Relevant bibliographies by topics / Of Bantu Education

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Of Bantu Education'

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

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Journal articles on the topic "Of Bantu Education"

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Roy, Laura, and Kevin Roxas. "Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"." Harvard Educational Review 81, no. 3 (2011): 521–42. http://dx.doi.org/10.17763/haer.81.3.w441553876k24413.

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In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families'educational goals and Somali Bantu families' actual views of education. In contrast to educators' perceptions, Somali Bantu caregivers stressed the high value they placed on education through their storytelling practices in the home that related past struggles, including experiences of violence and poverty. The stories told and advice given by parents and elders showed an embedded value of education within the community and a counter-story to the way in which Somali Bantu families were viewed by the majority of their teachers. The authors conclude that the discourse employed by educators was grounded in a deficit-based paradigm that created missed opportunities for connecting with Somali Bantu parents and marginalized students by blaming them rather than evaluating the lack of education provided to families in how to "do school" in the American context.
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Hall, Martin. "“Bantu education”? A reply to Mahmood Mamdani." Social Dynamics 24, no. 2 (1998): 86–92. http://dx.doi.org/10.1080/02533959808458651.

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Ndimande, Bekisizwe S. "From Bantu Education to the Fight for Socially Just Education." Equity & Excellence in Education 46, no. 1 (2013): 20–35. http://dx.doi.org/10.1080/10665684.2013.750199.

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giliomee, hermann. "A NOTE ON BANTU EDUCATION, 1953 TO 1970." South African Journal of Economics 77, no. 1 (2009): 190–98. http://dx.doi.org/10.1111/j.1813-6982.2009.01193.x.

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Eisenhauer, Elizabeth R., Elaine C. Mosher, Karen S. Lamson, Helen Ann Wolf, and Diane G. Schwartz. "Health education for Somali Bantu refugees via home visits." Health Information & Libraries Journal 29, no. 2 (2012): 152–61. http://dx.doi.org/10.1111/j.1471-1842.2012.00979.x.

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Wills, Ivan. "The Politics of Bantu Education in South Africa: 1948-1994." Political Crossroads 19, no. 1 (2012): 5–24. http://dx.doi.org/10.7459/pc/19.1.02.

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Tran, Nellie, and Dina Birman. "Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students." Education and Urban Society 51, no. 5 (2017): 712–36. http://dx.doi.org/10.1177/0013124517747033.

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This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
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Mariyana, Rita. "THE DEVELOPMENT OF SUPPORTING TOOL APPLICATION SOFTWARE FOR PROCESSING STATISTICAL DATA BASED ON VISUAL BASIC APPLICATION (VBA)." EDUTECH 14, no. 1 (2015): 125. http://dx.doi.org/10.17509/edutech.v14i1.958.

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Abstract. This study aims to develop to improve the quality of learning by making statistical data processing tools are easy to understand, easy to use by following the flow and statistical methods so that students can quickly perform data processing in both subjects for task completion and the completion of an essay, a thesis or a dissertation. To describe the results of a study to improve the quality of learning with this statistical tool research uses descriptive method, the purposive sampling technique to students taking statistics courses in early childhood teacher education study program Indonesia University of Education. Data from the study, questionnaires, interviews, observation and documentary studies analyzed by quantitative and qualitative techniques. The final product of this study is to improve the quality of products tools of statistical data processing and statistical are quickly understood and easily used not only for Early Childhood Education students but for students taking a statistics course.Keywords : Tools, Learning Media, Process, Statistics Abstrak. Penelitian ini bertujuan melakukan pengembangan untuk meningkatkan mutu pembelajaran dengan membuat alat bantu olahdata Statistik yang mudah dipahami, mudah digunakan dengan mengikuti alur dan metode Statistik sehingga mahasiswa dapat dengan cepat dan mudah dalam melakukan pengolahan data baik itu untuk penyelesaian tugas mata kuliah maupun penyelesaian skripsi, tesis, ataupun disertasi. Untuk mendeskripsikan hasil penelitian dari peningkatan mutu pembelajaran dengan alat bantu Statistik ini penelitian menggunakan metode quasi eksperimen, dengan teknik purposive sampling pada mahasiswa yang mengikuti mata kuliah Statistik pada Program Studi Pendidikan Guru Pendidikan Anak Usia Dini Fakultas Ilmu Pendidikan Universitas Pendidikan Indonesia. Produk akhir penelitian peningkatan mutu pembelajaran ini adalah produk aplikasi alat bantu olahdata Statistik untuk mata kuliah statistik yang cepat dipahami dan mudah digunakan untuk semua mahasiswa yang mengambil mata kuliah Statistik serta untuk pengolahan data penelitian. Kata Kunci : Alat Bantu, Olahdata, Statistik
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Munthakhabah. R, Cita St, and Febriyani Syafri. "PERANCANGAN PERANGKAT LUNAK BANTU PEMBELAJARAN MATA KULIAH PERANGKAT KERAS BERBASIS PHP." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 17, no. 1 (2021): 62. http://dx.doi.org/10.35329/fkip.v17i1.1946.

