Series Editor's Preface. Introduction by John Breuilly. Acknowledgements. 1. Definitions. State and nation. The nation. 2. Culture in Agrarian Society. Power and culture in the agro-literature society. The varieties of agrarian rulers. 3. Industrial Society. The society of perpetual growth. Social genetics. The age of universal high culture. 4. The Transition to an Age of Nationalism. A note on the weakness of nationalism. Wild and garden culture. 5. What is a Nation. The course of true nationalism never did run smooth. 6. Social Entropy and Equality in Industrial Society. Obstacles to entropy. Fissures and barriers. A diversity of focus. 7. A Typology of Nationalisms. The varieties of nationalist experience. Diaspora nationalism. 8. The Future of Nationalism. Industrial culture - one or many?. 9. Nationalism and Ideology. Who is for Nuremberg?. One nation, one state. 10. Conclusion. What is not being said. Summary. Select bibliography. Bilbliography of Ernest Gellner's writing: Ian Jarvie. Index

Nations and Nationalism

Ethnic Groups in Conflict

The Creation of Tribalism in Southern Africa

Homelands, Harlem and Hollywood: South African culture and the world beyond

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be.

Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012

In 1960, the South African Broadcasting Corporation launched Radio Bantu as a fully-fledged station for African listeners in their different languages. Intended to operate as the apartheid state's propaganda channel, vernacular radio came to find resonance among millions of African listeners. This study provides an historical analysis of Northern Sotho radio during the apartheid era, exploring the motives for its establishment and its control mechanisms over listenership, staffing and programming. It argues, firstly, that while black announcers in general shaped the nature of North Sotho ethnicity through their work as broadcasters, some quite wilfully subverted white control by slipping in unseen messages to their listeners through the thicket of language. Secondly, the channel's popularity among listeners was determined not only by the wide variety of programmes but, most importantly, by the novelty of North Sotho broadcasting on mass radio by native speakers of the language. And finally, the founding o...

‘You are Listening to Radio Lebowa of the South African Broadcasting Corporation’: Vernacular Radio, Bantustan Identity and Listenership, 1960–1994

The African National Congress'S Radio Freedom and Its Audiences In Apartheid South Africa, 19631991

The perspectives of African informants and researchers profoundly shaped the writings of government ethnologist Dr. Nicholas Jacobus van Warmelo who not only collected information from local African informants but also relied on African researchers who wrote manuscripts in the vernacular that would constitute part of his archive. This study explores the process of producing knowledge on the ''Transvaal Ndebele', and provides an analysis of Van Warmelo's texts and of his researchers' manuscripts. By looking at the role of local interlocutors, I make a case for African agency in shaping the ' colonial' expert's conceptions of Ndebele identity. This article provides an account of the co-production of cultural knowledge. Van Warmelo was employed by the South African Native Affairs Department to identify and fix 'tribes', a highly political enterprise, and in the process generated an archive. His work was as much appropriated by the apartheid state for social engineering as by Ndebele interlocutors involved in contemporary struggles over chieftainship.

‘colonial’ experts, local interlocutors, informants and the making of an archive on the ‘transvaal ndebele’, 1930–1989*

Besides its pioneering scholarship on the social histories of the marginalised and oppressed communities in South Africa, the History Workshop (HW) at the University of the Witwatersrand has also made an immense contribution to the teaching of history in secondary school through its teachers’ workshops. Its input in the realm of teacher development has been quite remarkable in the context of the changing curriculum and educational policy more generally since the 1990s – an aspect of the HW's intellectual project that has received limited scholarly attention. After the introduction of the new curriculum, oral history was placed at the centre of the history syllabus from the early 2000s. However, the curriculum gave no concrete guidelines on how to deal with the complexities of oral history or other new components of the syllabus. Furthermore, no provision had been made for the retraining of the teachers, who were mostly left to their own devices. The HW with its many years of oral history experience partia...

The History Workshop, Teacher Development and Outcomes-Based Education over the Past Seven Years1

On Thursday 27 August 1997 a couple of thousand of people associated with the Northern Ndebele language group from the Limpopo Province, Mpumalanga and North West Province, as well as those living in urban townships of Gauteng, converged in central Pretoria for a protest march to the Union Building. Their purpose was to deliver a memorandum to the then president of South Africa, Nelson Mandela, detailing their grievances as an ethnic unit. The demonstration took place under the auspices of a body called the Northern Amandebele National Organisation (NANO). Taking full advantage of the provisions in the new constitution for the development and revitalisation of the indigenous cultural identities thwarted by colonialism and apartheid, this ethnic organisation demanded, among other things, official recognition of their spoken language, siNdebele, financial support for efforts for its development into a fully-fledged written language, which would be taught to the North Ndebele children in schools, and also recognition as the country’s twelfth official language. In a statement to the press, the leader of NANO, Reverend William Lesiba Molomo of Mamelodi township near Pretoria, said:

Sekibakiba Peter Lekgoathi

Papers

‘You are Listening to Radio Lebowa of the South African Broadcasting Corporation’: Vernacular Radio, Bantustan Identity and Listenership, 1960–1994

The African National Congress'S Radio Freedom and Its Audiences In Apartheid South Africa, 19631991

‘colonial’ experts, local interlocutors, informants and the making of an archive on the ‘transvaal ndebele’, 1930–1989*

The History Workshop, Teacher Development and Outcomes-Based Education over the Past Seven Years1

Chiefs, Migrants and North Ndebele Ethnicity in the Context of Surrounding Homeland Politics, 1965-1978*