Relevant bibliographies by topics / Negroes in South Africa

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

Academic literature on the topic 'Negroes in South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Negroes in South Africa"

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JONES, JEANNETTE EILEEN. "“The Negro's Peculiar Work”: Jim Crow and Black Discourses on US Empire, Race, and the African Question, 1877–1900." Journal of American Studies 52, no. 2 (May 2018): 330–57. http://dx.doi.org/10.1017/s0021875817001931.

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In 1887, T. Thomas Fortune published an editorial, “The Negro's Peculiar Work,” in the black newspaper theNew York Freeman, wherein he reflected on a recent keynote speech delivered by Reverend J. C. Price on 3 January in Columbia, South Carolina, to commemorate Emancipation Day. Price, a member of the Zion Wesley Institute of the AME Zion Church, hailed from North Carolina and his denomination considered him to be “the most popular and eloquent Negro of the present generation.” On the occasion meant to reflect on the meaning of the Emancipation Proclamation (which went into effect on 1 January 1863) for present-day African Americans, Price turned his gaze away from the US towards Africa. In his speech “The American Negro, His Future, and His Peculiar Work” Price declared that African Americans had a duty to redeem Africans and help them take back their continent from the Europeans who had partitioned it in 1884–85. He railed,The whites found gold, diamonds, and other riches in Africa. Why should not the Negro? Africa is their country. They should claim it: they should go to Africa, civilize those Negroes, raise them morally, and by education show them how to obtain wealth which is in their own country, and take the grand continent as their own.Price's “Black Man's Burden” projected American blacks as agents of capitalism, civilization, and Christianity in Africa. Moreover, Price suggested that African American suffering under slavery, failed Reconstruction, and Jim Crow placed them in a unique position to combat imperialism. He was not alone in seeing parallels between the conditions of “Negroes” on both sides of the Atlantic. Many African Americans, Afro-Canadians, and West Indians saw imperialism in Africa as operating according to Jim Crow logic: white Europeans would subordinate and segregate Africans, while economically exploiting their labor to bring wealth to Europe.
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VINSON, ROBERT TRENT. "‘SEA KAFFIRS’: ‘AMERICAN NEGROES’ AND THE GOSPEL OF GARVEYISM IN EARLY TWENTIETH-CENTURY CAPE TOWN." Journal of African History 47, no. 2 (July 2006): 281–303. http://dx.doi.org/10.1017/s0021853706001824.

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This article demonstrates that black British West Indians and black South Africans in post-First World War Cape Town viewed ‘American Negroes’ as divinely ordained liberators from South African white supremacy. These South-African based Garveyites articulated a prophetic Garveyist Christianity that provided common ideological ground for Africans and diasporic blacks through leading black South African organizations like the Universal Negro Improvement Association and African Communities League (UNIA), the African National Congress (ANC) and the Industrial and Commercial Workers Union (ICU). This study utilizes a ‘homeland and diaspora’ model that simultaneously offers an expansive framework for African history, redresses the relative neglect of Africa and Africans in African diaspora studies and demonstrates the impact of Garveyism on the country's interwar black freedom struggle.
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Hammond, M. G., B. Appadoo, and Peter Brain. "HLA and Cancer in South African Negroes." Tissue Antigens 9, no. 1 (December 11, 2008): 1–7. http://dx.doi.org/10.1111/j.1399-0039.1977.tb01072.x.

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Hitzeroth, H. W. "On the genetic interrelationships of South African Negroes." American Journal of Physical Anthropology 69, no. 3 (March 1986): 389–401. http://dx.doi.org/10.1002/ajpa.1330690310.

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Abang, Emenyi, and Kalu, Kalu Obasi. "Vision Versus Illusion: A Symbol of Reality in Ralph Ellison’s Invisible Man." English Linguistics Research 6, no. 3 (September 4, 2017): 15. http://dx.doi.org/10.5430/elr.v6n3p15.

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Vision Versus Illusion: A Symbol of Reality in Ralph Ellison’s Invisible Man attempts to x-ray Ralph Ellison’s portrayal of the struggles and experiences of the Negro in the American society. The work examines his plot, characterization and his artistry which are all geared towards the success of the novel. The paper examines the role of these literary elements employed by Ellison to dissect the American society showing the conditions and plights of the Negro living among the whites in America. America is in the midst of chaos. Her oppression and antagonism of the Negro has resulted in a blindness that is contagious, and everybody is affected. This work attempts to unravel the state of incompatibility hinged on racism and exploitation as practiced in America against the Negroes. This has been the hallmark of literary expression of the 1960s and beyond among nations that have experienced exploitation and oppression. The nations notably include: South Africa, Kenya, Zambia, and other West African countries. These conditions have engendered literary reactions among scholars across the Globe.
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Hammond, M. G., and B. Angorn. "HLA and Cancer of the Esophagus in South African Negroes." Tissue Antigens 16, no. 3 (December 11, 2008): 254–55. http://dx.doi.org/10.1111/j.1399-0039.1980.tb00301.x.

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Groeneveld, H. T., and Julius A. Kieser. "A new perspective on fluctuating odontometric asymmetry in South African Negroes." American Journal of Human Biology 3, no. 6 (1991): 655–61. http://dx.doi.org/10.1002/ajhb.1310030616.

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Kemp, Amanda D., and Robert Trent Vinson. ""Poking Holes in the Sky": Professor James Thaele, American Negroes, and Modernity in 1920s Segregationist South Africa." African Studies Review 43, no. 1 (April 2000): 141. http://dx.doi.org/10.2307/524725.

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Harris, Robert L., and Robert R. Edgar. "An American Negro in South Africa." Transition, no. 60 (1993): 156. http://dx.doi.org/10.2307/2934925.

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Toit, E. D. Du, K. J. MacGregor, D. G. Taljaard, and M. Oudshoorn. "HLA-A, B, C, DR and DQ polymorphisms in three South African population groups: South African Negroes, Cape Coloureds and South African Caucasoids." Tissue Antigens 31, no. 3 (March 1988): 109–25. http://dx.doi.org/10.1111/j.1399-0039.1988.tb02072.x.

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Dissertations / Theses on the topic "Negroes in South Africa"

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Childs, Alundra Nicole. "La Tradicion de Los Negros Lubolos: ¿Es Una Apreciacion o Una Apropiacion del Candombe?"." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1496097078570828.

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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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Books on the topic "Negroes in South Africa"

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Tindall, George Brown. South Carolina Negroes, 1877-1900. Columbia: University of South Carolina Press, 2003.

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Hynson, Jerry M. Free negroes of Charleston, South Carolina 1841-1842. Lewes, Del: Colonial Roots, 2012.

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The Americans are coming!: Dreams of African American liberation in segregationist South Africa. Athens, Ohio: Ohio University Press, 2011.

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Susheila, Nasta, ed. Motherlands: Black women's writing from Africa, the Caribbean, and South Asia. New Brunswick, N.J: Rutgers University Press, 1992.

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Rosie, Wilson, ed. South Africa. London: Wayland, 2009.

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Green, Jen. South Africa. Austin, TX: Raintree Steck-Vaughn, 2001.

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South Africa. London: Franklin Watts, 2012.

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Patrick, Ryan. South Africa. Plymouth, Minn: Child's World, 1997.

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Clark, Domini. South Africa. New York: Crabtree Pub. Co., 2000.

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South Africa. New York: Benchmark Books, 2004.

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Book chapters on the topic "Negroes in South Africa"

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Naidoo, Vinothan. "South Africa (Republic of South Africa)." In The Forum of Federations Handbook of Federal Countries 2020, 315–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42088-8_23.

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Elfstrom, Gerard. "South Africa." In Moral Issues and Multinational Corporations, 90–99. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21257-6_8.

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Taylor, Ann C. M. "South Africa." In International Handbook of Universities, 811–18. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12912-6_136.

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Cornelius, Steve. "South Africa." In Players’ Agents Worldwide, 483–93. The Hague: T.M.C. Asser Press, 2007. http://dx.doi.org/10.1007/978-90-6704-551-3_36.

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Mazwai, Lizo. "South Africa." In Health Systems Improvement Across the Globe, 107–15. London: Taylor & Francis, 2017. http://dx.doi.org/10.1201/9781315586359-17.

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Ebrahim, Haseenah. "South Africa." In Women Screenwriters, 39–44. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137312372_9.

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Luard, Evan. "South Africa." In A History of the United Nations, 104–19. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20030-6_5.

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Dreyer, P. S. "South Africa." In Contributions to Phenomenology, 667–70. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_150.

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Burrows, Richard. "South Africa." In Three Patients, 33–37. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0939-4_4.

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Capie, Forrest. "South Africa." In Directory of Economic Institutions, 258. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-10218-1_39.

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Conference papers on the topic "Negroes in South Africa"

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Gledhill, Igle. "Welcome to South Africa!" In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794208.

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Koekemoer, Silma, and Rossouw von Solms. "IT project management maturity in South African municipalities." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102369.

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Greenan, Taylor. "Phylogeography ofLigiaisopods in South Africa." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.115493.

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Kourie, Derrick G., and Bruce W. Watson. "Software engineering in South Africa." In the 32nd ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810295.1810373.

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Botha, Adele, and Vathiswa Booi. "mHealth implementation in South Africa." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530667.

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Salom, Abraham, Clement N. Nyirenda, and Thomas O. Olwal. "BER performance for feasible FSOC deployment in Namibia and South Africa." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102321.

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Weiss, Martin, Adele Botha, Marlien Herselman, and Glaudina Loots. "Blockchain as an enabler for public mHealth solutions in South Africa." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102404.

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Kuria, Simon K. "Human myiasis in rural South Africa." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.111317.

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Evans, Nina. "Leading information technology in South Africa." In the 2006 ACM SIGMIS CPR conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125170.1125198.

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Chetty, Marshini, Srikanth Sundaresan, Sachit Muckaden, Nick Feamster, and Enrico Calandro. "Measuring broadband performance in South Africa." In the 4th Annual Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2537052.2537053.

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Reports on the topic "Negroes in South Africa"

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Kaufman, Carol. Reproductive control in South Africa. Population Council, 1997. http://dx.doi.org/10.31899/pgy6.1001.

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Gopaldas, Ronak. Africa Current Issues - Can South Africa / Nigeria Relations be Recalibrated? Nanyang Business School, December 2019. http://dx.doi.org/10.32655/africacurrentissues.2019.11.

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Temchin, Jerome. Carbon reduction emissions in South Africa. Office of Scientific and Technical Information (OSTI), February 2002. http://dx.doi.org/10.2172/808753.

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Wright, Gemma, Michael Noble, Phakama Ntshongwana, David Neves, and Helen Barnes. Defining Lone Motherhood in South Africa. Unknown, 2013. http://dx.doi.org/10.35648/20.500.12413/11781/ii197.

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Ebrahim, Amina. COVID-19 and socioeconomic impact in Africa: The case of South Africa. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/wbn/2020-2.

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Kunene, Busi, Mags Beksinska, Simphiwe Zondi, Nobuhle Mthembu, Saiqa Mullick, Emma Ottolenghi, Immo Kleinschmidt, Susan Adamchak, Barbara Janowitz, and Carmen Cuthbertson. Involving men in maternity care: South Africa. Population Council, 2004. http://dx.doi.org/10.31899/rh4.1204.

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Inman, Robert, and Daniel Rubinfeld. Understanding the Democratic Transition in South Africa. Cambridge, MA: National Bureau of Economic Research, February 2012. http://dx.doi.org/10.3386/w17799.

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Kaufman, Carol, Thea de Wet, and Jonathan Stadler. Adolescent pregnancy and parenthood in South Africa. Population Council, 2000. http://dx.doi.org/10.31899/pgy6.1038.

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Butts, Kent H., and Steven Metz. Armies and Democracy in the New Africa: Lessons From Nigeria and South Africa. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada306598.

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Jack, B. Kelsey, and Grant Smith. Charging Ahead: Prepaid Electricity Metering in South Africa. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22895.

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