The pedagogy of Porter: The origins of the Reformatory in the Cape Colony, 1882-1910

African Studies Seminar series. Paper presented 30 April, 1985This article explores the origins and nature of the reformatory in Cape colonial society between 1882 and 1910. Borne in a transitionary period, its concern was with the reproduction of a labouring population precipitated by colonial conquest. Unlike the prison and compound, which gained their distinctive character from the way in which they were articulated to an emerging industrial capitalist society, the reformatory was shaped by the imperatives of merchant capital ad commercial agriculture. The internal operations were structured by an ideology of rehabilitation through institutionalisatlon and socialisation and by the particular material conditions of the Western Cape, although the segregationist reverberations of the industrial revolution were also heard 'at a distance'. These issues conditioned, and were refracted throgh the internal structure and discipline of the reformatory, the relationship between education and work, between the reformatory and the labour market, responses of the inmates and attempts by the authorities to control these by, inter alia, a strategy of racial segregation

Aspects of child-saving in South Africa: classifying and segregating the delinquent 1917-1934

African Studies Seminar series. Paper presented April, 198

Education, punishment and the contradictions of penal reform: Alan Paton and Diepkloof Reformatory, 1934 - 1948

Paper presented at the Wits History Workshop: Structure and Experience in the Making of Apartheid, 6-10 February, 199

State policy and youth unemployment in South Africa, 1976-1992

African Studies Seminar series. Paper presented 12 October, 1992In common with many developing countries, youth unemployment in South Africa is reaching critical proportions. While the dimensions of the problem are not precisely known, studies of the 1976 youth revolt, as well as analyses of youth resistance in the 1980s, identified school-leavers with little or no prospect of employment as a central component in the form and scale of opposition to apartheid and apartheid education (Kane-Berman: 1978; Brookes and Brickhill; 1980; Swilling: 1986; Hyslop: 1988/89; Bundy: 1987). Faced with this situation, the South African state introduced various schemes and projects to soak up the unemployed, amongst whom youth featured prominently. The continuing rapidly escalating levels of unemployment amongst school-leavers are testimony to the failure of these schemes. In a context where the need to intervene and reshape the economic, social and political configuration of youth is perceived as an urgent priority by social and political actors across the board, these need to be examined, and alternatives posed

Education and Empire: Children, Race and Humanitarianism in the British Settler Colonies, 1833–1880 by Rebecca Swartz

In recent years, a range of new institutional histories of education have emerged that castlight on South Africa’s broader educational history. Rebecca Swartz’s book emphaticallybreaks with this trend by coming at the history of education from the transnational rather thanlocal end, centred as it is on constructions of black education and childhood during thenineteenth century. The focus is not specifically on South Africa—the lens is much wider—but it nonetheless also illuminates it. The book is an ambitious and highly successful attemptto examine the connections between the imperial and colonial educational worlds: the linksbetween the local, national, and global. In so doing, it is firmly located in new imperial andeducational historiographies that seek to think beyond the nation, and to examine educationalentanglements at different levels and scales of analysis. As a contribution to comparativehistory of education, it is significant

Service: The Intersection of Church and College

What does it mean to be a Church-related liberal arts college

International Service-Learning: For A World of Difference

My friends who have graduated tell me that employers want to know what jobs I have held and whether they have been overseas. How can I do these things when in college? students ask

Reformatories and industrial schools in South Africa: a study in class, colour and gender, 1882-1939

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 1989.This dissertation explores the establishment of reformatories and industrial schools in South Africa between 1882 and 1939. It focuses on the political and economic context of their emergence; the social and ideological construction of delinquency and the child in need of care; the relationship of the class, colour and gender divisions in the reformatory and industrial school system to the wider racial and sexual division of labour in a colonial order, and the implications and significance of the transfer of these institutions from the Department of Prisons to the Department of Education in 1917 and 1934 respectively Thematically, the study is divided into three parts. Part One composing chapters one. two. three, four, five and six situates the reformatory and industrial school in their political and economic, social and ideological context. Beginning with the origins of the reformatory in the nineteenth century Cape Colony it then shifts focus to the Witwatersrand where the industrial revolution re-shaped and brought into being new social forces and institutions to deal with children defined as delinquent or in need of care. It also examines the place of the reformatory and industrial school in relation to the wider system of legal sanctions and welfare methods established during this period for the white and black working classes by a segregationist state. Part Two comprising chapters seven, eight, nine and ten contrasts and compares social practices in the institutions in terms of class, colour and gender between 1911 and 1934. Included here is a consideration of the different methods of discipline and control, conditions, education and training, and system of apprenticeship provided for black and white, male and female inmates Responses of inmates to institutionalisation are explored in the final chapter of this section. The third section comprises chapters eleven (a) and (b) and chapter twelve These chapters expand on themes developed in earlier sections for the period 1934-1939. Shifts in criminological thinking and changing strategies towards juvenile delinquency in the nineteen thirties are considered in chapters eleven a) and b). The final chapter examines the nature and significance of the changes brought about particularly by Alan Paton in the African reformatory, Diepkloof, between 1934 and 1939 The conclusion provides an overview of the main arguments of each section

Apartheid education legacies and new directions in post-apartheid South Africa

Questo saggio prende in considerazione i retaggi della educazione dell’apartheid e le nuove direttive entrate in vigore dal 1994, innanzitutto problematizzando il concetto di retaggio dell’apartheid e poi esaminandolo all’interno del più vasto contesto storico che vede l’emergere di un sistema di scolarizzazione di massa differenziato su base razziale, nelle particolari condizioni politiche ed economiche del Novecento. I principali retaggi che la nuova politica del periodo post-apartheid si proponeva di affrontare comprendevano: 1) i finanziamenti, l’organizzazione e le risorse diseguali riservati alle diverse razze; 2) la scarsa qualità dell’istruzione per la popolazione nera; 3) l’alto livello di disoccupazione giovanile; 4) i bassi livelli di partecipazione all’educazione degli adulti e all’istruzione tecnica e superiore. Il saggio mostra come le nuove iniziative per la riorganizzazione dell’istruzione, la politica sul personale docente, il curriculum, lo sviluppo delle compe- tenze e l’istruzione superiore siano state prese in condizioni economiche e politiche particolari e dimostra che non hanno modificato marcate diseguaglianze e non hanno segnato una discontinuità rispetto ai risultati dell’apprendimento. Contrariamente alle posizioni di chi nega l’apartheid, questa contraddizione è spiegata in rapporto alla forte presenza del passato nel presente, alla contraddizione fra intenti educativi e risultati, e al ruolo subordinato dell’istruzione in qualunque ordine sociale