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'Environmental policy to community action': methodology and approaches in community-based environmental education programmes in Uganda

  • Authors: Babikwa, Daniel J
  • Date: 2004
  • Subjects: Environmental education -- Uganda -- Case studies Education and state -- Uganda Community development -- Uganda -- Case studies Sustainable development -- Uganda -- Case studies Environmental policy -- Uganda -- Case studies
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: vital:1518 , http://hdl.handle.net/10962/d1003400
  • Description: This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
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  • Date Issued: 2004

'Feeling at home': institutional culture and the idea of a university

  • Authors: Vice, Samantha
  • Date: 2015
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/142072 , vital:38047 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
  • Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
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  • Date Issued: 2015

'Fetal "rights"? The need for a unified approach to the fetus in the context of feticide'

  • Authors: Kruuse, Helen
  • Date: 2009
  • Language: English
  • Type: Article , text
  • Identifier: http://hdl.handle.net/10962/54163 , vital:26397 , https://store.lexisnexis.co.za/products/tydskrif-vir-hedendaagse-romeinshollandse-reg-journal-of-contemporary-romandutch-law-skuZASKU9780409079241/details
  • Description: The issues of fetal protection, fetal rights and the status of unborn life have been debated on a variety of levels in a variety of disciplines over the past centuries. One needs only think of John Milton who asked the “hard” question: “For man to tell how human life began / Is hard: for who himself beginning knew?” (Paradise lost (1667) Bk 8 251–252). While the issue of fetal rights most often arises in abortion debates, the issue of fetal rights in the context of feticide has received scant attention in South Africa. (For a thought-provoking general discussion of fetal rights, see Du Plessis “Jurisprudential reflections on the status of unborn life” 1990 TSAR 44; Van Niekerk (ed) The status of prenatal life (1991) and Kahn (ed) The sanctity of human life (1983).) This note seeks to initiate a discussion on the current legal position in South Africa in respect of feticide.
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  • Date Issued: 2009

'God is my forest': Xhosa cultural values provide untapped opportunities for conservation

  • Authors: Cocks, Michelle L , Dold, Anthony P , Vetter, Susan M
  • Date: 2012
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/141198 , vital:37952 , DOI: 10.4102/sajs.v108i5/6.880
  • Description: In South Africa conservation is still largely framed in terms of Western scientific values, with a focus on material benefits to local communities, whilst little is known about the intangible values local people attach to nature and biodiversity. We explored the cultural, spiritual and emotional relationships with nature expressed by Xhosa people, within the MaputalandPondoland-Albany Hotspot, as well as the activities that mediate this relationship. A descriptive research approach was applied to document the emotions, meanings and values associated with landscape elements. This approach included group and individual interviews and ‘walk-in-the-woods’ interviews and participatory mapping exercises. Respondents portrayed a strong, although not always easily articulated, appreciation for nature, especially ihlathi lesiXhosa (‘Xhosa forest’, vegetation types within the Thicket Biome).
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  • Date Issued: 2012

