Browsing by Author "Kallaway, Peter"

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    Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa
    (1991) Rundle, Margaret; Kallaway, Peter
    This study was undertaken at a time when South African politicians and educators are facing the challenge of a major restructuring of the education system, and at a time when the the Methodist Church of South Africa is being encouraged, by some, to become more involved in the provision of education again. It focusses on the three events - the appointment of the 'Commission of Inquiry into Native Education' (usually referred to as the Eiselen Commission), the Report of that Commission, and the Bantu Education Act of 1954 which led to the introduction of the system of Bantu Education in 1955. Consideration is given to the responses of various 'liberal' and 'radical' groups to those events.
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    Contest and co-option : the struggle for schooling in the African independent churches of the Cape Colony
    (1992) Paterson, Andrew Neil Macleod; Kallaway, Peter
    The establishment of schools by independent African churches reflected changes in the complex amalgam of forces that constituted the social fabric of ordinary black people in the Cape Colony between 1895 and 1920. These churches and schools were in part a creative response to discriminatory mission church politics, a general decline in black economic fortunes, and changes in the nature of black political mobilisation. However, the advent of independent church schools did not merely reflect an ideological preoccupation with colonial dominance. They were initiated to meet a range of educational needs articulated by numbers of urban and rural blacks. This demand for educational opportunities signalled the progressive incorporation of formal western education within the social lives of many black people in the Cape. Moreover, in this crucial period, schooling in the Cape Colony was being segregated as the principal element in a programme introduced by the Education Department to curtail spending on black education and to boost subsidies to white education. Blacks were therefore limited to mission schools which were inadequate and characterised by a lack of community control. Consequently, independent church communities were preoccupied with the politics of access and control in the schools. Within the gradually unfolding Cape education 'system', missionary control was tenuous in the uncoordinated rural mission outstation schools. There, independent school communities seized the opportunity to pursue their own objectives. However, each group of independent church schools was in some way conditioned by the ability of colonial representatives to dictate the political, financial and administrative terms of their existence. In this respect, the independent school communities negotiated the ambiguous terrain between the poles of contest and co-option. The more successful initiatives managed to solicit Education Department funding while minimising interference from white intermediaries, school inspectors and mission church agents. Nevertheless, government recognition and funding mechanisms facilitated the eventual capture of the independent schools within the colonial education system. Thus, this work reflects as much on the emergence of the Cape education system, as on the question of resistance to mission control. The independent church schools were not solely characterised by contest with missionaries or the government education authorities. African Christian school communities in rural locations in the Eastern Cape were divided internally by school, ethnic and church allegiances which affected their access to scarce commodities such as education and land. Competition over access to schooling therefore gave rise to serious conflict between African independent church adherents, and groups that remained loyal to the mission churches. In contrast, independent school initiatives in the rural Western Cape were characterised less by intra-community conflicts, than by bureaucratic engagement with the Education Department hierarchy, and the utilisation of supra-ethnic and supra-denominational political conduits such as the African Political Organisation.
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    The development of a new history curriculum for the secondary level in South Africa : considerations related to the possible inclusion of themes drawn from Unity Movement history
    (1993) Bam, June; Kallaway, Peter
    This thesis focuses on the recognition of alternative content and perspectives provided in popular history traditions as a "necessary condition" for the development of a new history for secondary school in South Africa. In arguing for this recognition, research on the Unity Movement historical and dialectical materialist historiographical tradition and its potential for the pedagogical process is used as illustration. Aspects discussed as the context for such an argument include (a) the nature of history and popular history (as a world phenomenon), (b) the nature and objectives of history education, (c) the legacy of Apartheid history education and (d) guidelines for the development of a new history curriculum based on Curriculum Development Theory and pedagogical principles of the New History Movement. The thesis concludes that recognition of the historiographical tradition of the Unity Movement is a necessary condition for the development of a new school history for South Africa based on its "legitimacy" regarding its version of history as embracing the experiences, traditions and values of the majority of people in South Africa. Furthermore, it is also a tradition which provides the children of this majority a place (not only in the history of Southern Africa), but (more importantly) in the history of the world. This recognition would have far-reaching implications for a new history for schools. These are: revision of the present content of the secondary syllabus, the re-interpretation of themes currently considered as representing "major" processes in historical formation in both Southern African and World History, and the inclusion of more "relevant" and "popular" themes. It is argued that the facilitation of a more "legitimate" and "popular" history curriculum will be realised in South Africa if cognisance is taken of both this popular historiographical tradition and crucial aspects of the pedagogical principles of the New History Movement.
