DOCSLIB.ORG

Semiotic Repertoires in Bilingual Science Learning: a Study of Learners’ Meaning-Making Practices in Two Sites in a Cape Town High School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Semiotic Repertoires in Bilingual Science Learning: a Study of Learners’ Meaning-Making Practices in Two Sites in a Cape Town High School Semiotic repertoires in bilingual Science learning: a study of learners’ meaning-making practices in two sites in a Cape Town high school. Ingxubevange yemiqondiso yokufunda ezeNzululwazi ngalwimi-mbini: uphando lweziqhelaniso zokuqonda intsingiselo zabafundi kwiziza ezimbini kwisinala esiseKapa. _______________________________________________________________________ Robyn Lucy Tyler Thesis presented for the degree of Doctor of Philosophy In the School of Education Faculty of Humanities University of Cape Town December 2018 | 4 Plagiarism declaration I, Robyn Lucy Tyler, declare that this thesis is my own work, undertaken with the normal guidance of my supervisor. I have specifically and appropriately attributed the ideas and words of others contained therein using the American Psychological Association (APA) 6th edition referencing style. This work has not been submitted in whole or in part for any other degree at the University of Cape Town or elsewhere. 1 December 2018 | 6 Acknowledgements First and foremost, I acknowledge the outstanding support and guidance of my supervisor, Carolyn McKinney. I admire and thank you for your excellent scholarship, your empowering mentorship, and your unfailing integrity. In addition to Carolyn, I have benefitted from a truly supportive PhD community in the School of Education at UCT. Soraya, Xolisa and the Thula Ubhale and OBUESA groups, thank you for your friendship, for sharing this journey with me and for teaching me how to take a selfie. I have also been very fortunate in transcribers and translators. Juliette and Babalwa, your skills have been indispensable and I really enjoyed working on the data with you. Ndiyabulela boosisi. I also am indebted to the Interlibrary Loans department at UCT – you have managed to fulfil my every request for far-flung literatures with such efficiency. Thank you to my three examiners whose careful comments have helped me to refine this study. I am grateful for the ample funding granted for three-and-a-half years by the National Institute for the Humanities and Social Sciences (NIHSS) who have also provided useful academic training through seminars and conferences. Completing a doctorate with young children in one’s life is a task which some might quail at. Fortunately for me I had my eternal fore-runner, my big sister, to show me the way. Thank you, Em, for sharing the ups and downs and the childcare. You have been an invaluable support. The circle of back-up and love has included Emily, an extraordinary granny Teen and top-draw uncle Glen, Vuyo – holder of the fort and my favourite isiXhosa teacher – Grandpa and Linda, and of course the never-complaining and ever-supportive Mark. Family and friends rallied to help with proof-reading: Campbell, Christine, Glen, Emily, Jenn, Kirsty, Ciska and Melanie. Thank you all. Last, but not least, I acknowledge the generosity and openness of the Success High community, in particular the Principal, Ms B and the learners of 9B, in hosting me and my cameras. Bafundi, writing up this dissertation is so far from the cut and thrust of learning Science and isiXhosa with you all. Thank you for your freshness, energy and fun. You will go far. Mna, ndiyithandile ukuhamba nani. My darlings: Erin, Georgia and Mark…it’s time to celebrate! | 8 Dedication To the young people of 9B. And for Georgia and Erin. | 10 Isishwankathelo Ulutsha olulwimi-mbini olujongelwe phantsi lujongene neemeko ezinemingeni ekufundeni izifundo zeNzululwazi kwizikolo