida 1993). The Cape Muslim Afrikaans spoken in the Bo-Kaap is a sub-variety of Standard Afrikaans (Kotzé 1989, Davids 2011) and is distinguishable by its retained lexis (Mesthrie and Bhatt 2008) from languages historically spoken by slaves at the Cape, such as Malay, Arabic, Gujarati, and Konkani. Over time a number of socio-cultural, geographic, and historical factors have introduced the use of South African English alongside Cape Muslim Afrikaans in this speech community. The goal of this study was to provide insight into the nature of bilingual talk in the Bo-Kaap community, and to make a useful contribution to the growing body of codeswitching1 (hereafter CS) research generally. Based on natural language data collected during group interviews with members of the community, the study explored the language contact situation in the Bo-Kaap today, taking the viewpoint that what is occurring presently may be considered CS Three aspects of the CS documented were analysed and quantified. Specifically, the study investigated language interaction phenomena (Myers-Scotton 1995, Deuchar et al 2007) triggers (Clyne 1987) and directionality (Muysken 1997, Deuchar et al 2017, Çetinoglu 2017). A quantitative approach was taken to the data analysis. The interview audio files were downloaded and transcribed in ELAN. (Max Planck Institute). The annotations2 produced in ELAN were organised in a spreadsheet for analysis, resulting in a data set comprised of 356 annotations. The full data set was divided into subsets and tagged for language interaction phenomena, triggers, and directionality. These data sets were then sorted and quantified to identify trends in these three areas of interest. The study found Intra-sentential switches to be the most common type of language interaction phenomenon in the CS of this speech community, being present in 79% of the sampled annotations. Results from other CS studies echo this finding in other speech communities (Al Heeti et al 2016, Koban 2012, Falk 2013). The most common trigger for Intra-word switching in this corpus was in the head of the past tense Verb Phrase. Out of 27 occurrences of Intra-word switching, 16 were of this nature. In all of those an English verb head was housed within an Afrikaans past tense structure. No exceptions were observed in the data set, a strong indicator of the relationship status of the two languages involved. Cape Muslim Afrikaans almost certainly playing the role of the Matrix language, with South African English embedded. In terms of directionality, switching from Cape Muslim Afrikaans into South African English was by far the most common, at 85%. This further supports what the findings on triggers suggest about the hierarchy between these two languages.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.
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[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.
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[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.
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[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.
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[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.
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[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.
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[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.
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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2009. http://hdl.handle.net/10962/64983.
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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65090.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.
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(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.
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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.
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(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.
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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.
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(IEASA), International Education Association of South Africa, and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.
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[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.
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(IEASA), International Education Association of South Africa, and Orla Quinlan. "Study South Africa." International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.
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[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.
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(IEASA), International Education Association of South Africa, and Essche Alexandra Van. "Study South Africa." International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.
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[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2006. http://hdl.handle.net/10962/65386.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2008. http://hdl.handle.net/10962/65010.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.<br>8th Edition
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Starr, Greg. "Botanizing in South Africa." University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/555907.
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Wilson, Jeya. "Sanctions and South Africa." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:67c840e5-03ee-4437-a81d-c67f37b0a8b5.
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This thesis studies sanctions and South Africa to show that sanctions can be an effective instrument of foreign policy. It provides a general study on sanctions and South Africa that is not limited to economic factors alone. It develops a framework for analysis using legal, economic and political factors that form the components of sanctions such as the legality of sanctions, the actors which impose sanctions, types of sanctions, the purposes and targets of sanctions, and the response of targets. The effectiveness of sanctions as an instrument of foreign policy is assessed, and factors that limit or enhance their effectiveness are identified. The investigation is in two parts. The first part uses the framework to examine international cases other than South Africa. The second part uses the same framework to examine sanctions against South Africa. Fundamental to the study is the fact that although sanctions are widely used in the conduct of international relations, the research on them is meagre in comparison with the available literature on other instruments of foreign policy such as diplomacy and war. The study finds that from a legal viewpoint there is no apparent rule in international law that prohibits the imposition of sanctions. For sanctions to succeed, sanctioners must commit themselves to making the sanctions work from the point of implementation and enforcement. Different types of sanctions achieve different levels of effectiveness. Even if sanctions do not fulfil their stated purpose, they do often fulfil other purposes which may, in fact, be more important. When faced with sanctions, targets invariably react to their imposition. The effectiveness of sanctions cannot be measured by economic and stated objectives alone. When additional criteria are used, it is found that contrary to conventional wisdom, sanctions are an effective instrument of foreign policy.
