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Literatura académica sobre el tema "South Africa. Commission on Native Education"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 19 de julio de 2025

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Artículos de revistas sobre el tema "South Africa. Commission on Native Education"

Paterson, Andrew. "“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930." History of Education Quarterly 45, no. 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.

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Charles T. Loram was an important proponent of fashioning African education in ways that would best meet the needs of the colonial system. In the 1920s, Loram championed adapting the colonial curriculum away from “bookishness” towards a manual and agricultural orientation in order to meet the “needs” of rural Africans, as white settlers defined them. As his ideas on adaptation matured, Loram wrote an influential book, The Education of the South African Native in 1917, in which he stated: “On the necessity of industrial training for the Natives of South Africa there is remarkable unanimity. Gov

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Maha Cheema and Alisha Fakhar Ghumman. "David Lurie’s Trial in J. M. Coetzee’s Disgrace (1999) as an Allegory of South Africa’s ‘Truth & Reconciliation Commission’." Journal of Arts and Linguistics Studies 3, no. 1 (2025): 667–85. https://doi.org/10.71281/jals.v3i1.246.

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The trial of David Lurie portrays the failure of ‘Truth and Reconciliation Commission’ trials in post-apartheid South Africa. This paper contends through David’s character that inability to search for the truth and its acceptance regarding the 300-year long abuse perpetrated upon the native Africans was the reason for the failure of the trial. The absence of finding the actual truth in TRC led to the failures of the trials when the timely justice was served instead of long-term education of the postcolonial environment of New South Africa. David’s disgrace is attached to his ignorance from the

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Krige, Sue. "Segregation, science and commissions of enquiry: the contestation over native education policy in South Africa, 1930–36." Journal of Southern African Studies 23, no. 3 (1997): 491–506. http://dx.doi.org/10.1080/03057079708708552.

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Poppelaars, Antonius Gerardus Maria. "Language Contact, Language Policy and Education in South Africa." PAPIA 30, no. 1 (2020): 35–46. https://doi.org/10.5281/zenodo.3947786.

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Languages users may cause violence and racism: in 1976, protests against the imposition of Afrikaans at South African schools became a massacre when the police killed 172 native protesters. But, which language to choose as language of instruction since South Africa counts eleven official languages. Therefore, this paper discusses whether English should be South Africa’s sole language of instruction, to stimulate the native population’s presence at universities. To support the research, governmental documents on language policy and education have been examined. Also, the linguistic

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Molatoli, H. M. "Teaching health care ethics in physiotherapy education : Proposal for South Africa." South African Journal of Physiotherapy 55, no. 4 (1999): 7–10. http://dx.doi.org/10.4102/sajp.v55i4.574.

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This paper presents views of the role of the physiotherapy profession during the Apartheid era in South Africa. It analyses aspects of the Truth and Reconciliation Commission document and finally suggestions are made to prevent similar situations from developing ever again.

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Mabunda, Magezi, and Cindy Ramhurry. "An analysis of the effects of history in the Truth and Reconciliation Commission poetry." South African Journal of Education 43, no. 4 (2023): 1–8. http://dx.doi.org/10.15700/saje.v43n4a2236.

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Scholars raise 2 salient questions regarding poetry in post-apartheid South Africa. One is whether new poetry emerged in the post-apartheid South Africa, and the other is whether poetry produced during and after the Truth and Reconciliation Commission is capable of capturing the imagination of the reading public without resorting to the bigotry of Black versus White. Literature highlights the need for South African poets to move away from using historical facts as the basis for making literary representation. We acknowledge that the use of historical facts as the basis for literary representat

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Munyai, Dr Anzanilufuno. "Language conundrum in higher education institutions in South Africa: One step forward or two steps back?" De Jure 57, no. 1 (2025): 177–95. https://doi.org/10.17159/2225-7160/2024/v57a13.

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Over the years, South African Courts have adjudicated on the status of English and Afrikaans in language policies of higher education institutions. This article reflects on the slow efforts by the South African government and higher education institutions towards the development and inclusion of languages indigenous to South Africa. Taking a textual analysis approach, the aim of this paper is to place emphasis on the need to develop and include indigenous languages of South Africa in the language policies of higher education institutions. The paper further seeks to contend that the inclusion o

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Cloete, Nico, and Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, no. 4 (1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.