zaseMzantsi Afrika. Ezi meko zikuquka imigaqo-nkqubo yolwimi evalelayo kwinqanaba lezikolo; iingcamango zolwimi ezibonakalisa usetyenziso lwimi-nye ezendeleyo kwinkqubo yezemfundo, ezithi zibonakale kwisiqhelaniso saseklasini; kunye nentswelo yemathiriyeli yokufunda nokufundisa ngeelwimi zaseAfrika. Noxa kukho lemingeni, abafundi bafunda ngokuqonda intsingiselo imihla ngemihla kwimixholo yezeNzululwazi ethile. Yile nkqubo yokuqonda intsingiselo eyingqwalasela yolu phando- meko. Olu phando lusukela ekuqondeni ulwimi jengolunye lwezixhobo zemiqondiso ezininzi ezibandakanya ingxubevange yemiqondiso yomntu, ezithi zicaphule ekuqondeni intsingiselo. Ngapha koko, ngokulandela uBhaktin, ukuqonda iindlela ebonakalisa usetyenziso-kunye kweelwimi ibonakaliswa ziziqhelaniso zokusebenzisa iilwimi ezimbini zomfundi njengoko ecangcatha ukuqonda, kumxholo wezeNzululwazi. Ezi ziqhelaniso zichazwa njengezilandela isigama esandula ukuphliswa, esinjengo ‘nqamlezo-lwimi’ kunye nisigama sika Angel Lin “unqamlezo-miqondiso’ ze umsebenzi wenkcazo-bungcali wala magama walululwe de uquke ukusebenzisa amazwi ohlukeneyo, iillwimi ezimiselweyo kunye nezakhono zolwimi. Uphando-meko olusebenzisa izixhobo kunye neembono zezifundo zokuziphatha kwabantu ngokolwimi lwenziwa kwisithuba seenyanga ezilithoba kwisinala esiseKhayelitsha, eKapa. Umbhali uzibandakanye neklasi yeBanga 9 (13/14 ngeminyaka) njengomqwalaseli ongumthathi-nxaxheba ngelixa lesifundo somxholo ’uMchiza-Ntshukumo’ waze waququzelela iqela lezifundo samavolontiya aphuma kwiklasi yabafundi abangama-36. Idatha enxibelelanayo nesuka kwindidi zovimba woshicilelo lwe-odiyo nevidiyo, yaqokelelwa kwizifundo zeNzululwazi yezeNdalo elishumi kunye neentlanganiso ezisibhozo zamaqela ezifundo. Kusetyenziswe neetekisi zomfundi, amaxwebhu omgaqo-nkqubo wesikolo, iifoto, udliwano-ndlebe nabaqeshwa kunye namaphepha-mbuzo ukwenza uhlalutyo lwemo yolwimi yesikolo kunye nohlalutyo lwedatha yenqwaba yezakhono zolwimi olugxile kwi-ethnografi. | 11 Ukongeza kwiziqhelaniso zokuhlela ezaphuhliswa ngabaphengululi bemiqondiso yezentlalo, besebenza kwizifundo zeNzululwazi (Jay Lemke, Eduardo Mortimer and Philip Scott, Gunther Kress and Carey Jewitt), zithathu iindidi zokuqonda intsingiselo komfundi eziphawulwa lolu phando: ukuqonda intsingiselo okunyanzelweyo, okukhokelweyo nokuzenzekelayo. Nanjegezinegalelo kwinkcazo-bungcali yale thisisi, umsebenzi wezindidi kukunika umfundi isakhelo sokuqonda kophuhlo lweembono nokuqonda intsingiselo kunye nomsebenzi wobuni – kwiimeko zobulwimi-nye kunye/okanye ubulwimi-mbini. Ezona mbono zibalaseleyo kuhlalutyo lwedatha ziquka ukuqonda intsingiselo okunyanzelweyo okunako ukuququzelela ufumano lwamagama amisiweyo kwintetho enobunzuluwlazi, ukuqonda intsingiselo okukhokelweyo nokunyanzelweyo okufuneka kwintetho yokuzabela nokwazisa okunako ukuguqula iimbono zezenzululwazi ezivakaliswa ngolwimi oluxubileyo. Ingxoxo-mpikiswano iwela kumbono wokuba makubekho uphando ulungaphaya kunye nengqwalasela yesiqhelaniso sokufundisa esiqwalasele ukuqonda instingiselo ekhokelweyo nenyazelisiweyo kwizifundo zomxholo ocaphula kwinqwaba yezakhono zolwimi. | 12 Abstract Bilingual minoritised youth face challenging conditions for learning Science in South African schools. Among these are restrictive school-level language policies; entrenched monoglossic language ideologies within the education system which play out in classroom practice; and a lack of learning and teaching materials in African languages. Despite these challenges, learners work daily to make meaning in specific Science topics. It is this meaning-making process which is the focus of this case study. The study proceeds from the view of language as one of multiple semiotic resources comprising an individual’s semiotic repertoire which they draw upon to make meaning. Further, following