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Coloured’ Schools in Cape Town, South Africa
Constructing Ambiguous Identities: Negotiating Race, Respect, and Social Change in ‘Coloured’ Schools in Cape Town, South Africa Daniel Patrick Hammett Ph.D. The University of Edinburgh 2007 1 Declaration This thesis has been composed by myself from the results of my own work, except where otherwise acknowledged. It has not been submitted in any previous application for a degree. i Abstract South African social relations in the second decade of democracy remain framed by race. Spatial and social lived realities, the continued importance of belonging – to feel part of a community, mean that identifying as ‘coloured’ in South Africa continues to be contested, fluid and often ambiguous. This thesis considers the changing social location of ‘coloured’ teachers through the narratives of former and current teachers and students. Education is used as a site through which to explore the wider social impacts of social and spatial engineering during and subsequent to apartheid. Two key themes are examined in the space of education, those of racial identity and of respect. These are brought together in an interwoven narrative to consider whether or not ‘coloured’ teachers in the post-apartheid period are respected and the historical trajectories leading to the contemporary situation. Two main concerns are addressed. The first considers the question of racial identification to constructions of self-identity. Working with post-colonial theory and notions of mimicry and ambivalence, the relationship between teachers and the identifier ‘coloured’ is shown to be problematic and contested. Second, and connected to teachers’ engagement with racialised identities, is the notion of respect. As with claims to identity and racial categorisation, the concept of respect is considered as mutable and dynamic and rendered with contextually subjective meanings that are often contested and ambivalent. -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
Women in Twentieth Century South African Politics
WOMEN IN TWENTIETH CENTURY SOUTH AFRICAN POLITICS: WOMEN IN TWENTIETH CENTURY SOUTH AFRICAN POLITICS: THE FEDERATION OF SOUTH AFRICAN WOMEN, ITS ROOTS, GROWTH AND DECLINE A thesis submitted for the Degree of Master of Arts at the University of Cape Town October 1978 C.J. WALKER ACKNOWLEDGEMENTS I wish to express my appreciation to my supervisor, Robin Hallett, and to those friends who helped and encouraged me in numerous different ways. I also wish to acknowledge the financial assistance I received from the following sources, which made the writing of this thesis possible: Human Sciences Research Council Harry Crossley Scholarship Fund H.B. Webb Gijt. Scholarship Fund University of Cape Town Council. The views expressed in this thesis are those of the author alone. CONTENTS List of Abbreviations used in text Introduction CHAPTER 1 : The Position of Women, 1921-1954 CHAPTER 2 : The Roots of the FSAW, 1910-1939 CHAPTER 3 : The Roots of the FSAW, 1939-1954 CHAPTER 4 : The Establishment of the FSAW CHAPTER 5 : The Federation of South African Women, 1954-1963 CHAPTER 6 : The FSAW, 1954-1963: Structure and Strategy CHAPTER 7 : Relationships with the Congress Alliance: The Women's Movement and National Liberation CHAPTER 8 : Conclusion APPENDICES BIBI,!OGRAPHY iv V 1 53 101 165 200 269 320 343 349 354 ABBREVIATIONS USED IN TEXT AAC AllAfricanConvention AME American Methodist Episcopal (Church) ANC African National Congress ANCWL African National Congress Women's League APO African People's Organisation COD CongressofDemocrats CPSA Communist Party -
Stellenbosch and the Muslim Communities, 1896-1966 Stellenbosch En Die Moslem-Gemeenskappe, 1896-1966 ﺳﺘﻠﻴﻨﺒﻮش و اﻟﺠﻤﺎﻋﺎت اﻟﻤﺴﻠﻤﺔ ، 1966-1896 م
Stellenbosch and the Muslim Communities, 1896-1966 Stellenbosch en die Moslem-gemeenskappe, 1896-1966 ﺳﺘﻠﻴﻨﺒﻮش و اﻟﺠﻤﺎﻋﺎت اﻟﻤﺴﻠﻤﺔ ، 1896-1966م. Chet James Paul Fransch ﺷﺎت ﻓﺮاﻧﺴﺶ Thesis presented in fulfillment of the requirements for the degree of Master of Arts (History) at the University of Stellenbosch Supervisor: Prof Sandra Scott Swart March 2009 Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the owner of the copyright thereof and that I have not previously, in its entirety or in part, submitted it for obtaining any qualification. Date: 3 March 2009 Copyright © Stellenbosch University All rights reserved i Abstract This study intends to investigate a facet of the race relations of the town of Stellenbosch within the context of state ideology and the reaction of the various local communities towards these policies. Against various internal and external forces, certain