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Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the pr

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Galgalo, Joseph D., and Esther Mombo. "Theological Education in Africa in the Post-1998 Lambeth Conference." Journal of Anglican Studies 6, no. 1 (2008): 31–40. http://dx.doi.org/10.1177/1740355308091384.

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ABSTRACTSince 1998 there has been a revived interest in theology among Anglicans around the world. Rowan Williams has encouraged this with the promotion of a Theological Education for the Anglican Communion Commission. The Global South primates have called for a rejection of the Western paradigm of Anglican theology in the context of the current debates about sexuality. The key Lambeth resolution on sexuality at the 1998 conference carries with it significant assumptions and challenges about theological method. There has been a renewed focus on context in doing theology. These changes can be s

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Pasachoff, Jay M. "Public Education in Developing Countries on the Occasions of Eclipses." Transactions of the International Astronomical Union 24, no. 3 (2001): 101–6. http://dx.doi.org/10.1017/s0251107x00000493.

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AbstractTotal solar eclipses will cross southern Africa on June 21, 2001, and on December 4, 2002. Most of Africa will see partial phases. The total phase of the 2001 eclipse will be visible from parts of Angola, Zambia, Zimbabwe, Mozambique and Madagascar. The total phase of the 2002 eclipse will be visible from parts of Angola, Botswana, Zimbabwe, South Africa and Mozambique. Public education must be undertaken to tell the people how to look at the eclipse safely. We can take advantage of having the attention of the people and of news media to teach about not only eclipses but also the rest

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Tesis sobre el tema "South Africa. Commission on Native Education"

Ray, Giulia. ""Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity." Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.

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<p>During Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphas

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Swartz, Moshe Edward. "African perspectives on the land question: The Native Laws Commission 1883." University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.

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Magister Artium - MA<br>Both Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue

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Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.

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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by lear

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Mhlanga, Samkelisiwe Isabel. "Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003569.

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This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The pr

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Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.

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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language —

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Mawonga, Sisonke. "Bilingual teaching practices in South African higher education : making a case for terminology planning." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017894.

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When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to div

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Jackson, Gail. "A comparative case study of the strategies used by grade one teachers who teach through the medium of English." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.

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This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range

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Gambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.

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This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students stu

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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. Co

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Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.

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A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012<br>This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators f

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Libros sobre el tema "South Africa. Commission on Native Education"

Burton, D. R. The South African Native Affairs Commission, 1903-1905: An analysis and an evaluation. typescript, 1985.

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Brock-Utne, Birgit. Language policies and practices in Tanzania and South Africa: Problems and challenges. HakiElimu, 2005.

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Plüddemann, Peter. Home-language based bilingual education: Towards a learner-centred language typology of primary schools in South Africa. PRAESA, 2010.

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International Commission on Distance Education and Open Learning in South Africa. Open learning and distance education in South Africa: Report of an international commission, January-April, 1994. Macmillan Boleswa, 1995.

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Close, Robin E. Literacy on the frontier: Native converts and the political development of indigenous communities in Upper Canada and South Africa, 1800-1840. Currents in World Christianity Project, 1996.

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Depot, Transvaal Archives. Archives of the Secretary for Native Affairs, 1900-1911 (SNA). State Archives Service, 1996.

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Coetzee, L. Inventory of the archives of the Chief Native Commissioner, Northern Areas (1904-1986). State Archives Service, 1994.

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1955-, Dijk Lutz van, ed. Between anger and hope: South Africa's youth and the Truth and Reconciliation Commission. Witwatersrand University Press, 2001.

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Olivier, Z. Inventory of the archives of the Chief Native Affairs Commissioner, Western Areas (1927-1986). State Archives Service, 1995.

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Teaching the 'native': The Foundations of 'native' Education Policy in South Africa, 1900-1936. Human Sciences Research Council, 2016.

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Capítulos de libros sobre el tema "South Africa. Commission on Native Education"

Perham, Margery. "Native Policy in South Africa and the High Commission Territories." In Colonial Sequence 1930 to 1949. Routledge, 2023. http://dx.doi.org/10.4324/9781003372875-49.