Bakhtin, an understanding of the inherently heteroglossic nature of language is brought to bear on the learners’ bilingual practices as they journey along a meaning trajectory through a Science topic. These practices are described taking up the recently developed term ‘translanguaging’ and Angel Lin’s ‘trans-semiotizing’ with the theoretical work of these terms being extended to include different registers as well as named languages and modes. A case study employing the tools and perspectives of linguistic ethnography was undertaken for a period of nine months in a high school in Khayelitsha, Cape Town. The author joined a Grade 9 (13/14 year olds) class as a participant-observer during their study of the topic ‘Chemical Reactions’ and facilitated a study group with volunteers from the class of 36 learners. Interactional data from multiple sources of audio and video recordings was collected from ten Natural Science lessons and eight study group meetings. Learner texts, school policy documents, photographs, interviews with staff and questionnaires were also employed to enable analysis of the language environment of the school and microethnographic analyses of the multimodal interactional data. Building on the taxonomies developed by scholars of social semiotics working in Science learning contexts (Jay Lemke, Eduardo Mortimer and Philip Scott, Gunther Kress and Carey Jewitt) three broad categories of learner meaning-making are identified in the data: constrained, guided and spontaneous meaning-making. Forming the major theoretical contribution of this dissertation, these categories serve to provide a framework for | 13 understanding learners’ meaning-making – conceptual development as well as identity work - in monolingual and/or bilingual contexts. Key insights from the data analysis include that while constrained meaning-making can facilitate the acquisition of fixed words in scientific discourse, guided and spontaneous meaning-making are required for discourse appropriation and flexible expression of scientific ideas, often through a meshed register. Further research and teaching practice attention focused on guided and spontaneous meaning-making in content subjects drawing on multiple modes is argued for. | 14 Contents
Load more

Recommended publications
  • Itc2014artist Prog Final.Pdf
    FESTIVAL CREDITS CONTENTS 2 21 Rotting Treasures Lindokuhle Nkosi and Curator: Jay Pather Africa Centre 3 Curator’s Note Khanyilise Mbongwa Festival Manager: Adrienne van Eeden-Wharton 4 Festival Partners Poetry Pop-Up Shop Badalisha Poetry X-change Financial Manager: Felicia Pattison-Bacon Festival Centre 22 Voyeur Piano Mareli Stolp Curatorial Assistance: Nadja Daehnke Smellscapes Tammy Frazer Technical Managers: Themba Stewart & Ryno Keet 5 PROGRAMME A 23 Store Front and Centre Farzanah Badsha Exhibition Installation: Justin Brett Carpe Minuta Prima (buying) Brian Lobel 6 Back The Forgotten Angle Theatre Collaborative Arts Aweh! Programme Manager: Malika Ndlovu 24 Cubicle Michaelis School of Fine Art Thoriso le Morusu Neo Muyanga Steal My Photograph Lukas Renlund Fundraising: Ivana Abreu 7 Private Moments in Public Spaces * 25 Mosaic Art Spier Arts Academy Office Manager:Ethel Ntlahla Hatch Mamela Nyamza * Invisible Paintings Wojciech Gilewicz Marketing and Publicity: Mango-OMC 8 BDSM Rhine Bernardino * Graphic Design and Layout: Pulling Rabbits The Accumulation is Primitive Pedro Bustamante * 26 PROGRAMME E Website Development: Zero Zero One 9 Couched Shaun Oelf and Grant van Ster * Dark Cell Themba Mbuli * 27 Feed Graeme Lees 10 Wall-Hug Kira Kemper * Uncles & Angels Nelisiwe Xaba and 100 Years of Symphony Cape Town Philharmonic Mocke J van Veuren Orchestra 28 Say Yes or Die Anne Rochat, Gilles Furtwängler and 11 Polite Force Christian Nerf * Sarah Anthony Surveillance Stage Alien Oosting * The Homecoming BALL: bushWAACKing ODIDIVA
