Academic literature on the topic 'King William's Town (South Africa) – Industries'

This thesis examines the urban social, economic and cultural history of a community under stress and in transition at the turn of the century. Two themes run through the study: how the residents responded to long-term challenges such as the decline of the town in relation to its nearest urban neighbour, the increasing significance of the black population of the town and district, and the end of the millennium; and secondly, the effects of the South African War on King William's Town society and how the residents perceived the various stresses it exerted on the town. Chapter 1, by way of introduction, provides a general overview of the history of King William's Town and of the current state of historical research on the town. It also examines historiographical strands reflected in this study, focusing on urban history, social history, local history and the new cultural history. The chapter ends with a brief note on sources and methodology. Chapter 2 sets the scene be examining the population of the town and district in relation to its eastern Cape neighbours. It briefly explores the settlement patterns in the town, and the social divisions and racial attitudes manifested by its inhabitants. The third chapter provides a study of the town's economy with particular emphasis on the mercantile sector, agriculture and manufacturing. The informal sector, domestic service and labour relations are also explored. Political processes in this period are dealt with in Chapter 4. The 1898 elections and the re-alignment of political allegiances, the outbreak of the war, the main political issues that emerged and the suppression of the Imvo Zabantsundu newspaper are discussed. Chapter 5 provides an examination of military aspects of the town and district during the war. The impact of the imperial garrison, the attitudes of the residents to the war and the imposition and effects of martial law are amongst the topics covered. The next chapter deals with municipal matters, with particular reference to the townspeople's attitudes to Borough status, public health and sanitation, municipal locations and residential segregation, and the various successes and failures of the Borough Council during the war. The seventh chapter focuses on crime, legislation and social control in the town. The number and type of criminal incidents during the period are analyzed, the various laws establishing the parameters of society and the manner in which these were applied are examined. Chapter 8 seeks to define the cultural contours of the town, looking at religion, the large number of different clubs and societies, sport and recreation. It explores the way in which cultural pursuits were both a reflection and a reinforcement of the social, political and economic order. The ninth and final chapter links the preceding themes with regard to the effects of the war on King William's Town society, with particular reference to the mentalité of the community as displayed in the attitudes of the residents to the various developments discussed in the body of the thesis.

This study investigates the spatial planning of racial residential segregation in King William's Town, induding its former homeland township of Zwelitsha, from 1826 to 1991. The first settlement in the 'white' King William's Town, Brownlee Mission Station, was established in 1826.The town of King William's Town was developed from this settlement. The racial laws which were applied to segregate blacks nationally and locally came to an end in 1991. Primary sources of information were used to determine whether King William's Town was planned along racial lines and to determine the major role players who formulated and implemented the policy. Key sources were archival material, newspapers, maps, interviews, Deeds Office files and the work of other scholars. The establishment of the towm from its genesis as a mission station and a military base is traced and the effects of this legacy on racial separation is detailed. It was found that racial planning of residential areas in King William's Town had been practised in this small town for a long time (prior to the Group Areas Act). The implementation of this policy was marked by forced removal of blacks from areas which were regarded as being for whites. These predominently African concentrations on the east bank of the Buffalo River were relocated to the west bank which was regarded as a black area.An anomalous incident was discovered in this study namely that these racial removals took place before the central state introduced national policy which compelled all local states to plan their residential areas along ethnic considerations. In parallel with the practice of segregation in King William's Town, the township of Zwelitsha was developed adjacent to the town by the government. As this thesis reveals, the development of Zwelitsha was intimately related to that of King William's Town. The major role players in planning residential areas on racial basis were identified as the municipal Council of King William's Town. They were involved in planning racially segregated areas before and after the Group Areas Act. They (the Council) succeeded in closing all freehold locations in the town (1940) and forced the residents to become their tenants who rented dwellings in the west bank municipal location. There were attempts to incorporate this municipal location into the neighbouring homeland township of Zwelitsha. This move was eventually accomplished when all townships in the vicinity of King William's Town were amalgamated to form King William's Town Transitional Local Council in terms of the Local Government Transition Act of 1994 (Government Gazette No. 15468 of 2nd February 1994).

