The government appointed the Eiselen Commission whose terms of reference were to inquire into and to report on all aspects of native. Werner Willi Max Eiselen (–) was a South African anthropologist and linguist. He was an ally and associate of Hendrik Verwoerd, the Minister of Native Affairs from – and the Prime Minister of South Africa from – He led the Eiselen Commission, an advisory board that investigated native. The Eiselen Commission was responsible for developing the guidelines for the creation of native schools, designing the appropriate curriculum, and ultimately.
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This article discusses the philosophical ideology advocated and promoted by the academic, anthropologist and politician, Dr WWM Eiselen, during different periods of history in South Africa. Foucault’s genealogical analysis overlooks the spectacular but eoselen the singularity of events by favouring what is discredited and neglected.
Proponents of the ideology ensured that the notion of a “native question” was built into the “volkekunde” curriculum Gordon, When criticising the mission schools, Eiselen One can suggest that the proponents of the ideology of “volkekunde” played a crucial role in the particularization of South African political ideology, which over time has displayed itself in different ways.
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A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives
Overall, the commission would design an education curriculum that would allow blacks enough knowledge of English and Afrikaans to suit the needs commisison their white employers but never enough to be a threat and would train them in manual skills for their futures in such appropriate fields. In some instances, Eiselen observed that different denominational rivalry existed and that there was an unsystematic distribution of physical resources. Please eiseleen links to this page from related articles ; try the Find link tool for suggestions.
Space and spatiality at Gerlachshoop and Thabantsho This page was last edited on 10 Octoberat How to cite this article. For example, from the early s, Eiselen had questioned the morality of the policy of separation to the extent that he even labeled the Hertzog Native Bills 8 as being morally suspicious.
In this commssion, I focused on sovereignty in the state and the sovereignty in society. This dual medium of instruction was introduced so that eventually, students could serve the needs of white society, by enabling them to follow oral and or written instructions.
The BMS viewed the extension of missionary work into the Transvaal as another German presence in a foreign country, in this case the Transvaal or the “Zuid Afrikaansche Republiek” ZAR was identified as a possible station Boshoff, The Report absorbed several predominant ideas of the time and it attempted to outline the foundations of a regulated education system.
Intellectually, the ideology commissin “volkekunde” can be traced back to Germany in the s when it was a leader in the field of ethnology and especially in African languages Gordon, Sorry, but downloading is forbidden on this website.
Eiselen promoted the idea that it is imperative and should possibly be compulsory that the Bantu people in particular learn their own languages. eiselej
Eiselen report – Research Paper Example :
Volkekunde studies people as complex beings as they lead a creative existence, following their nature and character, in changing social-organic entities, called etniee ethnoseswhich are involved in a process of active adaptation to a complex environment existing comission space and time.
Under eiseoen direction of the white elite, the goal of native education in South Africa was to impart a white supremacist ideology. If non-whites were to be given a say in matters affecting their welfare, they were to do that in their separate institutions described as their “own” areas.
Eiselen was not in total agreement with the segregationist ideology long before it could be legislated. This bill was to completely change the course of education for blacks in South Africa during the following four decades.
While the whites were educating the blacks to be manual laborers who would undertake the menial jobs that whites did not desire, an air of fear grew amongst the white industrial class.
Eiselen report Paper
InEiselen sat on the Committee on Bantu Languages where the possibility of making Bantu languages available to Bantu students at a higher grade was explored. The preservation of culture in different locations reserves was of primary importance to him. Towards the end of the s the Afrikaner Broederbond had shifted to become a Christian-national organisation which resisted any form of eisdlen amalgamation between the English and Afrikaners, and it succeeded in asserting itself as the institutional and intellectual core of the nationalist movement Dubow, To coerce all together to bear “personal” fiselen “financial” burdens for the commissino of the natural unity of the State.
In the same year, the Group Areas Act enforced residential segregation through home expropriations and massive forced removals into selected areas Minister of Native Affairs Dr.
These two acts formed the cornerstone of the apartheid system thereby affecting every comission of South African social, economic, and political life. Sorry, but copying text is forbidden on this website. A Culture of Learning is embedded within a society and its corresponding culture and reflects the importance of education within the larger culture.
This article is an orphanas no other articles link to it. Inside the Afrikaner Broederbond.