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A Question of Marginalization: Coloured Identities and Education in the Western Cape, South Africa ______ The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University A Question of Marginalization: Coloured Identities and Education in the Western Cape, South Africa ___________________________________________________________________________________ Jane Battersby School of Geography and the Environment and Mansfield College University of Oxford Town Cape of University Thesis Submitted for D.Phil Trinity Term 2002 Abstract The central aim of this research is to evaluate the claim by members of the Coloured population of the Western Cape that they are as socially and economically marginalized under the current government as they were under apartheid. The purpose of this is to contribute to the debate on post-apartheid social transformation and broader debates on the continued use of the notion of Colouredness in the South African context. The research findings are based on fieldwork carried out in four main high schools in Coloured communities in the Western Cape province. This thesis first establishes the broad theoretical, political and historical Town background of the research. This section of the thesis debates the nature of Colouredness and the existing theoretical frameworks for the analysis of Coloured identities. Following this Coloured experiencCapees of post-apa rtheid education policy and provision are considered. Within ofthis analysis the evidence for claims of marginalization is discussed and its nature and intention is assessed. From this basis, the thesis then investigates the reactions of pupils to this perceived marginalization, in terms of their attitudes towards education, their aspirations and their attitudes towards other pupils. A final part of the analysis considers the nature of school and community responses toUniversity pupils’ reactions to their perceived marginalization. This section investigates not only the nature of the responses, but also seeks to provide explanations for these responses, using the theoretical frameworks of the earlier sections. Finally, this thesis draws conclusions based on the original questions posed and then points to the wider implications of this research in the South African political and international theoretical contexts. i List of Abbreviations Used ANB - African National Bond ANC - African National Congress APO - African Political Organisation BEE - Black Economic Empowerment C2005 - Curriculum 2005 CBD - Central Business District CLP - Coloured Labour Preference CNE - Christian National Education DA - Democratic Alliance Town DoE - Department of Education DP - Democratic Party DRC - Dutch Reformed ChurcCapeh FA - Federal Allianceof GNU - Government of National Unity NNP - New National Party NP - National Party OBE University- Outcomes-Base d Education RDP - Reconstruction and Development Programme SGB - School Governing Body UCT - University of Cape Town UWC - University of the Western Cape VOC - Dutch East India Company (Verenigde Oostindische Compagnie) WCED - Western Cape Education Department x Contents Abstract i Contents ii List of Figures and Tables ix List of Abbreviations x Acknowledgments xi Chapter 1: Introduction 1 Chapter 2: The Changing Political Climate of South Africa, 1994-2001 16 Chapter 3: Methodology 59 Chapter 4: “Colouredness” Town 97 Chapter 5: Education 145 Chapter 6: Marginalization? Cape 178 Chapter 7: Pupils’ Reactions to Perceivedof Marginalization 236 Chapter 8: Schools’ Reactions to Pupils’ Perceived Marginalization 270 Chapter 9: Conclusions 300 Appendix 1 326 Appendix 2 University 329 Appendix 3 333 Appendix 4 337 Bibliography 341 ii Acknowledgements Many people have helped me in various ways during the preparation of this thesis, to those accidentally omitted from these acknowledgements I offer my humblest apologies. First and foremost I thank Dr. Tony Lemon for his encouragement, support and guidance throughout the production of this thesis from its conception to its completion. Thanks are also due to all the academic staff at the School of Geography and the Environment, the Department of Geography at Newcastle and the University of Cape Town who have generously offered assistance in the development of my Town research. This research would have not been possible without the incredible openness and friendship of all the staff and pupils atCape my fieldsite s. Thank to you to all the amazing people who offered to be reofsearc h participants at Trafalgar, Emil Weder, Knysna, Grassy Park. The contributions of those at Camps Bay and Langa must not be overlooked, nor should those of the many other people who provided