alliances were formed but these remained neither static nor constant. The external forces of particular concern within this study are the role of state legislation, Municipal regulations and political activism amongst the elite of the different racial groups. The manner in which the external forces both mould and are moulded by identity and the fluid nature of identifying with certain groups to achieve particular goals will also be investigated. This thesis uses the case study of the Muslim Communities of Stellenbosch to explain the practice of Islam in Stellenbosch, the way in which the religion co-existed within the structure of the town, how the religion influenced and was influenced by context and time and how the practitioners of this particular faith interacted not only amongst themselves but with other “citizens of Stellenbosch”. -
A Teachers Guide to Accompany the Slide Show
A Teachers Guide to Accompany the Slide Show by Kevin Danaher A Teachers Guide to Accompany the Slide Show by Kevin Danaher @ 1982 The Washington Office on Africa Educational Fund Contents Introduction .................................................1 Chapter One The Imprisoned Society: An Overview ..................... 5 South Africa: Land of inequality ............................... 5 1. bantustans ................................................6 2. influx Control ..............................................9 3. Pass Laws .................................................9 4. Government Represskn ....................................8 Chapter Two The Soweto Rebellion and Apartheid Schooling ......... 12 Chapter Three Early History ...............................................15 The Cape Colony: European Settlers Encounter African Societies in the 17th Century ................ 15 The European Conquest of Sotho and Nguni Land ............. 17 The Birth d ANC Opens a New Era ........................... 20 Industrialization. ............................................ 20 Foundations of Apartheid .................................... 21 Chapter Four South Africa Since WurJd War II .......................... 24 Constructing Apcrrtheid ........................... J .......... 25 Thd Afriqn National Congress of South Africa ................. 27 The Freedom Chafler ........................................ 29 The Treason Trid ........................................... 33 The Pan Africanht Congress ................................. 34 The -
Law and Post-Apartheid South Africa
Fordham International Law Journal Volume 12, Issue 3 1988 Article 2 Law and Post-Apartheid South Africa Winston P. Nagan∗ ∗ Copyright c 1988 by the authors. Fordham International Law Journal is produced by The Berke- ley Electronic Press (bepress). http://ir.lawnet.fordham.edu/ilj Law and Post-Apartheid South Africa Winston P. Nagan Abstract This Article examines South African perspectives on the legal system within South Africa post-Apartheid, in particular the new focus on human rights. LAW AND POST-APARTHEID SOUTH AFRICAt Winston P. Nagan* Introduction ............................................ 400 I. Law and the Unjust State ........................ 402 II. Post-Colonialism and the South African State .... 404 III. Theoretical Concerns About the Problem of P ow er ........................................... 406 IV. The Relevance of the Power Process to Constitutional Law ............................... 408 V. Conflict-Consensus, Pluralism, and the Constitutive Process ............................. 409 VI. Changes in the South African Power Process as Indicators of a Trend Towards an Alternative Legal O rder ..................................... 413 VII. The South African Power Processes .............. 413 VIII. Prescription as a Norm-Generating Process ...... 415 IX. Trends in Constitutive Expectations About Liberation and Human Rights in South Africa ... 418 A. The Altantic Charter ........................ 418 B. The Freedom Charter (1955) ................ 421 C. The UDF Declaration ...................... 425 D. Constitutional Guidelines for a Democratic South A frica ................................ 427 X . A ppraisal ........................................ 433 The Struggle and the Future Legal Order: Concluding Considerations ............... ......... 436 Appendix A: The Freedom Charter .................... 439 t This Article is based on a speech that was given at the University of Pittsburgh on March 18, 1988. The views expressed are personal to the author. * Professor of I.aw, University of Florida. -
School Leadership Under Apartheid South Africa As Portrayed in the Apartheid Archive Projectand Interpreted Through Freirean Education
