A question of marginalization coloured identities and education in the Western Cape, South Africa

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dc.contributor.advisorLemon, Tonyen_ZA
dc.contributor.authorBattersby, Jane Elizabethen_ZA
dc.date.accessioned2014-12-26T14:08:10Z
dc.date.available2014-12-26T14:08:10Z
dc.date.issued2002en_ZA
dc.descriptionBibliography: leaves 341-389.en_ZA
dc.description.abstractThe 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 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 experiences of post-apartheid education policy and provision are considered. Within this 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 to 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.en_ZA
dc.identifier.apacitationBattersby, J. E. (2002). <i>A question of marginalization coloured identities and education in the Western Cape, South Africa</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science. Retrieved from http://hdl.handle.net/11427/10099en_ZA
dc.identifier.chicagocitationBattersby, Jane Elizabeth. <i>"A question of marginalization coloured identities and education in the Western Cape, South Africa."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science, 2002. http://hdl.handle.net/11427/10099en_ZA
dc.identifier.citationBattersby, J. 2002. A question of marginalization coloured identities and education in the Western Cape, South Africa. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Battersby, Jane Elizabeth AB - 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 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 experiences of post-apartheid education policy and provision are considered. Within this 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 to 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. DA - 2002 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2002 T1 - A question of marginalization coloured identities and education in the Western Cape, South Africa TI - A question of marginalization coloured identities and education in the Western Cape, South Africa UR - http://hdl.handle.net/11427/10099 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10099
dc.identifier.vancouvercitationBattersby JE. A question of marginalization coloured identities and education in the Western Cape, South Africa. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Environmental and Geographical Science, 2002 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10099en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Environmental and Geographical Scienceen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherGeography and the Environmenten_ZA
dc.titleA question of marginalization coloured identities and education in the Western Cape, South Africaen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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