Late-Apartheid Education Reforms and Bantustan Entanglements
TL;DR: South Africa's social and educational history has rarely singled out specific bantustans for special attention; rather, it has analysed these as part of South Africa's broader segregationist history as discussed by the authors.
Abstract: South Africa’s social and educational historiography has rarely singled out specific bantustans for special attention; rather, it has analysed these as part of South Africa’s broader segregationist...
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TL;DR: This paper examined the history of teacher training for Africans in the former Lebowa bantustan and established that African teachers were othered from economic, educational, political, and technological power through the bantusan policy and this othering was interconnected.
Abstract: In this paper, I focus on the history of teacher training for Africans in the former Lebowa bantustan. My discussion of this is informed by the theoretical concepts of othering and structural racialisation, which capture various prejudices such as segregation, marginalisation, hierarchisation, subjugation, and racism. I examined textual data for the period 1970–1994 which included unpublished material, Lebowa Department of Education reports, memoranda, administrative documents, and newspaper articles and journals housed in Limpopo Provincial Archives, Polokwane, to elicit meaning and gain insight into the othering of teacher training in Lebowa. I established that African teachers were othered from economic, educational, political, and technological power through the bantustan policy and that this othering was interconnected. For African teachers to be inferior, subjugated, and marginalised, they needed to be spatially isolated; they had to receive a segregated, racialised, gendered, and inferior curriculum. This meant that resources were inequitably allocated and distributed across racial groups. Further, I argue that to understand the underlying problem of teacher education and other related challenges, we need to interrogate processes, structures, relationships, and the interconnectedness of the various factors and systems that produced a particular outcome.
3 citations
Cites background from "Late-Apartheid Education Reforms an..."
...However, there is limited dedicated research that focuses on inequalities created by various bantustan government policies (Ally & Lissoni, 2017; Chisholm, 2013; Chisholm, 2018; Jacklin & Graaff, 1992; Lissoni & Ally, 2018)....
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TL;DR: Chisholm as discussed by the authors studied the Lutheran Hermannsburg Mission Society's approach to education in South Africa, focusing on many betweens: between colon colon and colon colon.
Abstract: Between Worlds is an apt title for Linda Chisholm’s 2017 study of the Lutheran Hermannsburg Mission Society’s approach to education in South Africa. The book focuses on many betweens: between colon...
3 citations
Dissertation•
01 Jan 1975
TL;DR: A thesis submitted in fulfilment of the requirements for the degree of doctorate in the field of education in the United States of America in the year 1975.
Abstract: A thesis submitted in fulfilment of
the requirements for the degree of
.DOCTOR EDUCATIONIS
in the
FACULTY OF EDUCATION
In the
UNlVERSITY OF ZULULAND, 1975.
3 citations
Dissertation•
01 Jan 2015
2 citations
TL;DR: In this article , a brief report and reflection on the historical development of contextual theology at the University of Venda (Univen) is provided, where contextual theology offered academic institutions, even in Bantustans such as Venda, a theologically significant expression.
Abstract: This article provides a brief report and reflection on the historical development of contextual theology at the University of Venda (Univen). Contextual theology offered academic institutions, even in Bantustans such as Venda, a theologically significant expression. It is noteworthy that the subject of “contextual theology” as a paradigm, in this regard, is dissimilar to traditional Western classical theology by substance and orientation. This study focuses on the historical development of contextual theology and the contribution made by Univen between its inception in the early 1980s and the end of apartheid in the early 1990s. There is a need to critically explore the unique experience and development of contextual theology during apartheid. The relevance of this study is predicated on the complexities of articulating contextual engagement in distinct settings and the issues that shape them. This further involves locating contextual voices, priorities, and how they contribute to theological discourse. It includes uncovering lessons available for current and future developments of contextual theology. The oral history methodology is adopted to buttress reflection and analysis in this qualitative research endeavour. Oral interviews are transcribed and interpreted to bring to light the historical development of contextual theology at a former Bantustan university.
1 citations
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Book•
01 Mar 1980
TL;DR: Efficiency of investment in education The impact of education on employment, migration and fertility Allocation, equity and conflict in educational planning What can be done as discussed by the authors and what should be done
Abstract: Efficiency of investment in education The impact of education on employment, migration and fertility Allocation, equity and conflict in educational planning What can be done
66 citations
01 Jan 2010
TL;DR: The history of the field of curriculum studies has not systematically been examined as discussed by the authors, except from a contribution made by Jansen (1999a) at the turn of the twentieth century, there has virtually been no debate on the historiography of the curriculum in South Africa.
Abstract: Surprisingly, aside from a contribution made by Jansen (1999a) at the turn of the twentieth century, there has virtually been no debate on the historiography of the curriculum in South Africa. Although scholars such as Muller (1996) and Fataar (2006) have begun mapping out the intellectual terrain of the sociology of education and education policy, the history of the field of curriculum studies has not systematically been examined. We have not yet seen an accounting, much less a classification, even in Jansen’s work, of how the story of the curriculum and its making is told and what implications such narrations might have for issues of inclusion and exclusion (see, for example, Pinar et al. 1995; Pinar 2001).
32 citations
Journal Article•
25 citations