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2021 SCHOOL LEADERSHIP UNDER APARTHEID SOUTH AFRICA AS PORTRAYED IN THE APARTHEID ARCHIVE PROJECTAND INTERPRETED THROUGH FREIREAN EDUCATION Kevin Bruce Deitle University of Montana, Missoula Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Deitle, Kevin Bruce, "SCHOOL LEADERSHIP UNDER APARTHEID SOUTH AFRICA AS PORTRAYED IN THE APARTHEID ARCHIVE PROJECTAND INTERPRETED THROUGH FREIREAN EDUCATION" (2021). Graduate Student Theses, Dissertations, & Professional Papers. 11696. https://scholarworks.umt.edu/etd/11696 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. SCHOOL LEADERSHIP UNDER APARTHEID SCHOOL LEADERSHIP UNDER APARTHEID SOUTH AFRICA AS PORTRAYED IN THE APARTHEID ARCHIVE PROJECT AND INTERPRETED THROUGH FREIREAN EDUCATION By KEVIN BRUCE DEITLE Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in International Educational Leadership The University of Montana Missoula, Montana March 2021 Approved by: Dr. Ashby Kinch, Dean of the Graduate School -
The Constitution of South Africa of 1996 (Bill of Rights /Chapter Two)
University of Oran 2 Faculty of Foreign Languages THESIS In Candidacy for the Degree of Doctorate in Science, English Language. THE AFRICAN NATIONAL CONGRESS IN TRANSITION: FROM A RESISTANCE MOVEMENT TO A GOVERNING PARTY (1961-1999) Publicly Presented by: Mrs DEHMOUNE AMEL Before a Jury Composed of: Benhattab Abdelkader Professor University of Oran 2 President Moulfi Leila Professor University of Oran 2 Supervisor Meberbeche Faiza Professor University of Tlemcen Examiner Dani Fatiha MCA University of Oran 1 Examiner Academic Year 2018/2019 University of Oran 2 Faculty of Foreign Languages THESIS In Candidacy for the Degree of Doctorate in Science, English Language. THE AFRICAN NATIONAL CONGRESS IN TRANSITION: FROM A RESISTANCE MOVEMENT TO A GOVERNING PARTY (1961-1999) Publicly Presented by: Mrs DEHMOUNE AMEL Before a Jury Composed of: Benhattab Abdelkader Professor University of Oran 2 President Moulfi Leila Professor University of Oran 2 Supervisor Meberbeche Faiza Professor University of Tlemcen Examiner Dani Fatiha MCA University of Oran 1 Examiner Academic Year 2018/2019 I DECLARATION I hereby declare that this dissertation is the result of my original research. References to other people’s research have been duty cited and acknowledged in this research work accordingly. Amel DEHMOUNE II Dedication “No one in this world can love a girl more than her father “ Michael Ratnadeepak To my everlasting love, my beloved father, Mr. DEHMOUNE Mohammed III ACKNOWLEDGEMENTS First of all, I shall thank Almighty Allah for all His blessings. I would like to express my deepest gratefulness to my supervisor Prof. Leila Moulfi for the continuous support, patience and motivation throughout the writing of this thesis. -
Collaboration and Conflict in Transnationally-Dispersed
Syracuse University SURFACE Dissertations - ALL SURFACE December 2017 Collaboration and Conflict in rT ansnationally-Dispersed Zimbabwean Families William John Suk Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Suk, William John, "Collaboration and Conflict in rT ansnationally-Dispersed Zimbabwean Families" (2017). Dissertations - ALL. 822. https://surface.syr.edu/etd/822 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract Approximately one quarter of Zimbabwean adults left their country of birth during the past twenty years. These sojourners are increasingly dispersed as tightening immigration regimes in preferred destinations and fluctuating global opportunities lead them to places with fewer historical links to Zimbabwe. This dispersive process fractures many families between multiple international locations. Nevertheless, the idea of family remains centrally important to diasporans, who work with relatives around the world to care for children and elders, to acquire important documents like passports, and to prepare for an eventual return home. Following from performative and relational theorizations of kinship, this dissertation argues that collaborative projects are crucibles in which families are forged and reconfigured. This exploration of how dispersion shapes family life deploys three analytical lenses: history, space and technology. Contemporary journeys are historically linked to a century of dispossession and labor-migration in Southern Africa. Colonial governments used onerous “bioinformational regimes” to subjugate Africans and profit from their labor. -
Organised Crime on the Cape Flats 35