    [Show full text]
  • High Schools National Distribution List 75 000 Distributed Monthly
    SOUTH AFRICAN SCHOOLS’ NEWSPAPER HIGH SCHOOLS NATIONAL DISTRIBUTION LIST 75 000 DISTRIBUTED MONTHLY FREE 4 ALL (Pty) Ltd Reg. No: 96/05340/07 P O Box 268, Kloof 3640 Phone: 031 763 3916 47 Sherwood Drive, Fax: 031 763 3721 Kloof 3610 www.free4all.co.za • South Africa’s only national newspaper dedicated to teenagers / High School learners • 75 000 printed monthly and distributed under contract and free-of-charge to High Schools in Gauteng, KwaZulu-Natal, Eastern Cape and Western Cape • Endorsed and supported by senior educationists, school principals, teachers and parents GAUTENG SCHOOLS AREA QUANTITY Alberton High School Alberton 350 Allen Glen High School Roodepoort 450 Athlone Boys’ High School Bez Valley 300 Athlone Girls’ High School Bez Valley 350 Barnato Park High School Berea 350 Birchleigh High School Birchleigh 350 Blue Hills College Midrand 150 Brakpan High School Brakpan 350 Centurion College Joubert Park 200 Dansa International College Pretoria 250 Dawnview High School Germiston 300 Dinwiddie High School Germiston 350 Dominican Convent School Jeppestown 200 Edenglen High School Edenglen 500 Ekangala Comprehensive High School Ekangala 500 Elite College Isando 200 Eureka High School Springs 250 Falcon Educational School Boksburg 200 Ferndale High School Randburg 250 Forest High School Forest Hill 350 Geluksdal Secondary School Geluksdal 300 Glenvista High School Glenvista 100 Greenside High School Greenside 250 Greenwood College Pretoria West 100 Hillview High School Pretoria 350 Hoërskool Florida Florida 400 Hoërskool Randburg Randburg 350 Hoërskool Waterkloof Waterkloof 500 Holy Family College Parktown 150 Immaculata Secondary School Diepkloof 450 Jameson High School Dersley Park 400 Jeppe High School for Boys Kensington 350 Jeppe High School for Girls Kensington 350 John Orr Technical High School Milpark 350 GAUTENG SCHOOLS cont.
    [Show full text]
  • AR 2006 2007.Pdf
    ��������������� ������������ ��������������������� ����� ����� �������������������� �������������������� ���������������������� Iziko Museums of Cape Town ANNUAL REPORT for the period 1 April 2006 to 31 March 2007 Published by Iziko Museums of Cape Town 2007 ISBN 978-1-919944-33-3 The report is also available on the Iziko Museums of Cape Town website at http://www.iziko.org.za/iziko/annreps.html ACKNOWLEDGEMENTS The managers and staff of all the departments of Iziko are thanked for their contributions. Editor: Nazeem Lowe Design & Layout: Welma Odendaal Printed by Creda Communications COVER PHOTOGRAPHS FRONT A. Unknown artist, Liberia. Mask, Dan Ngere, wood. Sasol Art Museum. ‘Picasso and Africa’ exhibition. B. Pablo Picasso. Composition 22 April 1920. Gouache and Indian ink. Musée Picasso, Paris. Photo RMN. © Succession Picasso 2006 – DALRO. ‘Picasso and B C Africa’ exhibition. A C. Head detail of female wasp, Crossogaster inusitata. Natural History D E Collections Department, Entomology collections. D. John Thomas Baines, 1859. Baines returning to Cape Town on the gunboat Lynx in December 1859. Iziko William Fehr Collection. E. Flai Shipipa, (n.d.) 1995. Two houses and three buck. Oil on canvas. ‘Memory and Magic’ exhibition. BACK F G F. ‘Separate is not Equal’ exhibition, Iziko Slave Lodge. G. Visitors queuing at the Iziko SA National Gallery, ‘Picasso and Africa’ exhibition. H I H. Drumming workshop, education programme, Iziko Slave Lodge. I. Taxidermist George Esau, showing learners a mounted penguin skeleton, education outreach programme. J J. Jobaria skeleton, nearing completion. For the ‘African Dinosaurs’ exhibition, Iziko SA Museum. CONTENTS 1. GENERAL INFORMATION 4 1.1. Submission of the annual report to the executive authority 4 1.2.