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Beinart, William. "‘The Farmer as a Conservationist’: Sidney Rubidge at Wellwood, Graaff-Reinet, 1913–1952." In The Rise of Conservation in South Africa. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780199261512.003.0010.

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Abstract White farmers, or their political representatives, sat on a number of key conservationist commissions, and the progressive elite clearly shared a general concern about soil erosion. Some anglophone landowners in the midlands and eastern Cape had contributed significantly to defining South African environmental problems and elaborating conservationist concerns in respect of pastoral farming. For them, intensifying production was closely linked to environmental management; both were in their own and the national interest. In the inter-war years, however, major reports by the Drought Commission (1923) and of the Native Economic Commission (1932) tended to pin most of the responsibility for environmental degradation on the methods and practices of white and black stock-owners respectively. In more recent years critical, anti-apartheid academic research has also targeted white farmers for their environmental record.

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"South Africa: The Truth and Reconciliation Commission as a Model of Peace Education." In Peace Education. Psychology Press, 2005. http://dx.doi.org/10.4324/9781410612458-26.

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"A Report of the Education Commission of the South African Institute of Race Relations (1979)." In Education, Race, and Social Change in South Africa. University of California Press, 2023. http://dx.doi.org/10.2307/jj.2430611.7.

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Stambach, Amy E., and Aikande C. Kwayu. "Religion and Education in East Africa." In The Oxford Handbook of Religion and Education. Oxford University Press, 2025. https://doi.org/10.1093/oxfordhb/9780198869511.013.30.

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Abstract This chapter examines distinctive features of religion and education in public policy and school pedagogy in East Africa, focusing on religion and education in the seven member countries of the East African Community: Burundi, Kenya, Rwanda, South Sudan, the Democratic Republic of Congo, Tanzania, and Uganda. The chapter provides insights into the often conflictual and dissonant features of religion and education’s interface, particularly those revolving around evangelical public preaching and unregistered or unlicensed religious schools. Given that religious traditions are diverse, tensions over religion and education can spark conflict. To manage tensions, interfaith counsellors from East African Community countries work in conjunction with the United Nations Human Rights Commission to ensure that religious education and peace agreements accord with international practices and protocols.

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Matadi, Tholaine Mafuku. "The Challenges of Democratic Governance in South Africa." In Advances in Higher Education and Professional Development. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-4346-3.ch002.

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Democratic governance in South Africa is facing multiple challenges, jeopardising the rule of law, constitutionalism, and executive accountability. The erosion of the rule of law and judicial independence emerges as a fundamental challenge. Recent failures to use parliament to hold the executive accountable in both the fifth and sixth parliaments, coupled with the suspensions and impeachments of the former public protector and the Judge President of the Western Cape Division of the high court, are testimony to the erosion of democratic governance in South Africa. So too are the inconsistent judgments of the Constitutional Court and other courts. Corruption and state capture also present formidable obstacles to democratic governance and the rule of law, as the pervasive influence of corrupt networks undermines public trust and transparency in government institutions. The landmark case of Economic Freedom Fighters v Speaker of the National Assembly (2016) and other Constitutional Court judgments underscore the significance of judicial oversight in holding the government accountable and preserving constitutional supremacy. The Zondo Commission of Inquiry into State Capture and the Democratic Alliance v President of South Africa (2018) case underscore the role of the judiciary in fostering transparency and accountability. Upholding judicial independence, transparency, and accountability remains paramount in fostering democracy and maintaining the rule of law amidst South Africa's evolving political landscape. Concerted efforts are necessary to confront the challenges to democratic governance in South Africa to bolster the rule of law, safeguard human rights, and combat corruption. Using doctrinal legal research which involves examining laws, legal principles, case law, and legal literature to understand and interpret legal concepts and issues. This chapter examines some of the legal challenges facing democratic governance in South Africa and their repercussions on the nation's legal structure and constitutional integrity, post-1994. The chapter scrutinizes the weakening of parliament and the office of the Public Protector, as oversight institutions and the undermining of the independence of the judiciary. Using subtopics, the chapter provides a comprehensive analysis of the legal challenges confronting democratic governance in South Africa, emphasizing the interconnectedness of these issues and the imperative for legal reforms to fortify democracy and uphold the rule of law.