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This research is a software development research that aims to develop learning aids software for hardware subjects based on PHP (Perl Hypertext Preprocessor) in the Computer and Informatics Engineering Study Program, Department of Electrical Engineering Education, Faculty of Engineering, Makassar University. The design of instructional media is carried out by collecting learning materials then designing the software and the necessary database. The learning media that has been created are then validated by two media experts. The objects in this study were 37 students of class 04 class 2012 Informatics and Computer Engineering Education Department of Electrical Engineering Education Faculty of Engineering, Makassar State University, as many as 37 people who program hardware courses in the even semester of the 2012-2013 academic year. Data collection was carried out using a questionnaire given to respondents. The results of the descriptive analysis show that the views of PTIK JPTE FT UNM students on the implementation of PHP learning media in the Hardware course are in the good category or equal to 91.89%.
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Sudarso Widya Prakoso Joyo Widakdo, Danang, Abdul Holik, and Lutfi Nur Iska. "Efek Usia dan Tingkat Pendidikan terhadap Kinerja Tenaga Bantu Penyuluh Pertanian." Jurnal Penyuluhan 17, no. 1 (2021): 52–59. http://dx.doi.org/10.25015/17202131614.

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The purpose of this study was to determine the effect of age and level of education on the performance of agricultural extension assistants, either simultaneously or partially. This research is an explanatory study with a quantitative approach. The sample of the research was the Agricultural Extension Assistants in Banyuwangi Regency. The sampling technique was a total sampling of 40 respondents. The main data of this research are primary data obtained by data collection techniques using a questionnaire. The analytical tool used multiple linear regression to determine the effect simultaneously and partially. The results showed that age and education level had a positive and significant effect on the performance of agricultural extension assistants, either simultaneously or partially.
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Dissertations / Theses on the topic "Of Bantu Education"

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Ramabulana, Ronald Thifulufhelwi. "Bantu education: the black teacher's lived experience of conflict." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002548.

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This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.
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Moore, Nadine Lauren. "In a class of their own : the Bantu Education Act (1953) revisited." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53445.

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Various political parties, civil rights groups, ministerial spokespeople and columnists support the view that one of South Africa's leading challenges is overcoming the scarring legacy that the Bantu Education Act of 1953 left on the face of the country. In the light of this a need arises to revisit the position and place of Bantu Education in the current contested interpretation of its legacy. It is apparent from the vast literature on this topic that academics are not in agreement about whether or not the 1953 education legislation was the watershed moment for ensuring a cheap labour force. On the one hand it would seem that the general consensus is that 1953 was indeed a turning point in this regard thus a largely traditional view. However, on the other hand, another school of thought becomes apparent, which states that securing a cheap, unskilled labour force was already on the agenda of the white electorate preceding the formalisation of the Bantu Education Act. This latter school of academics propose that their theory be coined as a Marxist one. In examining these two platforms of understanding, traditional and Marxist, regarding Bantu Education and the presumption that it was used as a tool to ensure a cheap, unskilled labour force, the aim of this study is two-fold. First, to contextualise these two stances historically; and second to examine the varying approaches regarding the rationalisation behind Bantu Education respectively by testing these against the rationale apparent in the architects of the Bantu Education system. This includes analysing primary sources in the form of parliamentary debates and contemporary newspaper articles.<br>Dissertation (MA)--University of Pretoria, 2015.<br>Historical and Heritage Studies<br>MA<br>Unrestricted
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Overy, Neil Gavin Ross. "'These difficult days' : mission church reactions to Bantu education in South Africa, 1949-56." Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/29552/.