    [Show full text]
  • Report on the National Senior Certificate Examination Results 2010
    EDUCATIONAL MEASUREMENT, ASSESSMENT AND PUBLIC EXAMINATIONS REPORT ON THE NATIONAL SENIOR CERTIFICATE EXAMINATION RESULTS 2010 REPORT ON THE NATIONAL SENIOR CERTIFICATE EXAMINATION RESULTS • 2010 His Excellency JG Zuma the President of the Republic of South Africa “On the playing field of life there is nothing more important than the quality of education. We urge all nations of the world to mobilise in every corner to ensure that every child is in school” President JG Zuma 1 EDUCATIONAL MEASUREMENT, ASSESSMENT AND PUBLIC EXAMINATIONS The Minister of Basic Education, Mrs Angie Motshekga, MP recently opened the library at the Inkwenkwezi Secondary School in Du Noon on 26 October 2010 and encouraged learners to read widely and this will contribute to improving their learning achievement. The Minister of Basic Education, Mrs Angie Motshekga, MP has repeatedly made the clarion call that “we owe it to the learners, the country and our people to improve Grade 12 results as committed”. 2 REPORT ON THE NATIONAL SENIOR CERTIFICATE EXAMINATION RESULTS • 2010 TABLE OF CONTENTS FOREWORD BY MINISTER . 7 1. INTRODUCTION . 9 2. THE 2010 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION . 10 2.1 The magnitude and size of the National Senior Certificate examination . 10 2.2 The examination cycle . 11 2.3 Question Papers . 15 2.4 Printing, packing and distribution of question papers . 18. 2.5 Security . 19 2.6 The conduct of the 2010 National Senior Certificate (NSC) . 19 2.7 Processing of marks and results on the Integrated Examination Computer System (IECS) . 20 2.8 Standardisation of the NSC Results . 21 2.9 Viewing, remarking and rechecking of results during the appeal processes .
    [Show full text]
  • The Youth Book. a Directory of South African Youth Organisations, Service Providers and Resource Material
    DOCUMENT RESUME ED 432 485 SO 029 682 AUTHOR Barnard, David, Ed. TITLE The Youth Book. A Directory of South African Youth Organisations, Service Providers and Resource Material. INSTITUTION Human Sciences Research Council, Pretoria (South Africa). ISBN ISBN-0-7969-1824-4 PUB DATE 1997-04-00 NOTE 455p. AVAILABLE FROM Programme for Development Research, Human Sciences Research Council, P 0 Box 32410, 2017 Braamfontein, South Africa; Tel: 011-482-6150; Fax: 011-482-4739. PUB TYPE Reference Materials - Directories/Catalogs (132) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Developing Nations; Educational Resources; Foreign Countries; Schools; Service Learning; *Youth; *Youth Agencies; *Youth Programs IDENTIFIERS Service Providers; *South Africa; Youth Service ABSTRACT With the goal of enhancing cooperation and interaction among youth, youth organizations, and other service providers to the youth sector, this directory aims to give youth, as well as people and organizations involved and interested in youth-related issues, a comprehensive source of information on South African youth organizations and related relevant issues. The directory is divided into three main parts. The first part, which is the background, is introductory comments by President Nelson Mandela and other officials. The second part consists of three directory sections, namely South African youth and children's organizations, South African educational institutions, including technical training colleges, technikons and universities, and South African and international youth organizations. The section on South African youth and children's organizations, the largest section, consists of 44 sectoral chapters, with each organization listed in a sectoral chapter representing its primary activity focus. Each organization is at the same time also cross-referenced with other relevant sectoral chapters, indicated by keywords at the bottom of an entry.
    [Show full text]
  • The Youth Philanthropy Action Guide Important to Us
    YIPPSA Guide Cover-433x297 3/4/09 4:00 PM Page 1 C M Y CM MY CY CMY K YIPPSA - Youth In Philanthropy Programme South Africa A PROGRAMME OF INYATHELO: THE SOUTH AFRICAN INSTITUTE FOR ADVANCEMENT “Youth have the potential to make significant change in communities. With innovative and creative ideas, we as youth revive the spirit of Ubuntu by tackling social challenges and topical issues the youth philanthropy action guide important to us. Our flexibility allows for making quick decisions that will have an immediate impact. As youth, we bring hope with enthusiasm and energy, offering dynamic solutions to an giving is a given! array of social challenges.” SAMANTHA CASTLE, YIPPSA PROGRAMME COORDINATOR The Youth Philanthropy Action Guide energises youth to become active participants in their own communities by providing support for social ideas or projects that they believe in. the youth philanthropy In this book, you will learn about giving, donors, how to fund-raise, volunteering, accountability, and lots more. Aligned with the national Life Orientation Learning Outcomes and Assessment Standards, this is a guide for high school learners and Life Orientation teachers involved in the action guide High School Curriculum from Grades 10 to 12. inspiring a youth culture of In this action guide, you will find lots of practical activities and case studies of youth pulling together to advance the social issues they feel passionate about. It provides a structured programme social responsibility for one year based on the Youth in Philanthropy Programme South Africa (YIPPSA) that uses key learning methods to mobilise youth, raise funds and develop social awareness and leadership skills to contribute to a dynamic and energetic youth philanthropy movement in South Africa.
