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 Graduate School Dr. Daniel M. Lee, Chair Department of Educational Leadership Dr. Patty Kero, Committee Member Department of Educational Leadership Dr. John Matt, Committee Member Department of Educational Leadership Dr. William P. McCaw, Committee Member Department of Educational Leadership Dr. Tobin Miller Shearer, Committee Member Department of History SCHOOL LEADERSHIP UNDER APARTHEID i Abstract Deitle, Kevin, Ph.D., 2021 International Educational Leadership School Leadership Under Apartheid South Africa as Portrayed in The Apartheid Archive Project and Interpreted Through Freirean Education Chairperson: Dr. Daniel M. Lee This qualitative study employed a phenomenological approach to examine how teachers, school leaders, and students rationalize their roles in the educational process when their institu- tion is bounded by an educational system that openly strives against them. For a context, this study examined apartheid-era South Africa, from 1948 to 1994, which established social and ad- ministrative policies that deliberately curtailed the education of Indigenous and other South Africans, as a means of oppressing non-European ethnic groups. In lieu of face-to-face interviews, stories and interviews submitted to The Apartheid Ar- chive Project, curated by the University of the Witwatersrand, in Johannesburg, South Africa, portrayed the experience of education under apartheid. Relevant testimonials were examined us- ing the phenomenological approach described by Moustakas (1994), and interpreted through the perspective of critical pedagogy, with Paulo Freire’s Pedagogy of the Oppressed (2000) as the key source. The central question asked, “How do personal experiences of an oppressive school system, as interpreted through the framework of Freirean education, inform school leaders?” The conclusion required school leaders to recognize and embrace the role of schools and education in social change – a role that leads toward the recognition of oppression, and provides a means of liberation. Oppression infiltrates school systems, impinges upon the educational process, and robs students of learning opportunities. In recognizing this, educators engage their responsibility as school leaders, and embrace the pivotal role education plays in social recon- struction, liberation, and humanization. SCHOOL LEADERSHIP UNDER APARTHEID ii Table of Contents Abstract.............................................................................................................................................i Chapter One: Introduction...............................................................................................................1 Statement of the Problem...........................................................................................................11 Purpose of the Study..................................................................................................................12 Central Question........................................................................................................................12 Definitions of Terms..................................................................................................................13 Delimitations..............................................................................................................................25 Limitations.................................................................................................................................26 Significance of the Study...........................................................................................................27 Summary....................................................................................................................................29 Chapter Two: Review of Literature...............................................................................................30 Key Sources...............................................................................................................................31 The 17th Century, and Earlier....................................................................................................36 The 1658 School....................................................................................................................39 Traditional Education.............................................................................................................42 Early Educational Policies.....................................................................................................44 The 1663 School, and Segregation........................................................................................47 The 1685 School....................................................................................................................53 The 18th Century.......................................................................................................................56 SCHOOL LEADERSHIP UNDER APARTHEID iii Scholarchs..............................................................................................................................57 Missionary Education Begins................................................................................................62 The Pioneers...........................................................................................................................65 The 19th Century.......................................................................................................................67 Batavia’s Liberal Experiment................................................................................................68 British Administrative Policy.................................................................................................73 White Emigration...................................................................................................................82 The Indigenous Kingdoms.....................................................................................................85 Missionary Education............................................................................................................90 British Educational Policy...................................................................................................114 The 20th Century.....................................................................................................................126 The Union Era......................................................................................................................135 Native Education..................................................................................................................141 Scientific Racism.................................................................................................................149 Christian National Education...............................................................................................159 Apartheid..............................................................................................................................182 Bantu Education...................................................................................................................202 Politicization of Pupils.........................................................................................................215 Historical Discussion...............................................................................................................223 Themes and Patterns............................................................................................................224 SCHOOL LEADERSHIP UNDER APARTHEID iv Freirean Educational Theory....................................................................................................227 Foundations..........................................................................................................................227 Praxis and Conscientization.................................................................................................229