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Mission education in South Africa became increasingly untenable in the 1940s because mission churches lacked the finances to be able to maintain a national system of educational provision and because Africans were questioning mission education which they increasingly considered institutionally racist. This crisis led the Nationalist Government to appoint an education commission to make recommendations leading to the reform of 'native education'. This commission argued that mission education was incompatible with the ordering of society envisaged by the government. It suggested that the state should wrestle control of 'native education' from missionaries, enabling it to fashion a policy more in sympathy with apartheid. In 1953 the Bantu Education Act was passed which withdrew state aid from mission schools and made their continued registration dependent on the approval of the Minister for Native Affairs. The Catholic Church, able to raise the necessary finance, decided to continue running alt their schools privately. This decision was based purely on religious doctrine and meant that the Church taught Bantu Education in alt of its schools. Of the remaining denominations only the American Board had the resources to maintain a single privately funded school. Aside from a few politicised figures in the Church of the Province of South Afiica who refused to lease their schools, claiming that to do so was to compromise with apartheid, church leaders leased their schools to the government. This decision was made because Church leaders considered that Bantu Education, despite their abhorrence to its ultimate aims, provided better opportunities to children than an 'education' picked up on the streets. This decision was made with little, if any, consultation with Africans (parents, teachers or students) because church governing structures were undemocratic and racially exclusive, denying Afiicans any meaningful representation. Ironically, the decision to lease was in accord with the wishes of most Africans who reluctantly accepted the fact that Bantu Education, in the absence of any realistic alternative, was better than no education.
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Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa." Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.

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<p>The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.</p>
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Leleki, Msokoli William. "A Critical Response of the English Speaking Churches to the Introduction and Implementation of Bantu Education Act in South Africa." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46253.

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This research study is based on both literature and interviews conducted in four provinces in South Africa from those who were teachers, students and inspectors during the time of the implementation of Bantu education. The aim of this study was to critically investigate the role played by the English-speaking churches during the introduction and implementation of Bantu education in South Africa. The researcher has used the qualitative research design as his guiding methodology. A qualitative approach was adopted by the researcher in which nine participants were interviewed about their experience of the Bantu education and how it impacted their lives and the lives of the African people in general. The key interest of the researcher was to critically investigate the role played by the English-speaking churches in either collaborating with the government or resisting the taking over of education from the mission schools authorities. The research methodology used in this study incorporated the use of interviews, observation, auto recording and narrative inquiry as sources of data collection. The interviews were conducted in warm welcoming environment with full co-operation and enthusiasm displayed by the participants. The researcher’s goal was to obtain a clear convincing analytic view of what transpired in South Africa during the implementation of Bantu education. The methods used to establish the findings helped the researcher to ensure the credibility and trustworthiness of the empirical investigation. The findings of this research suggest that role played by the churches in their response to the introduction and implementation of Bantu education was influenced by the views of those at the helm of the church and their experience of the apartheid system. Some individuals from almost all the churches were determined that the churches should resist the handing over of the schools to then government, however, the biggest dilemma was how to finance their schools. The research involved interviews with nine participants who uplifted the roles of their churches in the implementation of Bantu education. The stories of participants clearly show the relevance of the church in the field of education. The historical involvement of the church in education should help us to see their role as the agents and actors of transformation in the field of education. This study proposes the leading role played by the church in field of education and must be taken serious by those in the leadership of curriculum design in the country. The study would like to be an appeal, a challenge for the government in South Africa to embrace the role of the church in the field of education with total dedication and thus endeavour to make the role of the church known and appreciated. In other words, the findings of this study would challenge the department of education to see the impact made by the church on the lives of the people of South Africa. In addition, the findings will help those in power to see the church’s role in the field of education and the human response of high quality to God’s manifestations and God’s presence which is revealed in the provision of education in South Africa. The findings suggest that although the missionary education was not the best and perfect system of education but it left an indelible mark in the lives of the South African people more especial when it comes to morals and ethical conduct. The setting of this study is Church History. While this study begins by analysing both the written and oral interviews as a theoretical framework, its methodology is church history sociological analysis.<br>Thesis (PhD)--University of Pretoria, 2014.<br>tm2015<br>Church History and Church Policy<br>PhD<br>Unrestricted
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Rundle, Margaret. "Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.

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This study was undertaken at a time when South African politicians and educators are facing the challenge of a major restructuring of the education system, and at a time when the the Methodist Church of South Africa is being encouraged, by some, to become more involved in the provision of education again. It focusses on the three events - the appointment of the 'Commission of Inquiry into Native Education' (usually referred to as the Eiselen Commission), the Report of that Commission, and the Bantu Education Act of 1954 which led to the introduction of the system of Bantu Education in 1955. Consideration is given to the responses of various 'liberal' and 'radical' groups to those events.
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Patel, Samima Amade. "Um olhar para a formação de professores de educação bilingue em Moçambique = foco na construção de posicionamentos a partir do lócus de enunciação e actuação." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269530.

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Orientador: Marilda do Couto Cavalcanti<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T05:14:53Z (GMT). No. of bitstreams: 1 Patel_SamimaAmade_D.pdf: 1971313 bytes, checksum: 6760c5646819060d63bbbf79037ec703 (MD5) Previous issue date: 2012<br>Resumo: O presente estudo é o resultado de uma pesquisa qualitativa, com um viés etnográfico interpretativo (ERICKSON, 1982; MASON, 1997), situada na Linguística Aplicada em sua vertente INdisciplinar (MOITA LOPES, 2006) e transgressiva (PENNYCOOK, 2006), com atenção particular em contextos de minorias (MAHER 1997, 2006) ou minoritarizados (CAVALCANTI, 1999, 2006), bem como no contexto sociolinguístico moçambicano (LOPES 2004). A pesquisa focaliza os posicionamentos dos formandos do II Curso da Licenciatura em "Ensino de Línguas Bantu" da Universidade Eduardo Mondlane, em Moçambique e nos Institutos de Formação de Professores, com base nas disciplinas de "Didáctica de Ensino de Línguas Bantu e Metodologias de Educação bilingue" e "Estágio". O trabalho busca sustentação teórica nos Estudos Culturais (BHABHA, 1994; CAVALCANTI, 2007, 2011; HALL, 1992, 1999; MAHER, 1998, 2007; WOODWARD, 2009; SILVA, 2009) e Estudos Poscoloniais (APIAH, 1997; BHABHA, 1994; CAVALCANTI, 2007, 2011; LOOMBA, 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). No concernente ao posicionamento, a tese sustenta-se em teorias sobre o posicionamento interaccional (MOITA LOPES, 2009; WORTHAM, 2001) e posicionamentos marcados como ideológicos (BORBA, 2011; MOITA LOPES, 2009). Neste estudo opero numa visão de linguagem dialógica e discursiva e no reconhecimento do bilinguismo e educação bilingue (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998, 2006; ROMAINE, 1995) e, ainda, do letramento/literacia e e-letramento/e-literacia como práticas sociais específicas (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Tendo os Fóruns de Discussão em ambiente virtual como foco principal da análise procedi à investigação dos posicionamentos dos participantes em seu processo de formação, visando responder a questão norteadora do estudo: "Como os participantes da pesquisa se posicionam interaccionalmente no processo pedagógico de sua formação como formadores de professores de educação bilingue?" Para isso foram escolhidos, para a análise, os seguintes temas vistos como importantes na sua formação: (a) bilinguismo e educação bilingue, (b) cultura, identidade, diferença e (c) pragmatismo profissional. Os resultados mostram que, na transição entre as aulas presenciais, o ambiente virtual e o estágio pedagógico, os participantes da pesquisa, especialmente os alunos, transitam entre posicionamentos críticos ou de aceitação, ideologicamente marcados como étnicos/linguísticos/culturais ou marcados como unidade nacional, na maioria das vezes, relacionados ao contexto moçambicano e indo além do contexto educacional. Assim, no que