The focus of this research was to investigate the lack of access to primary education in King William's Town district in Eastern Cape which is inhibiting rural community development. The aim of the study was to determine whether geographic location have effects on attendance of school, to perceive gender discrepancy in primary education, to investigate what cost as a factor that contributes to a child's access and attendance to a primary education and to make recommendations to improve the situation. The study followed a descriptive research method. Data was collected by studying relevant existing literature. Document analysis was used to analyse the data and recommendations for improvement were made. The findings revealed that the day to day attendance of learners is below what it should be, which lead to dropouts, non-compliance with legislation, inadequate monitoring and evaluation. There is a need to recruit Department officials with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure. Recommendations are finally made to mitigate the problem situation

The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.

Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.

This study investigates the impact of school governing bodies (SGBs) empowerment on school governance in King William’s Town. The study focuses on SGBs challenges and plights, highlights the effects of their lack of empowerment and suggests the review of the election criteria used to elect SGBs who have the potential to be empowered. Furthermore, it explores the elements and methods of empowerment that can be utilised to empower SGBs and examines the difficulties SGBs experience in accounting for finances and formulating and implementing policies. The researcher makes recommendations on the empowerment of SGBs based on the findings of the study. It was necessary to review literature on empowerment and school governance to attain the research goals. Conflicts and the mismanagement of finances indicate a noticeable gap between South African Schools Act policy intention and policy practice. The majority of SGBs, particularly the parent component in rural and semi-urban areas, have low levels of education. As a result, it is difficult to empower members because they have little or no basic knowledge, skills and expertise with regard to school governance. The manner in which SGBs function and carry out their duties, roles and responsibilities indicates that SGBs received inadequate training. SGBs lack awareness of the regulations governing the appointment of educators, hence a number of disputes arise. The increasing number of disputes (both formal and informal) in respect of appointments and promotions results from misinterpretations of or variations in legislation governing appointments in schools as well as the competency or capacity of SGBs. To investigate this problem, interviews were used as the research instrument to gather data from eight participants from selected schools. The main finding is that the majority of the SGBs studied are incapable of being empowered due to low illiteracy levels of some members. Low levels of or no education, a lack of basic knowledge and skills and other factors, such as a lack of educational insight and the inaccessibility of information and resources due to the use of English as the medium in which SGBs are serviced, compound the problem. The quality of the empowerment workshops, which are 'one size fits all', have a marked effect on their efficiency.

This thesis is a case study of the dynamics of coloured housing in King William's Town between 1895 and 1946. The impact of spatial segregation on pre-apartheid coloured settlements in the Eastern Cape has largely been ignored up to the present. This needs to be rectified as the lack of in-depth enquiry can lead to misinterpretations that may influence contemporary politics and identity formation. Through research based on primary sources, it has become apparent that segregation in King William's Town was safeguarded and rationalized through the discourses of sanitation and civilization, and the practices of relocation and removal. The existing slum cond itions were used as a convenient excuse to implement municipal control. Segregation compounded the problem of poverty, inequitable access to housing and the provision of basic services. As a result, local coloured housing was increasingly characterised by a shortage of decent accommodation and basic services, decreasing home ownership and increasing municipal tenancy. In addition, through the implementation of the 1923 Natives (Urban Areas) Act and the 1934 Slums Act, high sanitation standards were set, but the Council itself provided inferior services. Ironically, conditions in the relocated municipal settlements were also not on par with the provisions stipulated in the Slums Act that were used to effect removal in the first place. The implementation of racially exclusive housing was, therefore, not driven by a single role player. It was pioneered by the local authorities, legalised by national government and supported by the coloured elite, when needed, in an attempt to access decent housing. This occurred mainly through the political manoeuvring of the coloured elite, and specifically the African Political (later People's) Organisation (APO), the Afrikaanse Nasionale Bond (AN B) and the locally constituted Coloured Welfare Association (CWA) in King William 's Town. These organisations attempted to procure access to housing within the narrow boundaries of a prescribed identity. Segregated housing therefore fostered and sustained coloured identity. It consolidated feelings of separateness and division and provided impetus for the construction of race and even racial tension. Coloured identity attempted to serve as a rallying point to overcome differences in religion, family and social networks and place of residence in order to procure access to housing. It was not, however, able to overcome the occasional division between settlements, caused by well-developed placeidentities, which still inform the contemporary housing milieu. The coloured elite initially did not question the legitimacy of coloured identity. Only in 1939, under threats of increased residential segregation, combined with the resulting opposition in coloured protest politics, was the legitimacy of coloured identity publicly contested . By 1943, with the creation of the Coloured Advisory Council (CAC), local coloured unity proved to be insufficient. A division within the ranks of the local coloured elite was evident. As a result, the expression of coloured identity still remains contested in contemporary King William's Town.

