CONCEPTUALIZING SOCIAL FORMATION:
PRODUCING A TEXTBOOK ON SOUTH AFRICA
ALAN JOHN LESTER
THESIS SUBMITTED FOR THE AWARD OF PhD
INSTITUTE OF EDUCATION, UNIVERSITY OF LONDON
LOND19 Abstract
The ultimate goal of the thesis is the construction of a text, appropriate for student use, on South Africa's social and spatial formation.
The first part of the thesis is the most lengthy. It is a sophisticated account of South Africa's historical geography since 1652. This is written in an academic style, not for students, but for a learned readership, and contains some original insights. In itself, it represents an innovative contribution to the literature on South Africa's social development.
The second part is a review of existing texts on South Africa's history and geography, written purposefully for students. These texts are subjected to a critique with content and coverage being the main criteria.
The third part is an investigation of theoretical issues concerning the relationship between readers, particularly student readers, and texts. It seeks to formulate guidelines for the writing of a student text and the devising of learning activities which are appropriate for learners.
In a brief conclusion, attention is paid to the ways in which the original aims have been manifested in a student text, included in the thesis as an appendix.
Although this text is another lengthy treatment of South Africa's social and spatial formation, this time it is written for an intended student readership. It draws on the content deemed appropriate in the sophisticated text of Part One, seeks to overcome the weaknesses identified in current student texts in Part Two, and is written in a style, appropriate for students, suggested by Part Three. It also contains student activities devised in the theoretical context introduced in Part Three. The text is deemed to be a significant advance on previously published History and Geography educational materials. 1
Introduction
This thesis arose out of a combination of two interests. The first is in South Africa's historical development, and in particular, how South African society had come to be as it was at the end of the apartheid era. The second is in teaching, and particularly in teaching students taking A levels or in the early stages of degrees.
The general purpose of the thesis is remarkably straightforward: to produce a text on South Africa intended as a learning guide for such students. Its execution, however, was more problematic.
I began the task with pre-formulated ideas about South African historical geography - ideas which had been evolving over years of study since I visited South Africa as an undergraduate researcher. I knew early on that, as a first part of the thesis, I wished to formalize these ideas into some kind of grand narrative - a narrative which would be eclectic and comprehensive. The construction of this narrative would enable me to identify that "content" which I would consider most relevant for students of South Africa. (I use the word "content" guardedly at this stage, for reasons involving the link between language and "message", which will become clearer in Part Three).
I also knew early on that the end product of the thesis would be a text, ultimately derived from this comprehensive account, but written expressly with students in mind. It would have to be different from the original account in two main ways: firstly, its coverage could not be so extensive and secondly, its language and discourse structure would have to be adapted.
In regard to the former consideration - of coverage - I turned to currently available student texts on South Africa. A review enabled me to identify both achievements which I would wish to emulate, and limitations which I would wish to transcend in my own version.
The latter consideration - guidance on language and structure - proved more elusive. At my supervisor's instigation, I undertook to read literature on language structure, discourse and genre, 2 produced by literary theorists, educationalists and psychologists, all in an attempt to identify what it is which makes some "factual" texts more successful than others, for students as a particular type of reader.
By the time I had completed this task, I had collected together a comprehensive account of South African social formation, a review of perceived successes and failures of current student texts on the subject and a consideration of what generally makes for a successful student text. All that remained was to write my own.
This then, is the structure of the thesis:
Part One: a thorough and "learned" account of South African social formation.
Part Two: a review of student texts on South Africa, focusing mainly on their coverage.
Part Three: a consideration of the relationships between readers and texts, and the characteristics of a successful text for "learners".
Overall Conclusion.
Appendix: a student textbook on South African social and spatial formation. 3
Contents
Introduction 1
Part One: The Formation of Social and Spatial Structures in South Africa, 1652-1994
Introduction 6
Chapter One: The Foundation of a Society 20
Chapter Two: Colonial Expansion, Industrialization 38 and Afrikanerdom
Chapter Three: The Germination of a System 77
Chapter Four: The Formulation of a Structure 116
Chapter Five: Adaptations and Contradictions 151
Chapter Six: The Reformulation of a Structure 189
Chapter Seven: Policy and Reality 217
Chapter Eight: The Changing South African State 252
Conclusion: Conceptions of South African Socio- 289 Political Formation 4
Part Two: A Critique of Formal Educational Materials on South Africa at the Post-16 Level 302
Part Three: The Writing of a Text 350
Overall Conclusion 375
Part One Bibliography 379
Part Three References 402
Appendix: South Africa's History and Geography: A Text For Students 407
Foreword 407
Chapter One: Founding a Colony 413
Chapter Two: Expanding Frontiers 436
Chapter Three: African Experiences and Segregation 527
Chapter Four: Consolidating Segregation and Intensifying 565 Afrikaner Nationalism
Chapter Five: Apartheid 610