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Netshakhuma, Nkholedzeni Sidney. "Transformation of Historically Black Universities in South Africa to Provide Access to Information." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch008.

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South African universities were divided along racial lines of historically Black, White, and Afrikaans universities. Pieces of legislation such as the Bantu Education Act No. 47 of 1953 and the Extension of University Education Act No. 45 of 1959 were enacted by the apartheid regime to provide inferior education to Black communities. However, after the transition from apartheid to democracy, the National Commission on Higher Education was established in 1996 to develop a framework to transform higher education. The transformation of higher education led to the integration of information management systems. The governance structures, resources allocations, training and development of staff were pillars to transform higher education. The exclusion of information management implies poor administration and little access to information. Post-apartheid South Africa recognized the significance to access information for university internationalization.

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Webb, Paul. "Towards Unifying Logic for the Pedagoy of Mathematics in South Africa." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.116.

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South Africa’s performance in mathematics at school level is not impressive, even when measured against countries with fewer resources. As a country, it is one of the lowest performers in the world with a wide range of achievement between schools, with historically white schools achieving results much closer to the international average compared to historically-black African schools. The South African National Planning Commission has identified mathematics education as a key area of concern, particularly amongst poor children. In response, the Mapungubwe Institute for Strategic Reflection (MISTRA) initiated a research project to explore the possibility of a ‘unifying pedagogy’ that could help improve mathematics teaching across the range of schools in the country. This paper presents a summary of the ‘cumulative resonances’ of ‘sagacious’ members of the mathematics education community in South Africa and abroad. The data generated by these ‘sagacious’ sources’ in academia and governmental and non-governmental organisations were analysed thematically in order to explore the possibility of framing a unifying pedagogy of mathematics for South African conditions.

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van der Merwe, Leoni. "The Stone Left Unturned: An Assessment of the Impact of Marketisation on the Higher Education Experience of Students with Disabilities." In The Business of Higher Institutional Education: Integrating Academic Freedom, Pedagogical Approaches and Constitutionalism. UJ Press, 2024. https://doi.org/10.36615/9780906785249-08.

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The marginalisation of persons with disabilities (PWDs) in South Africa and the world over is not a novel concept; this is evidenced by such persons experiencing poorer health outcomes, higher rates of poverty, economic exclusion, and lower educational achievements. Although general inroads have been made in the realisation of equality in South Africa, the Commission for Employment Equity’s Annual Report for 2021-2022 notes that PWDs comprise 1.2% of the total workforce. Disability is viewed as both the proverbial seed and fruit of poverty and is regarded as a contributory factor to societal exclusion. Higher education institutions (HEIs) play a pivotal role in promoting lifelong learning in addition to the provision of skills, competencies, and expertise to the labour market. In conjunction with various societal stakeholders, HEIs are instrumental in eliminating barriers to entry experienced by students with disabilities (SWDs).

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Tischler, Julia. "Eugenic Agriculture and Transnational Networks of Rural Education." In Cultivating Race. Oxford University PressOxford, 2025. https://doi.org/10.1093/9780198917311.003.0010.

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Abstract Chapter 9 discusses how, in the 1920s and 1930s, social scientists became key players in defining rural problems and proposing solutions. These education experts formed a dense transnational network of state-sponsored educators, sociologists, and welfare practitioners who were responding to the global crisis in agriculture after the First World War with high modernist social engineering. Experts travelling between the United States and South Africa produced generalizing reform blueprints, including eugenicist and segregationist measures for tackling rural destitution. Besides promoting agricultural education as a means of segregating Blacks from whites, social scientists also proposed a solution to the supposed threat posed by the rapid increase in ‘unfit’ whites. Reformers’ chauvinism towards lower-class whites culminated in the Carnegie Poor White Commission (1932) and its aggressive promotion of adapted education. This chapter explores vocational training, school farms, children’s clubs, and the ‘project system’, all of which the South African authorities partly adapted from Europe and the United States, as examples of a transnational Tuskegeeism for poor whites that was more often than not rejected by the targeted families.

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Actas de conferencias sobre el tema "South Africa. Commission on Native Education"

Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.

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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher educati

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