This study deals with the management of street traders to boost the local economy of King William‟s Town. The purpose of the study is to conduct the research on how street traders can be managed to boost the local economy of King William‟s Town. The intention is to research the challenges they have and how to improve them. To be able to conduct the study, the researcher deemed it necessary to study existing literature on Local Economic Development. The way street traders are managed presently has been investigated and analysed in order to develop recommendations for solving the challenges facing street trading in King William‟s Town. The researcher conducted interviews in the form of face-to-face discussions and scheduled interviews with street traders, municipal authorities, and the iQonce Small Business Association. The literature review and interviews enabled the researcher to develop recommendations to solve the challenges. These recommendations will be helpful to the King William‟s Town municipality. The findings of this study reveal that there are challenges in the manner in which street trading is managed in King William‟s Town. Some of the challenges are a lack of a LED policy, poor infrastructure, failure to implement decisions, lack of financial support for street traders, and underutilisation of the budget. The researcher has made some recommendations in terms of support and assistance for street traders, the formulation of a LED policy, and plans and systems needed to be put in place for the management of street trading in King William‟s Town. The researcher summarises the study by claiming that if the proposed recommendations can be thoroughly implemented, there will be some improvement in the manner in which the street traders are managed.

Taking as its point of departure the model of the Church as a sacrament of unity, this study explores its implications for the fostering of a racially integrated Catholic community within an apartheid society. The particular context within which the investigation is conducted is the Sacred Heart Church, King William's Town, where the writer is pastor to a multiracial congregation. A dialogical approach is adopted between theology and praxis, in terms of which the data from a social analysis of the community are brought into a creative dialogue with the Vatican II vision of the Church. Findings from the analysis show that the attitudes of congregants to a racially integrated community are generally ambivalent. Historical, theological, psychosocial and political factors are seen to play an important role in shaping these attitudes. Arising from the dialogue between theology and praxis, the model of a pilgrim Church suggests itself as more relevant and realistic. This model constitutes a proximate goal. The sacrament model of the Church provides direction and focus for the pilgrim Church and is viewed as the ultimate goal. These models must be seen as complementary. The study concludes with a pastoral plan aimed at attaining the goals described. The main thrust of this plan is directed at changing congregants' attitudes to a racially integrated community. The strategies suggested involve the motivation of congregants to become actively involved, the transformation of congregants' attitudes, the promotion of a positive attitude to conflict and the challenging of apartheid structures. A differential approach is suggested in the pursuit of these objectives. A final conclusion to be drawn from this study is that the search for community is never-ending and that the fostering of a racially integrated Catholic community is a slow and painful process.

The introduction of school governing bodies provided communities with an opportunity to play a significant role in the organisation and governance of their schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires the skills, knowledge and expertise to ensure that SGB members will be able to fulfil their concomitant legal duties. The aim of the study was to investigate the impact of the SGBs role in school governance in Kuyasa Secondary School, King Williams Town District. The findings revealed that the SGBs knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure.