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The educative value of folk tales among the Zulu
No full textSubmitted in partial fulfillment of the requirements for the degree of Honours B. A. in the Department of Bantu Languages of the University of Zululand, South Africa, 1981.The aim of this paper is to bring forth the educational value of folk tales as well as the relationship that existed between grandmothers and grandchildren. Education is an old phenomenon amongst Zulus. It existed long before the white man came with a formal
type of school
The non-justiceable constitution : the dilemma of the disfranchised Black South African, 1910-1980
No full textSubmitted in satisfaction of the requirements for the degree of LLM, 1981.The constitutional history and the constitutional status quo in the Republic of South Africa have been written on, commented upon many times- But no Black man has ever committed to writing the legal impact of South Africa's laws from a Black perspective.
This paper does not seek to deal exhaustively with all the racial legislation of the Republic of South Africa. Such a task would require the writing of a 500 page work to be entitled, "The Theory and Practice of Racial Discrimination in S.A.". It is also clearly out¬side the scope of this paper.
What the writer has sought to do in this paper is to highlight those historical, legal, political and social forces that have shaped and spawned "Apartheid" in South Africa and to show how the Blacks have reacted to the enforcement of apartheid laws.
The writer has elected to discuss just a few pieces of legislation which, it seems to the writer, best re¬flect the interaction of the forces referred to above. The legislation referred to directly affects constitu¬tional issues and it is for that reason that it is re¬ferred to. The choice of laws to be referred to has been somewhat arbitrary and coloured by the writer's perceptions but it is the firm view of the writer that the treatment of the subject has been fair in the cir¬cumstances .
A brief explanatory note is called for at this
stage. »
1. The terms "Black" or Bantu" or "Native" as they
appear in the text refer to the people of African descent
in South Africa. Although since the rise of the Black
Power Movement in the Republic, the term "Black" has
come to include "Coloured" or mixed race people and
Indians, this is not the meaning attached to it in this
treatise. The reason is obvious. The Indians and
Coloureds have been treated differently and have reacted
differently to racial discrimination in S.A. and it
would require a paper about two or three times as long
as this paper to examine their position legally. The motivation has not been to discriminate against other people of colour, but the choice has been dictated by academic requirements.
2. Many Acts of Parliament have been cited with
their original titles such as "The Natives Lands Act 1913",
the "Native Administration- Act, No. 38, of 1927". How-
ever, the titles of many of these laws have been changed,
e.g., the Native Administration Act 38 of 1927 is now
called nThe Black Administration Act, No. 38 of 1927."
The "Suppression of Communism Act, No. 44 of 1950" is now called "The Internal Security Act No. ,44 of 1950." The writer has decided to retain the original titles for in his view they reflect very fully the attitudes prevailing
at the time of the passing of the statute
and the new
titles more often than not are misleading euphemisms
3. The Suppression of Communism Act, No. 44 of 1950 " which has been re—named the-Internal-Security Act, No. 44 of 1950 has not been specifically analysed in the paper. The reason for this is that it did not specifically dis¬criminate on the basis of colour but on the basis of political belief and affiliation. However, many of its provisions were later incorporated by reference to other statutes which were obviously racial, e.g.:, the "Unlawful Organisations Act of 1960". A reading knowledge of this Act will be advantageous in any attempt to assess the last-chapter of this paper
A survey of Xhosa drama
Full text linkA study submitted to the Faculty of Arts in fulfillment of the requirements for the degree of Master of Arts in the Department of General Linguistics formerly known as Bantu Languages at the University of Zululand, South Africa, 1978.This study is an attempt to give a survey of indigenous Xhosa dramatic
expressions. The writer hopes to show that traditional Xhosa drama
shares certain elements of this art with other cultures. In ether
words, there appears to be certain universals that identify all
dramatic art.
Although the study mainly concerns itself with the analysis of
indigenous forms of dramatic expression as found in oral tradition
some literary forms of Xhosa drama are also discussed. The intention
is to show how the literary forms have evolved or deviated from the
oral tradition.
The survey covers all the Xhosa speaking people of the Ngqika, Ndlambe,
Gcaleka, Thembu, Bomvana as well as Mpondo, Mpondomise, Hlubi and Bhaca ,
Although the Mpondo, Mpondomise, Hlubi and Bhaca have distinct dialectal
differences with the other Xhosa groups linguistically they, nevertheless ,
share Some common traditions with them because there is social interaction.