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Johnson, David. "Shakespeare and South Africa /." Oxford [GB] : Clarendon press, 1996. http://catalogue.bnf.fr/ark:/12148/cb370959733.
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Liebeskind, Claudia. "Sufism, sufi leadership and #modernisation' in South Asia since c.1800." Thesis, Royal Holloway, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297169.
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Haron, Muhammed. "South Africa and Malaysia: identity and history in South-South relations." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002990.
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The focus of this thesis is on the bilateral relationship between South Africa and Malaysia. The thesis appropriates ‘critical theory,’ and as a flexible theoretical tool, and, as an open-ended, loose frame in order to give voice to the marginalized and voiceless from the South. The thesis thus looks at the politico-economic ties that have been developed and brings into view the socio-cultural relations that had been established between the peoples of the two sovereign nation-states during the apartheid and post-apartheid eras respectively. The basic purpose of this study was fivefold: (a) to contribute to the extant literature that concentrates on South Africa’s relations with Malaysia, (b) to examine the relationship at political and economic ties in some detail, (c) to demonstrate that apart from the afore-mentioned bonds IR specialists should also take into account the socio-cultural dimensions of international relations, (d) to bring to light the nation-state’s limitations when discussing the role of non-state actors and considering the contributions of other factors such as globalization, and (e) to stimulate further research on bilateral and multilateral relations in the South – particularly between South Africa and other states in Asia and Latin America - that would assist to better understand the past, present and perhaps the future.
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Ndzeng, Nyangone Emmanuel. "South Africa's relations with Gabon and the Ivory Coast : 1969-1994 /." Link to the online version, 2008. http://hdl.handle.net/10019.1/1138.
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Masey, Rachael. "Living French colonial theory : an examination of France's complex relationship with Islam in its African colonies as viewed through the lives of Octave Houdas and Xavier Coppolani." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14318.
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Includes bibliographical references (leaves 89-94).<br>In current scholarship, the colonial period within Africa has long been defined as a controversial era, almost encapsulating the entirety of Occidental hubris in one distinct age of time. By and large, the European powers invaded foreign lands, claimed them as their own by right of superior cultural standing, attempted to spread their way of life, and manipulated both the occupied territories and their inhabitants for their own economic, cultural, and spiritual gain. Such incursions were morally justified by the Oriental paradigm, which broadly claimed that European cultural and intellectual superiority gave the cultural Occident the authority to control, speak for, and know the entirety of the Oriental world. As a colonial power, France brought its own unique perspective to the pursuit of colonial might in the form of the concept of the mission civilisatrice and the legacy of the French Revolution. Within the auspices of the larger Orientalist paradigm which guided the second colonial empire, France imposed its civilizing mission on the largely Muslim North and West African colonies. These occupied lands posed a special threat to French hegemony because they shared a common monotheistic religion which could not be easily dismissed on the basis of Orientalist logic and could potentially pose a very real threat to French control. Thus, French policy toward Islam was unceasingly suspicious of Islam ' evolving in its understanding of the religion and Muslim African culture but always with an eye to the practical aspects of administrating and controlling an Islamic colony. This paper utilizes the larger complexities surrounding the French relationship with Islam as the basis for an examination of the lives of two colonial figures, Octave Houdas and Xavier Coppolani. Both men were prominent Islamists with career trajectories deeply steeped within Orientalist rhetoric in the late nineteenth-century and with strong ties to Algeria. However, a detailed and comprehensive accounting of the significance of their contributions and how they each advanced the Orientalist perspective has not yet been a focus of scholarly historical inquiry. Octave Houdas functioned within the realm of scholarly study ' educating a new generation of Orientalists at institutions in both Algeria and France and translating documents relative to the Islamic histories of North and West Africa. In contrast, Xavier Coppolani worked as a self-styled Islamists for the French colonial government, exploring and writing strategic treatises on how the pre-existing Muslim culture could be best employed to French gain. During their respective lifetimes both men played a critical role in the evolving French conceptions of Islam yet have had their lives and works essentialized and undervalued by modern historical study. By employing a wide variety of their works, spanning from French archival material to government reports to textbooks, this paper will address both their individual contributions to Franco Islamic relations and the larger roles they, as the Orientalist scholar and administrator, respectively, played in the perpetuation of the Orientalist paradigm. Many documents represented primary sources which were in French and were reviewed at locations in France.
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Whelan, Johanna. "South Africa : whither civil society? /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09AR/09arw5659.pdf.
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Fagan, Anton. "Constitutional adjudication in South Africa." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363516.
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Rusch, Peter C. "Precision farming in South Africa." Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-01072004-153302.
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