se refere a bilinguismo e educação bilingue há questionamento sobre hipóteses de ensino em contexto bilingue, principalmente, em relação a conceitos tais como bilinguismo equilibrado e semilinguismo, políticas linguísticas e direitos linguísticos. Quanto a cultura, identidade e diferença há tensões críticas pessoais, interétnicas e institucionais fortemente colocadas. No concernente a profissionalização há uma busca de espaço de trabalho legitimado por políticas linguísticas favoráveis às línguas Bantu e à educação bilingue<br>Abstract: This study is the result of a qualitative research, under an ethnographic interpretative perspective (ERICKSON; 1982; MASON, 1997) set on INdisciplinary (MOITA LOPES, 2006), and transgressive Applied Linguistics (PENNYCOOK, 2006), with especial attention to minority (MAHER, 1997; 2006), or minoritisized contexts (CAVALCANTI, 1999; 2006), as well as Mozambican sociolinguistic context (LOPES, 2004). The research focuses on positioning of those graduating in the II Teaching Course on Bantu Languages, offered by the University Eduardo Mondlane in Mozambique and the Teachers' Training Institutes, based on data collected at the subjects: Bantu Languages Teaching Didactics and Bilingual Education Methodology, and Supervised Internship. This study designs its theoretical basis on Cultural Studies (BHABHA, 1994; CAVALCANTI, 2007; 2011; HALL, 1992; 1999; MAHER, 1998, 2007; WOODWARD, 2009, SILVA, 2009), and postcolonial studies (APIAH, 1997; BHABHA, 1994; CAVALCANTI; 2007, 2011; LOOMBA; 1998; MENEZES DE SOUZA, 2004; SOUSA SANTOS, 2004). Concerning its point of view, the dissertation is based on theories about interactional positioning (MOITA LOPES, 2009; WORTHAM, 2001), and those positioning marked as ideological (BORBA, 2011; MOITA LOPES, 2009). I carry out this study under a dialogical and discursive view of language, and the recognition of Bilingualism and bilingual education (CAVALCANTI, 1999, 2011; GARCIA, 2009; MAHER, 1998; 2006; ROMAINE; 1995), as well as literacy and e-literacy as specific social practices (BARTON, 2006; CAVALCANTI, 2001; FREIRE, 2002; HORNBERGER, 2003; MARTIN-JONES, 2010; STREET, 1984, 2003). Virtual Discussion Forums were the main target for analysis, and the investigation of participants on training process was carried out in order to answer the study's guiding question: How do the study participants set their positioning, in interactional terms, on pedagogical process of their own apprenticeship as Bilingual Education Teacher Trainers? The topics chosen for analysis, regarded as important to their training process were (a) bilingualism and bilingual education; (b) culture, identity, difference; and (c)professional pragmatism. Results showed that participants, on the transition between classes, virtual environment, and pedagogical internship, especially those ones finishing the course, ranged from critical positioning to those of acceptation, ideologically marked as ethnic/linguistic/cultural, or marked as national unity, mostly related to Mozambican context and going beyond educational context, Thus, concerning bilingualism and bilingual education, there is questioning about teaching in bilingual context hypotheses, mainly about concepts such as balanced bilingualism and semilingualism, linguistic politics and linguistic rights. Regarding culture, identity, and difference, there are strongly set personal, interethnic, and institutional conflicts. Concerning professional perspectives, there is a pursuit for working opportunities legitimated by language policies favorable to Bantu languages and bilingual education<br>Doutorado<br>Multiculturalismo, Plurilinguismo e Educação Bilingue<br>Doutor em Linguística Aplicada
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Seedat, Mohamed Amin. "Topics, trends and silences in South African psychology ethnocentricism, crisis and liberatory echoes." University of the Western Cape, 1993. http://hdl.handle.net/11394/8464.