'Growing up tough': A national survey of South African youth

  • Authors: Everatt, David , Orkin, Mark
  • Date: 1993-03
  • Subjects: Youth -- South Africa -- Attitudes -- Congresses , Youth -- Research , Youth -- South Africa -- Social conditions , Social surveys -- South Africa -- Congresses , Marginality, Social -- South Africa Congresses
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/65862 , vital:28849
  • Description: The Community Agency for Social Enquiry (CASE) was commissioned by the Joint Enrichment Project (JEP) to undertake research for the National Youth Development Conference. The research programme had three components:the compilation of a computerised and annotated youth database, comprising domestic research into youth, and the extraction of five policy papers covering the areas of education, employment-creation, AIDS, violence and social context, and historical context. an international comparative component, which focused on the youth brigades in Botswana, and the whole range of youth development initiatives taking place in Kenya and Uganda, covered in an additional two position papers. a national baseline and attitudinal survey into youth in South Africa. The results of all three components of the research project will be published in book form later this year. The summary reports of the local and international comparative policy papers are available in a separate booklet. This is the report of the national survey into youth in South Africa. Aims of the survey The survey has four main aims: demographic: to accurately describe how many youth are in the different parts of South Africa, how many are in or out of school or work, and so on. attitudinal: to allow youth to express their views on a range of social, economic, political and personal issues.to analyse youth marginalisation: to scientifically analyse and describe the marginalisation of youth within South African society. programmatic: to provide results which directly assist organisations designing programmes which target youth. Designing the survey The survey was designed by the CASE senior research team of Professor Mark Orkin, Director of C A S E; Dr David Everatt, Deputy Director of CASE and project co-ordinator; and Dr Ros Hirschowitz, Specialist Researcher at C A S E. The design process was lengthy and complex, because the aims of the survey were complicated. As a first step, CASE gathered together existing youth research and survey data, in order to see what we could learn from them. We then convened a design workshop to assist us. Participants in the C A S E national youth survey for JEP 1 workshop comprised people who had experience with youth, or with survey design. They included John Aitchison (CASE and the Centre for Adult Education, University of Natal), Debbie Budlender (CASE and the National Women's Coalition), Dr Jannie Hofmeyr (Research Surveys), Ms Vanessa Kruger and Professor Ari Sitas (University of Natal), Ms Anne Letsebe (SABSWA), Mr Steve Mokwena (JEP), Mr Rory Riordan (Human Rights Trust) and Dr Jeremy Seekings (University of Cape Town). We also needed input from the youth themselves. Discussion groups with youth (called 'focus groups') were held with youth from Alexandra and Soweto, from Ciskei and the eastern Cape, from Bophuthatswana and the northern transvaal, from Chatsworth and Claremont in Durban, and elsewhere. We reached youth from cities, squatter camps, towns and rural areas. The focus groups were organised by C A S E and Research Surveys, a professional market research company. The youth told us what their concerns were, what their aspirations and fears were, and what interventions they felt are necessary to improve their lives. CASE then designed a draft survey. We had to try it out (called 'piloting') to find out if the survey tapped the youth's actual views and experiences, and so give the JEP the information they sought. The survey was piloted on a representative sample of 100 youth (aged between 16 and 30) by Research Surveys. Using the results of the focus groups and the pilots, the CASE research team then produced the final questionnaire, which went into the field in November/December 1992.
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  • Date Issued: 1993-03

'Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng

  • Authors: Kaschula, Russell H , Kretzer, Michael M
  • Date: 2019
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
  • Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
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  • Date Issued: 2019

'Here's to you, Mrs Robinson' : peculiarities and paragraph 29 in determining the treatment of domestic partnerships

  • Authors: Kruuse, Helen
  • Date: 2009
  • Language: English
  • Type: Article , text
  • Identifier: vital:26388 , http://hdl.handle.net/10962/54083
  • Description: There is always need of persons not only to discover new truths, and point out when what were once truths are true no longer, but also to commence new practices, and set the example of more enlightened conduct. The law is one of the important architects of social norms. At times, it can be a tool to solve problems, eradicate inequalities, and advance the rights of the disadvantaged. At other times, the law is an anchor and a constraint upon social and ideological advances. With regards to equality and non-traditional partnerships, it seems that law falls into this latter category.
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  • Date Issued: 2009

'I always knew I would go to university': a social realist account of student agency: part 1

  • Authors: Ellery, Karen , Baxen, Jean
  • Date: 2015
  • Language: English
  • Type: article , text
  • Identifier: http://hdl.handle.net/10962/61207 , vital:27990
  • Description: Academic development programmes at higher education institutions (HEIs) in South Africa are often underpinned by discourses that view students as deficit. Archer's social realist ontology offers a means of understanding reflexivities and agency of students in the higher education context. Using narrative data and drawing on Archer's (2003) theory of mediation between structure and agency through internal conversations, this study examined the socio-economic background of one particular student, Thando, and his agential journey to arrive at the academy. The analysis reveals Thando has a deliberate and determined stance towards achieving his project of obtaining a tertiary education in order to realise a better life for himself and his family. Despite what could be perceived as constraining socio-cultural conditions, Thando strategically circumvents such restrictions and acts in ways that help him pursue his project. It is argued that student agency needs to take a more central place within academic development programmes in higher education.
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  • Date Issued: 2015

'I want to tell the story again': re-telling in selected novels by Jeanette Winterson and Alan Warner