important insights: Danie, Deon, Meisie, Shamiel, Meg, Anna, Jo, The Hofs, Robert, Joyce, Una, Dickie, Lettie, Rob, Jeremy, Malose, Andile and many more. University This thesis could not have been completed without the financial support of many people and organisations, therefore I offer sincere thanks to all those who have helped me to stay solvent. Most importantly I must acknowledge all that my parents have given both financially and in so many other ways, without them I would have had to give up years ago. Thanks also to Prof. Gordon Clark for employment, and for the attempts to foster an interest in Pension Funds. I am also grateful for the employment provided by Dr. Tony Lemon, Prof. Andrew Goudie, Prof. Michael xi Williams and the School of Geography, and the research funding received from the School’s Graduate Fund, the University Graduate Travel Fund, the Mansfield College Travel Fund and the Henrietta Hutton Travel Award. On a more personal note I would like to thank all the post-grads in the department, particularly Zoë and Elaine, for friendship, intellectual stimulation, support and long coffee breaks. Thanks to all the support staff, particularly Jan Burke and Ruth Saxton for putting up with my aimless wanderings and continual chattering. Thanks to Jan, Ruth and Marie McAllister for finding me work and keeping me on the right side of the academics. Thank you to all my (often neglected) friends at St Aldates Church, Ellesmere and Jubilee Community ChurchTown for their friendship and prayers over the last three years (even the days when I was rendered speechless through overwork). Thank you again to my parents and widerCape family for everything you have done for me. of Thank you to my boys at Kidshelter in Lavender Hill, I hope I have managed to keep it real and to do something that honours you. And finally, thanks to my Lord and Saviour, Jesus Christ, without whom none of this has anyUniversity meaning. xii Chapter 1: Introduction 1 1.1 Introduction 1 1.1.1 Aims of Thesis 1 1.1.2 Education as a Research Field 3 1.1.3 The Coloured Population of South Africa 4 1.1.4 Introduction of Field Sites 6 1.1.4.1 Trafalgar High School 8 1.1.4.2 Höerskool Emil Weder 8 1.1.4.3 Knysna Sekondêre Skool 9 1.1.4.4 Grassy Park High School 10 1.1.4.5 Other Schools 11 1.2 Thesis Structure 11 Town Chapter 2: The Changing Political Climate of South 16 Africa, 1994-2001 2.1 National Political Climate 17 2.1.1 From “Rainbow Nation”… Cape 17 2.1.2 …To “Two Nations” 21 2.1.3 Criticisms of Two Nationsof 23 2.1.4 Rainbow Nation and Two Nations in Perspective 30 2.2 Politics of the Western Cape 32 2.2.1 Democratic Party (DP) 32 2.2.2 New National Party (NNP) 33 2.2.3 Federal Alliance (FA) 36 2.2.4 UniversityGoverning the Western Cape 37 2.3 Coloured Voting Practices in the Western Cape 43 2.3.1 1994 Election 45 2.3.2 Subsequent Elections 50 2.4 Conclusion 56 iii Chapter 3: Methodology 59 3.1 Research Identity and Ethical Considerations 60 3.1.1 Ethical Considerations 60 3.1.1.1 Ethics of Researching Education 60 3.1.1.2 Ethics of Researching Race 63 3.1.1.3 Responsibility of Research in South Africa 64 3.1.2 Identity Options 65 3.1.2.1 Negotiating Identity Options 66 3.1.2.2 Limits to Research Identity 70 3.1.2.3 The Impact of Locality on Identity Options 71 3.1.2.4 Identity Options of the Researched 73 3.1.2.5 Compromised Identity? 74 3.2 Research Methodologies 75 3.2.1 Field Sites Town75 3.2.2 Field Site Methodologies 79 3.2.2.1 Participant Observation 80 3.2.2.2 Questionnaires Cape 82 3.2.2.3 Group Interviews 85 3.2.2.4 Individual Interviews of 87 3.2.2.5 Justification of Field Site Methodology 88 3.2.2.6 Necessary Adaptations to Methodology 89 3.2.3 Textual Methodologies 90 3.3 Politics of Writing and Disseminating Research in 92 South Africa 3.3.1 Politics of Research in South Africa 93 3.4 UniversityConclusion 95 Chapter 4: “Colouredness” 97 4.1 Reification 98 4.1.1 State Reification 98 4.1.2 Self Reification 102 4.2 Erasure 106 4.3 Cornered Community 111 4.4 Constructing Colouredness 113 iv 4.4.1 Diversity within Coloured Population 113 4.4.1.1 Cape Town 115 4.4.1.2 Genadendal 123 4.4.1.3 Knysna 125 4.4.2 Relationship between White and Coloured Groups 128 4.4.2.1 Cape Town 128 4.4.2.2 Genadendal 131 4.4.2.3 Knysna 135 4.4.3 Commonality in Construction 137 4.4.3.1 Commonality through borrowed culture 138 4.4.3.2 Commonality through miscegenation 139 4.4.3.3 Commonality through apartheid 141 4.5 Conclusion 142 Chapter 5: Education Town145 5.1 Education Theory 146 5.1.1 Education and the Economy 146 5.1.2 Education for Socialisation Cape 148 5.1.3 The Potency of Education for Socialisation 150 5.1.4 The Potency of
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