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Philosophiae Doctor - PhD<br>The deliberate and sometimes unwitting complicity of psychology with apartheid social formations has received little attention in the psycho-historical literature. This, study in an attempt to break the silence, offers a descriptive characterization of South African psychology by tracing its origins, evolution, formalization and development to its ethnoscientific, colonial and apartheid roots. The study begins with an examination of the globalization of Euro-American psychology. The proliferation and domination of Euro-American psychology closely correlates with the emergence and globalization of colonial power that is intimately connected to the missionary discourses of conquest and conversion and to the doctrines of scientific racism. Western explorers, soldiers, missionaries, and social scientists are among the figures who participated in the occupation and conversion of the 'Dark Continent' of Africa. Within the context of colonialism, psychology became an enterprise of conquest and conversion that endeavoured to understand how people of colour, 'marginal beings', could be transformed into active subjects The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry and objects of Western racial and economic exploitation. The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry to rationalize and bolster White economic and political hegemony. The racial overtones that characterized the establishment of a professional association represents a startling example of how apartheid ideology was reproduced within the profession itself Unfortunately, oppressive discourse appears to continue to inform the research agenda, practices and theoretical concerns of many South African psychologists, thereby creating the impetus for the present crisis within the discipline. The crisis relates to, among other issues, the failure of Euro-American psychology to represent the psychological experiences of people of colour. Attempts at resolving the crisis are stymied by the production and reproduction of conceptual paradoxes within the fields of family therapy, community psychology and cross-cultural psychology, fields that are often portrayed as the solution to the crisis. Despite the increasing levels of theoretical complexity and ideological scrutiny each of these fields offer, South African psychology still faces various epistemological challenges and communieentric biases. A content analysis of 977 articles that appear in the South African Journal of Psychology, Psychologia Africana, the Journal of Behavioural Science, Psychology in Society, Humanitas. Psygram and the South African Psychologist confirms that the crisis in psychology continues. Details obtained from the analytical review show South African psychology, between 1948 and 1988, to be characterized by five features. First, Whites and males affiliated to the open liberal universities and Afrikaans universities dominate knowledge-production in the discipline. Blacks and women authors, especially those affiliated to the historically Black universities, tend to occupy mainly co-authorship positions at the level of publication. Second, the majority of articles reviewed are written in English. Third, whereas the bulk of articles analysed are empirical in nature, there is an increasing trend towards theoretical articles that examine the ideological and philosophical premises of the discipline. Fourth, empirical studies tend -to select subjects from both male and female gender groups, who are mainly White, and mostly affiliated to institutional settings. Fifth, research is dominated by an emphasis on conventional areas such as psychometrics, research methodology, industrial psychology and educational psychology. The more recently evolved fields such as community psychology and the psychology of oppression receive little attention. By moving to a point beyond critique and characterizations, the study concludes with an exploration of the dynamic quest for liberatory psychology, central to which is the formulation of an emancipatory agenda. An emancipatory agenda may well propel progressive psychologists towards systematically addressing the silences within the field, securing the centralization of Blacks and women at the levels of knowledge production and political representation and creating liberatory epistemologies.
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Govender, Rajuvelu. "The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.

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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
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April, Thozama. "Theorising women: the intellectual contributions of Charlotte Maxeke to the struggle for liberation in South Africa." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3847_1360849448.

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<p>The study outlines five areas of intervention in the development of women&rsquo<br>s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo<br>s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo<br>s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.</p>
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Books on the topic "Of Bantu Education"

1

Meyer, Sabine. Erziehung als Schlüssel gesellschaftlicher Veränderung: "Bantu-education" und "people's education" in Südafrika. Breitenbach, 1991.

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Mnguni, Mbukeni Herbert. Education as a social institution and ideological process: From the négritude education in Senegal to Bantu education in South Africa. Waxmann, 1998.

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Luswazi, Peggy Nomfundo. Sozialisationsbedingungen für die Aufrechterhaltung des Apartheid-Systems. Verlag für Interkulturelle Kommunikation, 1989.

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Gassama, Makhily. La langue d'Ahmadou Kourouma: Ou, le français sous le soleil d'Afrique. ACCT, 1995.