    [Show full text]
  • Western Cape Provincial List 2019
    Basic Education Support — 2019 Western Cape Province Page 1 of 2 Updated: 18/01/2019 BASIC REF NUMBER DEPENDENT NAME DEPENDENT SURNAME SCHOOL NAME PROVINCE APPROVAL STATUS AS PER COMMITTEE BE - CONT 3476 QENIEVIA HYGER ABRAHAMS BASTIAANSE SECONDARY SCHOOL WC BE - CONT 3660 RONIECHIA ABRAHAMS BASTIAANSE SECONDARY SCHOOL WC BE - CONT 1131 JUAN MATHEW ALEXANDER ZWAANSWYK HIGH SCHOOL WC APPROVED BE - CONT 0045 AKEESHEA ALFESTUS RUSTHOF PRIMARY WC APPROVED BE - CONT 0008 ABIGAIL WILLEHE APRIL HILLCREST SECONDARY SCHOOL WC APPROVED BE - CONT 1115 JOSE AYFORD AURIAL COLLEGE WC BE - CONT 2236 MARCHELL BAADJIES CERES SECONDARY SCHOOL WC APPROVED BE - CONT 4906 ZENA BAATJIES HERMANUS HIGH SCHOOL WC BE - CONT 4924 ZHARR BAATJIES HERMANUS PRE PRIMARY SCHOOL WC BE - CONT 0118 AMYOLI BALENI MARY HELP OF CHRISTIANS PRIMARY WC BE - CONT 0129 ANDA BAM BLOUBERG RIDGE PRIMARY SCHOOL WC BE - CONT 2038 LUNATHI BASSO SANS SOUCI GIRL HIRLS SCHOOL WC APPROVED BE - CONT 0306 AYABULELA ONKE BATYI GOOD HOPE SEMINARY HIGH SCHOOL WC BE - CONT 2413 MIHLALI BATYI ST MARY'S PRIMARY SCHOOL WC BE - CONT 0767 ED-NICK BELL HOERSKOOL LADISMITH WC APPROVED BE - CONT 0146 ANDRE JEAN BENN SAREPTA SECONDARY SCHOOL WC APPROVED BE - CONT 3835 SHIMONE ANASTASIA BLAAUW VREDENDAL SECONDARY SCHOOL WC BE - CONT 0938 HADLEY MATTHEW BOEZAK PAROW HIGH SCHOOL WC BE - CONT 0664 CLAUDE ILGAR BOKS LUTZVILLE HIGH SCHOOL WC BE - CONT 4982 HERMAN BOKS HOERSKOOL VANRHYNSDORP WC BE - CONT 4958 ZOE ZULEIKA BOOI BELHAR HIGH SCHOOL WC BE - CONT 1646 KYLE BOONZAAIER MUIZENBERG JUNIOR SCHOOL WC APPROVED
    [Show full text]
  • Company's Garden and Precinct Walk
    HERITAGE SERIES: PLACES AND WALKS COMPANY'S GARDEN AND PRECINCT WALK THE COMPANY’S GARDEN This precious parcel of green and shade, hunter-gatherers had inhabited this area in the middle of a busy postcolonial for thousands of years. city, is the remaining half of a garden The Gorinhaiqua and the Gorinchacqua planted in the 1650s by the Dutch (clans of the Khoekhoen) were cattle and East India Company (Verenigde sheep farmers who travelled between Oost-Indische Compagnie, VOC). the area now known as Saldanha Bay The garden was superimposed upon and the Cape Peninsula for hundreds of a landscape occupied occasionally by years before the arrival of the Dutch in hunter-gatherers (San) and modified by the 17th century. They had a distinctive pastoralists (Khoekhoen), who migrated social and economic system based on seasonally for hundreds of years. It led nomadism and the ownership of cattle to the dispossession of the people who and sheep. The size of their social groups had first used this landscape around the A WALK IN THE COMPANY’S GARDEN and cattle ownership was considerable. base of the mountain, the establishment TIME: This guided trail takes you through Cape Town’s On 24 November 1655, Jan van of the historic city, the introduction of historic Company’s Garden precinct and can be walked Riebeeck noted in his diary: ‘Near agriculture into the region, and the in three (3) hours or less if short cuts are taken. Add and beyond the Redoubt Duynhoop beginnings of scientific investigation time to visit the museums and other places of interest of [Black River area] we found the country into the flora of the Cape Floral Kingdom.