  • Authors: Collett, Jenna Lara
  • Date: 2011
  • Subjects: Warner, Alan Criticism and interpretation Winterson, Jeanette, 1959- -- Criticism and interpretation English fiction -- 20th century -- History and criticism
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2248 , http://hdl.handle.net/10962/d1002291
  • Description: This thesis investigates acts of ‘re-telling’ in four selected novels by Jeanette Winterson and Alan Warner.Re-telling, as I have defined it, refers to the re-imagining and re-writing of existing narratives from mythology, fairy tale, and folktale, as well as the re-visioning of scientific discourses and historiography. I argue that this re-telling is representative of a contemporary cultural phenomenon, and is evidence of a postmodern genre that some literary theorists have termed re-visionary fiction. Despite the prevalent re-telling of canonical stories throughout literary history, there is much evidence for the emergence of a specifically contemporary trend of re-visionary literature. Part One of this thesis comprises two chapters which deal with Winterson’s Sexing the Cherry (1989) and Weight (2005) respectively. In these chapters, I argue that, although the feminist and historiographic elements of her work are significant, there exist further motivations for Winterson’s acts of re-telling in both Sexing the Cherry and Weight. In Chapter One, I analyse Winterson’s subversion and re-imagining of historiography, as well as her re-telling of fairy tale, in Sexing the Cherry. Chapter Two provides a discussion of Winterson’s re-telling of the myth of Atlas from Greek mythology, in which she draws on the discourses of science, technology, and autobiography, in Weight. Part Two focuses on Warner’s first two novels, Morvern Callar (1995) and These Demented Lands (1997). In both novels, Warner re-imagines aspects of Christian, Celtic and pagan mythology in order to debunk the validity of biblical archetypes and narratives in a contemporary working-class setting, as well as to endow his protagonist with goddess-like or mythical sensibilities. Chapter Three deals predominantly with Warner’s use of language, which I argue is central to his blending of mythological and contemporary content, while Chapter Four analyses his use of myth in these two novels. This thesis argues that while both Winterson and Warner share many of the aims associated with contemporary re-visionary fiction, their novels also exceed the boundaries of the genre in various ways. Winterson and Warner may, therefore, represent a new class of re-visionary writers, whose aim is not solely to subvert the pre-text but to draw on its generic discourses and thematic conventions in order to demonstrate the generic and discursive possibilities inherent in the act of re-telling.
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  • Date Issued: 2011

'I won't be squeezed into someone else's frame': Stories of supervisor selection

  • Authors: Harrison, Liz , McKenna, Sioux , Searle, Ruth
  • Date: 2010
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/187395 , vital:44629 , xlink:href="https://hdl.handle.net/10520/EJC15100"
  • Description: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an "insider" status but as novice researchers they were also "outsiders". Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data : whose knowing is important; who should I be, and whose PhD is it?
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  • Date Issued: 2010

'Iron on iron': modernism engaging apartheid in some South African railway poems

  • Authors: Wright, Laurence
  • Date: 2011
  • Language: English
  • Type: text , article
  • Identifier: vital:7068 , http://hdl.handle.net/10962/d1007459 , https://doi.org/10.1080/00138398.2011.626177
  • Description: preprint , Modernism tends to be criticised, internationally, as politically conservative. The objection is often valid, although the charge says little about the quality of artistic achievement involved. This article argues that the alliance between Modernism and political conservatism is by no means a necessary one, and that there are instances where modernist vision has been used to convey substantive political insight, effective social critique and solid resistance. To illustrate the contrast,the article juxtaposes the abstract Modernism associated with Ben Nicholson and World War 2, with a neglected strain of South African railway poetry which uses modernist techniques to effect a powerful critique of South Africa’s apartheid dispensation. The article sustains a distinction between universalising modernist art that requires ethical work from its audiences to achieve artistic completion, and art in which modernist vision performs the requisite ethical work within its own formal constraints. Four very different South African railway poems, by Dennis Brutus, John Hendrickse, Alan Paton, and Leonard Koza, are examined and contextualised to demonstrate ways in which a modernist vision has been used to portray the social disruptions caused by apartheid. Modernist techniques are used to turn railway experience into a metonym for massive social disruption,without betraying the social reality of the transport technology involved.
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  • Date Issued: 2011

'Joining the academic life': South African students who succeed at university despite not meeting standard entry requirements

  • Authors: Vincent, Louise , Idahosa, Grace E
  • Date: 2014
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/141745 , vital:38001 , https://hdl.handle.net/10520/EJC159177
  • Description: At present the Swedish points system is one of the main determinants of an applicant either being granted or refused entry into many South African higher education institutions (HEIs). Using a grounded theory approach, this article interprets the experiences of participants whose school performance and therefore university 'entry points' were lower than the expected norm. Despite not meeting standard university entry requirements, these students succeeded at university, completing their degrees in the minimum time available and going on to higher degrees. The journey of these participants - from low entry points to academic success - suggests that points based on school performance are not necessarily the best way of identifying students' potential to succeed in the contemporary South African educational context. If their entry points were not a good indication of their ability to thrive at university, the article asks, what is it about these participants that accounts for their success? And what implications does this have for South African practice, not only with regard to admissions policies but also in relation to the responsibilities of HEIs to students once they are admitted?
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  • Date Issued: 2014