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Indonesia. Undang-Undang Republik Indonesia nomor 20 tahun 2003 Tentang Sistem Pendidikan Nasional: Dilengkapi, tunjangan tenaga kependidikan, sistem mekanisme perencanaan tahunan, guru bantu, juknis pedoman organisasi perangkat daerah, penetapan eselon kepala tata usaha SLTP dan SMU. Eko Jaya, 2003.

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Nauta, Hinke. Women and rural development in Indonesia: A study on the income-generating activities of rural women and the role of education, credit, and other government programmes in Bantul District. Faculteit ruimtelijke wetenschappen, Universiteit Utrecht, 1994.

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(Indonesia), Jakarta Raya. Peraturan/keputusan pemerintah Daerah Khusus Ibu Kota Jakarta bidang pendidikan, kepegawaian, keuangan: Meliputi a.l. ujian kenaikan pangkat penyesuaian ijazah dan kenaikan pangkat peningkatan pendidikan, pembentukan organisasi dan tata kerja pusat pelatihan guru dan tenaga kependidikan, pemberian belanja hibah bagi guru bantu, pendelegasian wewenang pengangkatan, pemindahan, dan pemberhentian pegawai negeri sipil, besaran dan tata cara pemberian biaya pelaksanaan tugas belajar pegawai negeri sipil, tatacara pembukaan dan pengelolaan rekening milik bendahara satuan kerja perangkat daerah/unit kerja daerah (SKPD/UKPD), pelaksanaan pembayaran tunjangan kinerja daerah, Peraturan Menteri Pendidikan Nasional nomor 20 tahun 2010 tentang norma standar prosedur kriteria di bidang pendidikan, dan yang terkait dengan pendidikan, kepegawaian, dan keuangan, dll. Aliansi Masyarakat Peduli Bangsa], 2011.

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The Seeds Of Separate Development Origins Of Bantu Education. Unisa Press, 2010.

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Moshia, Matshwene E. African Village Boy: Poverty and Bantu Education Systems of Apartheid South Africa. AuthorHouse, 2006.

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Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa. Wits University Press, 2017.

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Book chapters on the topic "Of Bantu Education"

1

Sanogo, Aboubakar. "Colonialism, Visuality and the Cinema: Revisiting the Bantu Educational Kinema Experiment." In Empire and Film. British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-349-92498-1_12.

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Windel, Aaron. "The Bantu Educational Kinema Experiment and the Political Economy of Community Development." In Empire and Film. British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-349-92498-1_11.

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"Bantu Education: 1954-1976." In Year of Fire Year of Ash. Zed Books, 2016. http://dx.doi.org/10.5040/9781350251243.ch.002.

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"South Africa: A Bantu Urban Residential Area." In World Yearbook of Education 1970. Routledge, 2013. http://dx.doi.org/10.4324/9780203080573-7.

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Ngara, Constantine. "Educating Highly Able Students from an African Perspective." In African Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch033.

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Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.
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Ngara, Constantine. "Educating Highly Able Students from an African Perspective." In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0838-0.ch009.

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Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.
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Lastrucci, Emilio, Debora Infante, and Angela Pascale. "Education and E-Learning Evaluation and Assessment." In Encyclopedia of Information Communication Technology. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch025.

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The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani &amp; Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore &amp; Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba &amp; Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.
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Wartomo. "Implementation of School-Based Management in SMP Negeri 1 Bantul." In Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0. Routledge, 2020. http://dx.doi.org/10.1201/9780429289989-30.

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Murtamadji, M., L. Hendrowibowo, and R. Rukiyati. "The implementation of a local wisdom-based character education model in primary schools in Bantul, Yogyakarta." In Character Education for 21st Century Global Citizens. Routledge, 2018. http://dx.doi.org/10.1201/9781315104188-73.

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NGE MEH, Deris. "Mother Tongue ICT Instruction in Cameroonian Languages." In La traduction et l’interprétation en Afrique subsaharienne : les nouveaux défis d’un espace multilingue. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3533.