They attend the same schools where Xhosa is taught irrespective of the
dialect of the area. Intergroup marriages have also resulted in the
intermingling of traditions. Basically all the rituals are common in
all the groups except Umhlwayelelo (a health and fertility ritual) which
is not practised by the Mpondo, Mpondomise, Hlubi and Bhaca. The
“ingcubhe” (first fruit ritual) has not been discussed because it is only
practised by the Bhaca
The participation of the Zulus in the Anglo-Boer War, 1899-1902
Full text linksubmitted in fulfilment or partial fulfillment of the requirements for the degree of
MASTER OF ARTS in the Department of History of the University of Zululand, South Africa, 1978.In order to understand the Zulu participation in the AngloBoer
War and the Holkrantz murder in May 1902, it is essential
to trace in broad outline the attitude of the Zulus
towards the white settlers in Natal. the Governmell~ of Natal,
the British Government and the Government of the S.A. Republic
or those subjects of the Transvaal and Natal who becarne
involved in the internal faction struggles in Zululand.
The matter will only become intelligible by explaining the complexity
of those policies which evolved from such contacts
from the time of the arrival of the first white settlers in
1824 to the outbreak of the War in 1899
Community work as practised by the Valley Trust
No full textSubmitted in partial fulfillment of the requirements for the Degree of Masters of Arts in the Department of Social Work University of Zululand, South Africa, 1977.The purpose of this study is to analyze and evaluate the approach to the practice of community work in a newly developing rural community. The Valley Trust, a social welfare organisation engaged in a health promotion scheme in a rural community is used for the purpose of the analysis and*evaluation. The study report consists of nine chapters which will be briefly discussed as follows :
Chapter 1 : This is an introductory chapter which deals with the following aspects, viz.: motivation; objectives; method; and limitations of the study together with the method of presentation of the report.
Chapter Z : In this chapter the community concept is discussed. Attention is paid to the analysis of the community concept, the rural community, and the characteristics of the rural community.
Chapter 3 : Chapter 3 gives a detailed discussion of the key terms that are used in community work. These are : community organisation, community development and community work.
Chapter 4 : This chapter deals with social work and its role in the newly developing communities. Particular aspects to which attention has been given are : the nature of social work; the focus and the contribution of social work activities in the newly developing communities; the role of the social worker; and the equipment of a social worker for rural community work in the newly developing communities.
Chapter 5 : Chapter 5 gives attention to aspects of particular importance to social change. These aspects are : the prerequisites for building a
community work programme; the.factors associated with the social needs and problems among the newly developing communities; planned social change and the role of the agent of change; and certain principles and factors to be taken into account by an agency involved in community work.
Chapter 6 : In this chapter attention is given to an analysis of the community of' the Nyuswa Reserve. In this analysis points of particular importance are : the description of the Nyuswa Reserve and its inhabitants; the economic aspects of the people; the labour aspects; the educational aspects; social welfare services; communication means; and the tribal council as a unit of local authority.
Chapter 7 : Chapter 7 deals with The Valley Trust, the social welfare agency involved in community work. Attention is given to the historical survey and the objectives of The Valley Trust. Further discussion covers the membership of the Association; the Management and administration of The Valley Trust; personnel and finances.
Chapter 8 : This chapter gives attention to community work as practised by The Valley Trust. The discussion also covers the nature and range of services provided by The Valley Trust; the influence of the work of The Valley Trust; the evaluative remarks on the services of The Valley Trust.
Chapter 9 : Chapter 9 deals with conclusions, recommendations and guidelines for the future.University of Zululan
The metabletic nature of the aim in education for the Zulu people
Full text linkSubmitted in Fulfilment of the Requirements for the Degree of MAGISTER EDUCATIONIS
in the Department of PhilosophY of Education in the University of Zululand, 1977.In the study of man's struggle for existence, throughout the history of humanity and in all parts of the world, two distinct phenomena
emer.ge, that of society and that of culture. In an investigation of
life cf a people, it is necessary, therefore, to distinguish clearly
between these two concepts. Herskovits (1, p. 29) while emphasizing
the necessity for distinguishing the concept culture from its sister
concept society, at the same time stresses their essential interrelated=
ness. Not only is man a social being who essentially lives in groups
but every distinguishable human group is an organized aggregate of
individuals who follow a given way of life.The Research Committee of the University of Zululan
Title A socio-pedagogic description of some factors which influence the quality of a didactic situation in urban and rural African schools in Natal : a comparative study
No full textSubmitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of History of Education and Comparative Education at the University of Zululand, 1975.The investigator had noted that performance of secondary
pupils, especially in standard 10, had not risen to
expectations despite the application of measures such as
supervision, inspection, guidance, in-service training,
circulars and distance training of teachers.