'Leaders like children playing with a grenade?' : an analysis of how the Arab Spring was received in South Africa

  • Authors: Gevers, Tristan Ronald
  • Date: 2013
  • Subjects: Arab Spring, 2010- Revolutions -- Theory Arab countries -- Social conditions -- 21st century South Africa -- Social condtions -- 21st century
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: vital:2846 , http://hdl.handle.net/10962/d1006031
  • Description: When the Arab Spring took place, it took the world by surprise and sparked renewed interest in the idea of revolution. With differing opinions on what caused such a revolutionary wave throughout the North African and Middle Eastern region, many began looking at their own countries, and South Africa was no different. A debate was sparked in South Africa, as to whether there would be a revolution or not. What I originally set out to accomplish is to find out which side of the debate would be correct through the philosophical context of revolutionary theory. Initially, we attempted to define and consider the history of revolutionary theory. We found that revolutionary theory has gone through four generation and that even finding a theoretically informed definition is difficult. Following this, we considered some social-psychological theories of revolution as well as theories of moral indignation. We found that these theories were incredibly informative and that they provide some insight into the reasoning for revolutionary fear in the South African debate. Through the use of opinion pieces, we then considered the South African debate, and – using socialpsychological theories and the theories of moral indignation - found that both sides of the argument had valuable points, however, they often lacked some foresight. With tentative agreement, we found that the side arguing that there would a revolution in South Africa had a more valuable argument, despite its limitations. However, far more research is required before one can – with more accuracy – predict a revolutionary occurrence in such a way as was done in South Africa.
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  • Date Issued: 2013

'Meaningful engagement’: Towards a language rights paradigm for effective language policy implementation

  • Authors: Docrat, Zakeera , Kaschula, Russell H
  • Date: 2015
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/174812 , vital:42512 , https://doi.org/10.1080/02572117.2015.1056455
  • Description: This article aims to develop the concept of ‘meaningful engagement’ in terms of the contemporary language policy implementation framework in South Africa. By exploring the current language policies, implementation and the current lack of effectiveness, the authors offer a new implementation focus drawn from the legal concept of ‘meaningful engagement’. ‘Meaningful engagement’ is a concept within the socio-economic rights sphere. This article expands and advances the concept within a language policy framework. Against the enabling legislative environment created by the Use of Official Languages Act 12 of 2012 and the overarching Constitutional framework which embeds the rights of all official languages, ‘meaningful engagement’ is developed and applied to selected language policies and practices.
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  • Date Issued: 2015

'n Analise van die gebruik van satire in enkele tekste van Marlene van Niekerk

  • Authors: Stoltz, Wessel
  • Date: 2011
  • Subjects: Van Niekerk, Marlene -- Criticism and interpretation , Satire
  • Language: Afrikaans
  • Type: Thesis , Masters , MA
  • Identifier: vital:8477 , http://hdl.handle.net/10948/d1018804
  • Description: Through the ages satirists have exposed and ridiculed certain malpractices in society in their texts. They have often done so in a language filled with irony and exaggeration. For the purpose of this dissertation I wish to focus on three texts by Marlene van Niekerk, the eminent Afrikaans author, and analyse the way in which she uses satire to comment particularly on contemporary South African society and address issues such as violence, the 2010 World Cup, corruption and violence against women and children. The three texts under discussion are the two lengthy poems, ―Suid Afrika and ―Brief aan president Motlanthe [―Letter to President Motlanthe] and her play Die kortstondige raklewe van Anastacia W [The brief shelf-life of Anastacia W]. She bases her writings on real life incidents and events written about in the newspapers and these clippings serve as intertexts for her critique of society.
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  • Date Issued: 2011

'n Besluitnemings ondersteuningsmodel vir die bepaling van die mees geskikte wisselboustelsel-ritme vir gemengde graanboerderye in die Koeberg