    [Show full text]
  • Judgment: 31 August 2020
    IN THE HIGH COURT OF SOUTH AFRICA WESTERN CAPE DIVISION, CAPE TOWN REPORTABLE CASE NO: 7908/2017 In the matter between: THOZAMA ANGELA ADONISI First Applicant PHUMZA NTUTELA Second Applicant SHARONE DANIELS Third Applicant SELINA LA HANE Fourth Applicant RECLAIM THE CITY Fifth Applicant TRUSTEES OF THE NDIFUNA UKWAZI TRUST Sixth Applicant And MINISTER FOR TRANSPORT AND PUBLIC WORKS: WESTERN CAPE First Respondent PREMIER OF THE WESTERN CAPE PROVINCE Second Respondent THE PHYLLIS JOWELL JEWISH DAY SCHOOL (NPC) Third Respondent CITY OF CAPE TOWN Fourth Respondent MINISTER OF HUMAN SETTLEMENTS Fifth Respondent THE PROVINCIAL GOVERNMENT OF THE WESTERN CAPE Sixth Respondent THE MINISTER OF PUBLIC WORKS Seventh Respondent 2 THE MINISTER OF HUMAN SETTLEMENTS: WESTERN CAPE Eighth Respondent SOCIAL HOUSING REGULATORY AUTHORITY Ninth Respondent MINISTER OF RURAL DEVELOPMENT & LAND REFORM Tenth Respondent MINISTER OF FINANCE Eleventh Respondent GARY FISHER Twelfth Respondent AND IN CASE NO.12327/2017 In the matter between: MINISTER OF HUMAN SETTLEMENTS First Applicant NATIONAL DEPARTMENT OF HUMAN SETTLEMENTS Second Applicant SOCIAL HOUSING REGULATORY AUTHORITY Third Applicant and PREMIER OF THE WESTERN CAPE PROVINCE First Respondent MEC FOR TRANSPORT AND PUBLIC WORKS: WESTERN CAPE PROVINCE Second Respondent MEC FOR HUMAN SETTLEMENTS: WESTERN CAPE PROVINCE Third Respondent CITY OF CAPE TOWN Fourth Respondent THE PHYLLIS JOWELL JEWISH DAY SCHOOL (NPC) Fifth Respondent TRUSTEES OF THE NDIFUNA UKWAZI TRUST Sixth Respondent 3 Coram: P.A.L. Gamble and M.I. Samela, JJ. Date of Hearing: 25, 26, 27, 28 & 29 November 2019. Date of Judgment: 31 August 2020. JUDGMENT DELIVERED ON 31 AUGUST 2020 ____________________________________________________________________ GAMBLE, J: INTRODUCTION 1.
    [Show full text]
  • Table Valley Market Gardens 1800, 1805, 1807
    TABLE VALLEY MARKET GARDENS 1800, 1805, 1807 STEWART HARRIS 9 Eldorado, Military Road, Tamboerskloof 8001 Phone and fax (021) 423 3494 [email protected] © VERNACULAR ARCHITECTURE SOCIETY OF SOUTH AFRICA 2007 Above: De Kaapstad of Tafel Valey c1804, courtesy Koopmans de Wet Museum. Page 6: Denis Vershoyle's map of Market Gardens representing 1820. References De Kaapstad of Tafel Valey watercolour at Koopmans de Wet House Museum, item 261. 1800 opgaafrolle CA J37, CA J38, J443. 1805 opgaafrol CA J39. 1807 opgaafrolle CA J41, CA J40. A list of all opgaafrolle at the Cape Archives is on the open shelves, binder CA 1/5. African Court Calendar for MDCCCXI, Government Printing Office, Cape Town, 1811: reprint series South African Library, Cape Town, 1981. Heese, HF, "Die inwoners van Kaapstad in 1800" in Kronos, vol 7 p42-59, 1983. Leibbrandt, HCV, Precis of the Archives of the Cape of Good Hope, Requesten, vols 1-5, Cape Times Ltd 1905, 1906, South African Library, 1988, 1989, Cape Town. Potgieter, M, and Visagie, JC, "Lys van opgaafrolle", foreword to Cape Archives document CA 1/5. Rosenthal, Eric, (foreword to) Cape Directory 1800, [extracted from the Opgaafrol for 1800], C Struik, Cape Town, 1969. Shell, Robert C-H, Children of bondage: A social history of the slave society at the Cape of Good Hope, 1652-1838, Witwatersrand University Press, Johannesburg, 1994. Verschoyle, Denis, “Upper Table Valley: A Survey, 1979” in VASSA Journal 3, July 2000. Walton, James, and Cairns, Margaret, “Cape Town’s Water-mills” in Walton, James ed, The Josephine Mill and its owners, Historical Society of Cape Town, 1978:1-11.