It became clear to the researcher that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out.
2. METHOD OF INVESTIGATION
For the present study two research instruments were mainly used; namely, literature review and an empirical field investigation. There were five distinct samples to which questionnaires and interviews were administered. In order to reveal home background factors that influence scholastic achievement of secondary school pupils, a questionnaire was administered to 399 standard 7 secondary school pupils. Questionnaires were also administered to principals and standard 7 class teachers. Interviews were administered to 28 school committee members and 5 circuit managers in order to collect additional data on factors that influence secondary school pupils* scholastic achievement. Data were collected from all the subjects during the empirical study, tabulated, and duly discussed. Percentages were mainly used to analyse the pupils* responses whilst statistical methods such as means, weighted means, variance and standard deviation, apart from percentages, were employed in the analysis of data from the school committee members, teachers, principals and inspectors' responses respectively
A psycho-pedagogical study of differentiated secondary education and its significance for education in Kwa-Zulu.
Full text linkA thesis submitted in fulfilment of
the requirements for the degree of
.DOCTOR EDUCATIONIS
in the
FACULTY OF EDUCATION
In the
UNlVERSITY OF ZULULAND, 1975.A Chinese adage has it that if you are planning for a year buy
rice, if for ten years plant rice, but if for 100 years educate
your people. Educatron is a vital long-term investment for any
forward-looking community. As Bozzoli (1972: 2) puts it,
"education is as vital to a nation as is sufficient food and a
proper diet". The major purpose of planned education should be
to induct the individual into the societal pattern in such a way
that his individuality and creativeness is enhanced, not dampened
(cf. Stenhouse, 1967).
We note that today in all parts of Africa education plays a
crucial role in national planning because the future of every independent
state depends more than anything else on the rapid and
effective development of its educational system. When a metropolitan
power relinquishes control, the former subject peoples
invariably reorganize the system of education bequeathed to them
in accordance with their genuine needs and aspirations. Hopes of
achieving higher standards of living and even of attaining viable
independence seem to depend almost entirely upon the ability of
each budding state to train the human material it requires for
service at various levels in the administration. For this to
happen there must be statesmen, administrators, scientists, technicians,
engineers, doctors, artisans, educationists, and, above
all, teachers. These educators are faced with a gigantic task:
they are cal.led upon to provide an education which, ori the one
hand, will take notice of the essential humanity of the people for
whom it is designed and. on the other. enable them to take their full place in a modern scientific-technological world (cf. Duminy,
1968) ~
It is the indigenous educationist who plays a leading role in
bringing about a Black-oriented education to satisfy the authentic
needs and aspirations of the African. Needless to say, a Black
educationist whose outlook is foreign-oriented will find that his
services are not required by his newly independent community. He
becomes a "foreign native", a sort of a bat that is useful neither
to his community nor to the non-Black expatriates.
In recent times in South Africa there has come about a political
dispensation under which Africans are promised eventual
sovereign independence in their own areas referred to as Homelands.
The vexed question 0& land consoli~ation has become a formidable
bone of contention with some Homeland leaders (Ilanga, 23.7.75).
Whether political independence will become a reality or not is
neither here nor there. What interests the educationist is that
his Homeland at this stage is given some latitude to design and
plan its educational system from the nursery school to the postprimary
level except for higher education which remains under the
control of the Central Government. Soon after attaining partial
self-government in 1963 South Africa's first Homeland, the Transkei.
commenced reorganizing its educational system. Kwazulu is following
suit. She attained legislative assembly status in 1972.
Before tbat date the territory was referred to as Zululand. It
was an integral part of the Natal Province as was the case at one
time with the Transkei and the Cape Province. As such it was
subject to the jurisdiction of the Natal Provincial Administration
and the Central Government. On attaining partial self-government
in 1972, the territory's name changed to KwaZulu.The Human Sciences Research Council and the University of Zululan
Crime in Mtunzini
No full textSubmitted in fulfilment of the requirements for the degree of Master of Arts in the Department of Criminology at the University of Zululand, 1974.The present investigation is a result of the following
considerations which are of interest to the researcher:
In the first. place, not much research has been conducted
on the problem of crime among the Africans in South
Africa. There is thus very little published material
on this subject. Furthermore, the problem of crime among the Africans
has up till now mostly been investigated by white•
researchers, and in urban areas. While their efforts
are highly commendable, one problem facing white
researchers conducting research of this nature is that
they have in most cases interpreted the criminality of
the Africans in terms of their own standards. 1
Proximity to the area of research (Mtunzini) is another
factor that has prompted the investigator to undertake
this project.Human Sciences Research Counci