  • Authors: Potgieter, F J
  • Date: 2001
  • Subjects: Grain -- South Africa , Crop rotation
  • Language: Afrikaans
  • Type: Thesis , Masters , MTech
  • Identifier: vital:10948 , http://hdl.handle.net/10948/43 , Grain -- South Africa , Crop rotation
  • Description: Weens die unieke eiesoortigheid van die mens is sy behoeftes vanselfsprekend uiters divers. Wat vir die een persoon prioriteit is, mag vir sy buurman geensins belangrik wees nie. Dit is egter ook ’n gegewe, dat die mens heelwat gemeenskaplike ervarings, emosies en behoeftes deel. Een hiervan is die behoefte wat hy het om te weet dat die besluit wat hy gaan of wil neem die regte een binne die konteks van sy keuse mag wees. Die woord ‘behoefte’ kan waarskynlik in hierdie geval vervang word met die begrip ‘genade’. Sonder om 'n platvorm vir debat te skep, word die stelling gehandhaaf dat ‘genade’ slegs van die Skepper afkomstig is. Met hierdie stelling as agtergrond was dit 'n minder aangename ervaring om vir feitlik twintig jaar te moes toekyk hoe koringboere hul besluite, veral met betrekking tot die samestelling van wisselboustelsels, moes neem, klaarblyklik in totale gebrek aan die gawe van ‘genade’. Nodeloos om te sê, met gepaardgaande negatiewe gevolge. Die meer gemaklike verontskuldiging is om te redeneer dat ons Skepper relatief suinig is met die uitdeel van sy ‘genade’. Alvorens die begrip van Prediker 10:10 nog nie ten volle begryp is nie, kan so 'n stelling dalk makliker gemaak word. Hierdie gedeelte uit die Skrif sê in werklikheid die teenoorgestelde – dat God baie vrygewig is met Sy ‘genade’, maar dat die mens sy gesonde verstand moet gebruik om dit ten volle te benut. Die wens is dat hierdie studie, 'n deel sal uitmaak van die proses om die byl skerp te maak om sodoende die houtkap-proses effektief uit te voer.
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  • Date Issued: 2001

'n Dekonstruksie van 'n teks uit Die ongedanste dans van Breyten Breytenbach

  • Authors: Vorster, Anton Ferreira
  • Date: 1988
  • Subjects: Breytenbach, Breyten -- Criticism and interpretation
  • Language: Afrikaans
  • Type: Thesis , Masters , MA
  • Identifier: vital:3572 , http://hdl.handle.net/10962/d1002095 , Breytenbach, Breyten -- Criticism and interpretation
  • Description: The thesis provides an interpretation of the poem ʺ(Taalstryd)ʺ (Lewendood, p.143) by employing deconstruction theory, particularly as it has been developed by Jacques Derrida. The main assumption is that the text is not a self-sufficient entity, but finds itself in a continually changing relationship with other texts, a relationship described by deconstructionists as intertextuality. This relationship, as it has been described by Julia Kristeva, does not only involve literary works, but also the world-as- text. In chapter one this point of view is illustrated in a discussion around the title of the poem. It is postulated that the title is not a neutral description of a period in the history of the development of the Afrikaans language. Rather, it represents an ideological concept which can be interpreted in various ways. The poem clearly lends itself to an interpretation of "the struggle for the Taal" as a struggle which has manifested itself in many different areas and historical periods within the South African context. In chapter two the discussion of the relationship between language, history and ideology is continued. It is shown how the ʺofficialʺ history represents a one-sided view of Afrikaans as a ʺEuropeanʺ language, greatly ignoring its African component. This representation relies on a logocentric approach to the relationship between language and writing. Breytenbach's poetry, like the writings of Derrida, can be regarded as a "deconstruction" of this approach. The ʺdisseminationʺ of meaning in ʺ(Taalstryd)ʺ is illustrated in terms of the poem's intertextual relationship with Breytenbachʾs ʺPlease don't feed the animalsʺ and Krigeʾs ʺLied van die Fascistiese bomwerpersʺ. Chapter three sets ʺ(Taalstryd)ʺ within the current debate surrounding Afrikaner survival. It is shown how the Afrikaner power base has been established and strengthened by way of legislation, the system of Christian National Education, as well as the creation of a nationalist-orientated history. This power base is currently in a state of crisis, in which different political groupings are continuing the ʺ(Taalstryd)ʺ
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  • Date Issued: 1988

'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek

  • Authors: Freislich, Maria Francina
  • Date: 2010
  • Subjects: School discipline -- South Africa , School boards -- South Africa
  • Language: Afrikaans
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
  • Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
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  • Date Issued: 2010

'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie

  • Authors: Van Schalkwyk, Daniël Jacobus
  • Date: 2006
  • Subjects: Curriculum evaluation -- South Africa -- Northern Cape , Biology -- Study and teaching (Secondary) -- South Africa -- Northern Cape
  • Language: Afrikaans
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9577 , http://hdl.handle.net/10948/d1019685
  • Description: Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
  • Full Text:
  • Date Issued: 2006

'n Evaluering van onderwysvoorsienings en onderwysfasiliteite in die Karoo-distrikte Aberdeen, Graaff-Reinet, Jansenville-Klipplaat en Murraysburg vir die hoofbevolkingsgroepe Blank, Kleurling en Bantoe

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