Andre Standing i Organised crime A study from the Cape Flats BY ANDRE STANDING This publication was made possible through the generous funding of the Open Sociey Foundation i ii Contents www.issafrica.org @ 2006, Institute for Security Studies All rights reserved Copyright in the volume as a whole is vested in the Institute for Security Studies, and no part may be reproduced in whole or part without the express permission, in writing, of both the author and the publishers. The opinions expressed in this book do not necessarily reflect those of the Institute, its Trustees, members of the ISS Council, or donors. Authors contribute to ISS publications in their personal capacity. ISBN: 1-920114-09-2 First published by the Institute for Security Studies PO Box 1787, Brooklyn Square 0075 Pretoria, South Africa Cover photo: Benny Gool/Oryx Media Productions/africanpictures.net Cover: Page Arts cc Printers: Tandym Print Andre Standing iii Acknowledgements This book was commissioned by the Institute for Security Studies through a grant provided by the Open Society Foundation. I have been fortunate to work from the Cape Town office of the ISS for the past few years. The director of the ISS in Cape Town, Peter Gastrow, has been exceptionally supportive and, dare I say it, patient in waiting for the final publication. Friends and colleagues at the ISS who have helped provide a warm and stimulating work environment include Nobuntu Mtwa, Pilisa Gaushe, Charles Goredema, Annette Hubschle, Trucia Reddy, Andile Sokomani, Mpho Mashaba, Nozuko Maphazi and Hennie van Vuuren. In writing this book I have been extremely fortunate to have help and guidance from John Lea, who I owe much to over the years. -
Programme of the South African Communist Party 1962 the Road To
Programme of the South African Communist Party 1962 The road to South African Freedom This transcript is taken from a clandestine edition, approximately 8cm x 14 cm in size. It is not dated but is known to have been written in 1962, and this is confirmed from the text, which mentions events up to 1962, and PAFMECSA, an organization which was overtaken by the OAU in May, 1963. The copy from which the transcription has been made is stamped on the back (with a rubber stamp), “Inkululeko Publications, 39 Goodge Street, London W1P 1FD.” The imprint is: “Printed by Farleigh Press Ltd. (T.U.), Aldenham, Herts, England, for Ellis Bowles. 52 Palmerston Road, London, S.W.14.,” which appears at the end of the text. Contents Communism - Vital Force of our time The African Revolution Colonialism of a Special Type The Forces of Change The National Democratic Revolution Immediate Proposals of the Communist Party Introduction Our country, South Africa, is known throughout the world because of its system of White domination, a special form of colonialism which has been carried to extremes under the Nationalist Party policy of apartheid. Nowhere else is national and racial oppression practised so nakedly and shamelessly, with such systematic brutality and disregard of human rights and dignity. The three million Whites hold a monopoly of political rights and economic opportunities. They alone can vote for and be elected to Parliament and other governing bodies. They are fortified behind a wall of privilege in the civil service, in jobs and professions, in educational opportunities and a hundred other fields. -
Let's Focus: “The Symbol of Freedom”
Lesson 1 | Reading Let’s Focus: “The Symbol of Freedom” Content Focus Type of Text Nelson Mandela’s struggle for justice in South Africa informational Author’s Name Author’s Purpose Big Ideas Consider the following Big Idea questions. Write your answer for each question. What causes stereotypes and prejudices? What inspires people to take action? Informational Preview Checklist: “The Symbol of Freedom” on pages 233–236. Title: What clue does it provide about the passage? Pictures: What additional information is added here? Headings: What will you learn about in each section? Features: What other text features do you notice? Enduring Understandings After reading the text . © 2021 Voyager Sopris Learning, Inc. All rights reserved. Unit 6 231 Lesson 1 | Vocabulary Key Passage Vocabulary: “The Symbol of Freedom” Read each word. Write the word in column 3. Then, circle a number to rate your knowledge of the word. Knowledge Vocabulary Part of Speech Write the Word Rating discrimination (n) 0 1 2 3 resources (n) 0 1 2 3 invent (v) 0 1 2 3 access (v) 0 1 2 3 impose (v) 0 1 2 3 govern (v) 0 1 2 3 impact (v) 0 1 2 3 passive (adj) 0 1 2 3 harmony (n) 0 1 2 3 transform (v) 0 1 2 3 232 Unit 6 © 2021 Voyager Sopris Learning, Inc. All rights reserved. Lesson 1 | Reading The Symbol of Freedom Nelson Mandela’s lifelong fight for the cause of discrimination freedom in South Africa is a tale of inspiration and the act of treating determination; it is a tale of struggle.