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    Education for democratic participation : an analysis of self-education strategies within certain community organisations in Cape Town in the 1980's
    (1985) Walters, Shirley Carol; Kallaway, Peter
    The presented dissertation studies informal and nonformal educational processes within three community organisations, which have formed a part of a broader social movement in Cape Town at a particular historic 'moment'. The specific aim of the study has been to describe and explain the self-educational practices within community organisations at a particular historical juncture. Self-education is defined as a conscious strategy which is used by members of community organisations to develop the capabilities of their own membership to participate fully in the management and administration of their organisations. The study therefore focuses on strategies used within community organisations for the imparting of participatory democratic leadership skills. The study is illuminative and explanatory rather than evaluative. The findings of the study show that education for democratic participation is a central concern for the organisations and for community adult educators internationally. However the investigation has revealed that 'democratic participation' has a wide range of meanings which are continuously negotiated and contested. They are determined by a range of economic, political, social, historical and ideological forces at a particular 'moment'. Essential components for both the practice and the analysis of education for democratic participation were found to be action which can consist of either service delivery or political action or both; democratic participatory practices, which entail collective participation in decision-making, in planning and evaluation, sharing of information and skills, and joint responsibility for staff appointments; coherent theoretical knowledge if the organisation to is maintain an advocacy role in the community. The five analytical tools which were developed for the investigation, namely 'action', 'critical reflection', 'theoretical knowledge', 'participatory democratic processes' and the 'relationship between macro and micro organisational contexts', provided useful mechanisms for probing the political and social theories imbedded within the organisations. The importance of the 'tools' was that they focused attention on some of the major contradictions within nonformal and informal education within community organisations. The 'tools' also captured the dynamic, dialectical processes which are ·integral to the educational practices within community organisations. While the study did not set out to develop analytical tools which would have wider, more general usage in the analysis of community adult education, this has been a significant outcome of the research.
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    Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)
    (1993) Gotkin, Ronald; Kallaway, Peter
    This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.
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    Perceptions of educational professionals regarding the goals and implementation of the school cluster system reform in Namibia: a case study of one cluster in Caprivi region: 1999-2011
    (2013) Tembwe, Nicolars Nyambe; Kallaway, Peter
    The School Cluster System (SCS) reform was introduced in Namibia from 1996 under the auspices of the Basic Education Project. The SCS entails the organising of schools into groups for educational, management and administrative purposes. In the framework of the SCS policy schools are grouped according to their geographical proximity and the curriculum they offer in order to work together as a collective network, one school in the group being selected as the core school, or Cluster Centre. There are varying goals for the promotion of the SCS policy depending on context, but close examination of the international literature reveals that the most widespread arguments for this policy are based on assumptions that a SCS seeks to enhance education quality through localised decision-making, interschool cooperation and community participation in education. One of the key assumptions of the SCS reform is that it seeks to achieve cost-effectiveness by allowing schools to pool educational resources. The focus on the SCS policy in the last two decades, in particular in the developing countries, appears to be closely linked to the ongoing efforts of achieving the internationally set goals of the 1990 World Declaration on Education for All (EFA) within a context of financial austerity. In this study, the purpose was to investigate how educational professionals perceive and understand the goals and the implementation of the SCS policy in the Caprivi region of Namibia. The study aimed to explore the views and experiences of the case study participants regarding the effectiveness of the SCS in relation to the goals of decentralized management and local support for rural schools. The study examines the views and experiences of implementers of the SCS in a rural context, including the challenges faced by the implementers in the process of implementation.