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This article presents the feasibility of conveying Information and Communication Technology (ICT) content in Mmɛn, a Bantu Grassfields language of Cameroon; a process which would imply a modernisation of the language, with a view to increasing its scientific knowledge base. It explores the processes used to create ICT terminology in this language in a bid to make such concepts relevant to the community. The focus is placed on the translation of a computer science manual used in primary schools within Cameroon’s language teaching project. Issues raised relate to translation, lexical innovation and mother tongue ICT instruction. Some solutions are proposed to problems inherent to official language into mother tongue translation, and the lexification of new phenomenon where adequate terminology is currently lacking. The results obtained highlight the role of translation and terminology in developing our languages, and indicate how ICT instruction in our languages justifies the claim that an idea expressed in one language can be expressed in any other. If well harnessed, this instruction will ensure access to innovative educational resources for rural and semi-urban Cameroonians alike, and will improve literacy and standards of living within a context of globalisation.
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Conference papers on the topic "Of Bantu Education"

1

Hestiana, Ratna, and Sugiyono. "Madrasah Education Management Ibtidaiyah Ma’arif Saman Bantul." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.026.

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Ismail, Mohamed Taib. "The Second Penang Bridge Project: Planning, Design, Construction and Maintenance." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0019.

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&lt;p&gt;The 24 km dual carriageway Sultan Abdul Halim bridge project, Penang’s second link was completed in 2014. On the island end is Batu Maung which houses the Penang International Airport. On the mainland is Batu Kawan. The main navigation span consist of a cast-in-situ cable stayed concrete bridge with span arrangement of 117.5m +240m + 117.5m. The approach bridge consist of 55m precast segmental box girders constructed span by span supported on high damping rubber bearing on reinforced concrete piers. Bored piles of 2m diameter are used for the cable stayed bridge and 1.5m at the mudflats of Batu Kawan. Driven 1.0m diameter spun piles are used at most of the pier locations and 1.6m diameter steel pipe piles at chainages where very high piers and deep seabed level is encountered. The 7 km land expressway on the Batu Kawan side traverses on high embankment build along low lying ground of very soft compressible ground extending up to 23m thick. Long term post construction settlement of 50mm for the first 20 years of service requires longer period of surcharge for both the prefabricated vertical drains (PVD) and vibro stone columns (SC). PVD and SC were design for embankment height up to 4.5m and 10m, piled embankment for higher bridge approaches. Once a vast and vacant territory, Batu Kawan is now linked to major highways to other states in the peninsular by the land expressway. In addition to the high number of research facilities that are being set up and with the state government is creating and education hub, making Batu Kawan a prime location for further development. This paper shall describe in detail the planning, design, construction and maintenance of the Second Penang Bridge project.&lt;/p&gt;
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Wibowo, Bayu Ananto, and Djoko Suryo. "Research-Based History Learning Model in SMAN 2 Bantul." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.42.

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Ulivia, Sutiyono, Ulivia Ulivia, and Sutiyono Sutiyono. "Commodification of Nini Thowong Art in Bantul Regency." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.37.

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Purnamasari, Debby Adelita Febrianti, and Puji Yanti Fauziah. "Implementation: Natural based Kindergarten Learning in Bantul, Yogyakarta." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.54.

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Salamah, Zuchrotus, Hadi Sasongko, and Risdianti Novida. "The Diversity of Ferns (Pteridophyta) at Pundong Japanese Cave, Bantul, Yogyakarta." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.038.

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Panji Sasmito, Agung. "Work Readiness of Software Engineering Student in Batu City." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.13.

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Nuzula, Zidni, and Yoyon Suryono. "Management of Nonformal Education Programs in The Community Learning Center (CLC) of Bantul Regency Management of Equality Education Program." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3452287.

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Rahmadani, Irsan, and Arif Rahman. "Analysis of Cost Needs for Junior High Schools Education Facilities in Tanjung Tiram Subdistrict Regency of Batu Bara." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.084.

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Setiyaningsih, Gunanti, and Syamsudin Amir. "Ability of Literacy for 5-6 Year Old Children in Kindergarten Bambanglipuro Bantul." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.19.

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Reports on the topic "Of Bantu Education"

1

Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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