Suchergebnisse

Among the countries where language has complicated educational policy, South Africa is probably unique. The white or "European" minority of the population is not only separated from the African, Coloured and Asiatic, it is divided within itself between Afrikaner and English. This creates unusual problems. Afrikaans is a new language which has developed during the past century, and its use is limited almost exclusively to the Afrikaners (the Boers), while English, of course, is not only an international language but also the principal lingua franca of the rest of the African continent. Consequently, even leaving aside the numerous native dialects which cannot be ignored in determining educational policies, political leaders have been faced with the problem of encouraging the wider use of Afrikaans without eliminating the general use of English.

This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as `a science of government`. This `science of government` leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions. ; This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as ?a science of government?. This ?science of government? leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions.

In recent years the conflict in Natal has been described as a low-intensity civil war while on the Reef (the PWV region) it has been called an undeclared war and there have even been references to `ethnic cleansing'. But in both cases it is more complex than any of these definitions since there are a number of different elements to the violence. This study shows how it is not simply a struggle between the forces opposing the undemocratic system as represented by apartheid and those governmental structures upholding the status quo. It goes further than that; it is not only a reflection of the changing political situation in South Africa but also stems from demographic and other social conditions (rapid urbanization, proliferation of squatter settlements and competition for resources).

Although Bantu education has made remarkable progress recently, differences in the world views of those who have reported this progress warrant an examination of what is meant by 'progress.' Bantu education has exposed its students to European lifestyles without allowing participation. Education increases wants, which may increase social dependency. Analysis of texts demonstrates that Bantus are taught that increased education leads to increased money resources, & discussion of reading materials for one course at a college for the sons of chiefs & headmen concludes that the architects of Bantu education had only their interests at heart. Bantu education caused social disorganization in South Africa, leading to student protests. Tribal college campuses experienced student unrest, & other institutions of learning faced heavy student protests. The use of language is an issue in South Africa & the Afrikaaners resisted British Imperialist attempts to impose their symbolic culture on them. High school students protested vigorously & were gassed by police. The contradiction between events of protest & the report of Bantu educational progress may be explained by Bantu educational philosophy & the fact that black consciousness means a realization that the greatest weapon of an oppressor is the mind of the oppressed. L. Kamel.