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    Some aspects of 'Native Education' policy in South Africa from 1939 until 1948 : with special reference to financing, school feeding and technical and vocational training
    (1983) Bahlmann, Brian B; Kallaway, Peter
    This study focuses special attention on some crucial aspects of 'Native Education' policy during the period 1939-48. It is contended that 'Native Education' cannot be analysed outside its political and economic context. It was an essential aspect of the broader 'Native' policy followed by successive white governments (Provincial and Union) in S.A. before 1948. The study is divided into two parts. Part one provides the economic, political and educational (Native) background of the period 1939-48. Chapter one assesses the political and economic context of 'Native Education' prior to 1939. Chapter two provides an historical analysis of 'Native Education' prior to 1939 and highlights the following crucial issues: (i) the role of the missionary as educator; (ii) the State's interest in industrial education for Africans; (iii) the State's financial provision for 'Native Education'. Part two attempts to uncover aspects of the political orientation of the U.P. Government's 'Native Education' policy (1939-48) and investigates the following issues: (i) why the State provided insufficient financial backing for 'Native Education' when compared with that given to White Education (Chapter five); (ii) the reasons for the introduction of the 1943 School Feeding Scheme for African children; (Chapter six). (iii) the reasons for the State's provision of insufficient technical and vocational training for Africans when compared with that given to whites (Chapter seven). This section also analyses the political ideologies of the U.P. Government and the N.P. Opposition with regard to 'Native Education' (Chapters three and four) as well as the Smuts Government's 'Native' policy and the reaction to this policy (Chapter eight). The study also focuses attention on the House of Assembly Debates (1939-48) relating to the issues examined in Chapters five, six and seven. It is contended that these debates are of paramount importance for an understanding of subsequent policies as they touch on a particularly sensitive area in the field of race relations in South Africa in specific ways.
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    The introduction of Bantu education and the question of resistance, co-operation, non-collaboration or defiance?: the struggle for African schooling with special reference to Cape Town, 1945-1960
    (1986) Cameron, Michael James; Kallaway, Peter
    The purpose of the Bantu Education Act was to extend the state's direct political control over African communities: African resistance modified this control and shaped the implementation of Bantu Education. Through the centralization of the administration and the financing of African schooling the state was able to accommodate an increasing demand for schooling at a reduced cost per pupil. Control of these schools was exercised through inspectors and through statutory School Committees and School Boards. A secondary purpose of Bantu Education was to provide suitably skilled and co-operative workers to meet the needs of a growing industrial economy. The major national resistance to state control came from the A.N.C. in the form of the Bantu Education Campaign. This plan that parents should withdraw their children from state schools from 1 April 1955 received wide support in the East Rand and Eastern Cape areas. African opposition to the intervention by the state also influenced the outcome of Bantu Education - it defined the limits of the state's control and it increased the need to supply an acceptably academic education. A case study of the implementation of Bantu Education in Cape Town illustrates the above contentions. Not only were School Boards and Committees used to regulate the schools, also the selective opening of schools in the new official location and closing of other schools in “non-African” areas point to Bantu Education being used as a lever to resettle Africans. Economically the expansion of African schooling coincided with a rapid growth in Cape Town's industry but there was no simple correspondence between the two. The response to the A.N.C call to withdraw pupils from schools in Cape Town was limited not because of the absence of traditions of resistance in the City but because of divisions between resistance movements. The defiant proposal of the A.N.C was condemned by the Cape African Teachers' Association (and the Unity Movement) as shifting the burden of the struggle onto the children. The conflict between the two bodies concerned more than tactical differences since they refused to co-operate even when their tactics were the same. (e.g. to boycott School Boards and School Committees). The failure to unite resistance to Bantu Education in Cape Town arose essentially from the fact that the local A.N.C. and C.A.T.A. branches were linked to opposing movements for national liberation, viz. The Congress Alliance and the Non-European Unity Movement respectively. The latter body called on Africans not to collaborate by participating on School Boards or voting for School Committees.