    [Show full text]
  • UCT 2020 UG Applicant Directions
    1 Contents WELCOME 2 PART A: PREPARING TO APPLY 3 Matriculation Exemption 3 National Benchmark Tests (NBTs) 3 English language proficiency 4 Applications for student accommodation 5 Applications for undergraduate financial assistance 6 Portfolio requirements (BAS & BA(FA)) 7 International applicants 8 Application fees 9 Monitoring your application status 10 KEY DATES 11 PART B: APPLYING ONLINE 12 The process after you apply online Updating your application PART C: SUBMITTING A PAPER APPLICATION 13 Updating your application 15 Code tables to be used when completing your application form 16 PART D: CONTACT DETAILS 32 PART E: MAPS OF UCT CAMPUS AND SURROUNDING AREAS 33 Apply online at http://applyonline.uct.ac.za Apply online if you have a working email address that is not shared with another UCT applicant. CORRESPONDENCE AND INQUIRIES Please address correspondence to [email protected] or to: The Director of Admissions, University of Cape Town, Private Bag X3, Rondebosch, 7701, South Africa. For faculty-specific and other queries, please use the contact details in Part D. We have made every effort to ensure the accuracy of the information in this guide and our handbooks. However, we reserve the right at any time, if circumstances dictate, to: (i) change any of the published details as well as the courses and curricula on offer, or (ii) add to, or withdraw any of the courses on offer. 2 WELCOME Dear Applicant, Thank you for your interest in studying at the University of Cape Town. We strive to be world class. Established in 1829, we are South Africa’s oldest university, and a leading university in Africa.
    [Show full text]
  • Award Winners for 1999 Gold Awards: Grade 8 Individuals Gold
    Award Winners for 1999 Casio calculators, book prizes and Gold Award Certificates were awarded to the top ten individuals and top three pairs in each standard. Merit Award Certificates were awarded to the individuals who were placed eleventh to hundred and fiftieth in each standard, and to pairs who were placed fourth to fiftieth. All other contestants received Certificates of Participation. Bruce Merry (Westerford High School) wrote an Open Paper and received a special award. Gold Awards: Grade 8 Individuals 1 Martin Fischer Wynberg Boys' High School 1 Jasper Dick Westerford High School 3 Fritz van Zyl Hoërskool Brackenfell 4 Marietjie Venter Hoërskool Stellenbosch 5 Linsen Loots Parel Vallei High School 6 Janéne Meiring Hoërskool Stellenbosch 6 Annemie Stewart Hoërskool Durbanville 8 Ruth Hart St George's Grammar School 9 Jonathan Moore Diocesan College 10 Menachem Mende Lazarus The Hebrew Academy 10 Lesley van Helden Rustenburg Girls High School Gold Awards: Grade 8 Pairs 1 Christopher Hammond and Hendrik Wepener Hoërskool Swartland 2 B M Herbst and Deon Steenkamp Hoërskool Tygerberg 3 Richard Slater and Samantha Kaye Westerford High School 3 Joseph Bae and Dillon Meyer Westerford High School 1 Christopher Linley Diocesan College 2 Donovan Will Pinelands High School 3 Daniel Bieber Diocesan College 4 Marius van Niekerk Parel Vallei High School 5 Jakojan Lawrie Hoërskool Parel Vallei 5 Ian Tunbridge Rondebosch Boys' High School 7 Mike Prins Paarl Boys' High School 8 Heinrich Möller Paul Roos Gimnasium 8 Jacques van Zijl Rondebosch Boys'
    [Show full text]