Rereading Texts of “Targeted Killings” in the Hebrew Bible: An Indigenous Knowledge Systems Perspective

Language-in-education policy in the apartheid era in South Africa reflected a divide-and-rule strategy, which stipulated that each ethnic group was to be taught in its language. Thus, the post-1994 period in South Africa involved a dramatic re-imagination of the country from a racially divided nation to a diverse but united, non-racial nation. This is pertinent to South Africa, a linguistically diverse country whose history of language in education has been shaped by political interests, as well as pedagogical considerations. Against this background, since the impact of cultural diversity on education policy and reforms is a strategically significant issue for us all, this study sought to explore how Grade 4 English First Additional Language (EFAL) teachers incorporate Grade 4 EFAL learners’ linguistic diversity in teaching and learning. For this qualitative study, 10 Grade 4 teachers in 5 primary schools in one district in South Africa were used as respondents. The researcher used one-on-one telephonic interviews to collect data. The results revealed that teachers acknowledge the need to use some approaches to support oral language development. Besides, teachers use a range of strategies, from translanguaging, and code-switching to translation, to encourage learners to use their home languages to develop proficiency in the EFAL. Also, the study has shown that cooperative language learning, which shares some characteristics with communicative language teaching helps learners develop a great liking of EFAL.

Western health professionals and the public have a misguided image of war and its aftermath that is often far removed from the actual experience of non-westernised societies. A British psychiatrist...

With the end of apartheid in South Africa, and the conclusion of an era in the history of the Church in which the definitive challenge to respond to apartheid dominated theological discourse, space has emerged, gaps have arisen in public life into which leap a thousand new challenges. The context of apartheid has become, in socio-psychological terms at least, a multiplicity of new contexts. How are we to theologise now, without relinquishing what we have learned before (for to do so would be to disrespect history, and to disrespect history would be to dishonor those whose sacrifices in the past enable important possibilities in the present). This article reflects on three paradoxes, or aporiai, which open up new possibilities for imagining the theological task in a post-apartheid era in South Africa. These are the oppositions between space and time, between body and spirit, and between truth as revealed and concealed. The first opposition helps us to answer the question: Has the liberation paradigm in theology become obsolete? The second opposition poses the problem of the Cartesian splits between mind-body, God-world, internal-external, personal-social which has so bedeviled our theological work in South Africa and so limited our capacity to account for reality as one (the problem is encapsulated in the well-worn adage that politics and religion do not mix). The third opposition undermines all attempts either to close down communication between ourselves and the Other on the grounds that we have the truth, or to impose upon the Other our understanding of reality in the name of truth. This last opposition poses the question of apophatic theology in its most acute form, namely: Can we live out of faith without requiring that we possess it for our own? If we can, then our encounter with the Other in the meeting of contexts may be fruitful in reshaping the theological task, and that is what I will argue. These three components of the discussion are not systematically linked (though they can be). Rather, arising from my own questions as a result of an interpretation of the religiously informed, practically located symbolic universe of a local base community in Natal, they will take the form of parallel approaches to the same issue: the nature of the theological task in a society in transition. Each component is introduced in relation to the work of a particular scholars whose thought seems to be especially helpful in dealing with my questions. The whole may be seen as an experiment, a work in progress, a setting out of certain problems in order to state them more clearly (hopefully), and to expose this particular formulation of these problems to others for comment an criticism.

Quality, in the simplest sense, means what is fit for purpose. In every organisation or institution, quality is an essential element for the achievement of goals and success. However, during the apartheid era in South Africa there was no quality education for black citizens. The agenda of the colonialist and the apartheid regime was to provide the indigenous people with inferior education so that they would continue to live in servitude. The result of inferior education is huge unemployment among the economically active black citizens of the country. The Adult and Community Education and Training College is an institution set up by the post-apartheid government to equip adults and youths with job skills to reduce unemployment and poverty among the black citizens of the country. ACET courses must be of good quality in order to achieve their mandate. The mandate of the post-school education institution (ACET) is to equip unemployed youth and adults with quality education and training in the form of practical knowledge and skills for job creation. To achieve this objective, quality in programmes and teaching offered by the community colleges is crucial because relevant courses and effective teaching are the elements that can assist the unemployed to acquire job related skills. This chapter adopts Maslow’s theory of motivation, critical pedagogy and the empowerment theory to emphasise the importance of quality in ACET programmes in South(ern) Africa. The chapter is based on the assumption that quality programmes, teaching and learning can assist both the colleges and the adult learners to achieve their goals.

During the prolonged colonial and apartheid era in South Africa, local knowledge systems were subjugated and deliberately excluded from the higher education curriculum. After the 1994 independence, many studies called for the incorporation of Indigenous Knowledge Systems (IKS) into the formal curriculum. The study by Madlela and Ngakane developed a transformative framework for the incorporation of IKS in South Africa’s higher education curriculum to contextualise it. A detailed literature review of published journal articles and conference papers, books, dissertations, and theses inform the analysis in the chapter. Case studies relating to IKS integration into Australia’s and the Philippines’ higher education curricula were analysed and juxtaposed with African and South African case studies. This made it possible to benchmark and emulate best practices from others who have restored the dignity and rights of local people by successfully incorporating IKS into their education systems. The study is situated on the African Renaissance Theory and the constructivist teaching and learning theory.

Homelessness is a global social issue that has affected various nations around the world, including South Africa. The instances of homelessness began during the apartheid era in South Africa and have since risen to alarming levels in provinces such as Gauteng, Western Cape, and KwaZulu-Natal, as reported in the 2022 census. Despite the lack of comprehensive research on homelessness in South Africa, this study conducted a scoping review to evaluate research completed on homelessness from independence to 2020 in the country. The scoping review followed the Preferred Reporting Item for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and involved a systematic search of the Development Southern Africa and Urban Forum databases. A total of 72 research articles were identified, with 10 meeting the inclusion and exclusion criteria for the review, which were then analyzed using thematic analysis. The study identified several key themes, including homelessness as a reflection of patriarchal systems, gender-based conflicts leading to homelessness, proactive and reactive interventions by non-state actors for homeless individuals, and the quantitative focus of research on homelessness in South Africa from independence to the present day. The study presents the applicability of these findings to tackle homelessness in Papua New Guinea and recommends the use of mixed methods approaches to research homelessness in South Africa to gain a more comprehensive understanding of the various dimensions of homelessness in the country.

BackgroundOver 90% of Deaf parents have hearing children, but there are very few, if any, studies that have explored the life worlds of hearing children of Deaf adults (CODAs) in South Africa. This article is an account of part of the life experiences of a female hearing child who was born and raised by her Deaf parents in apartheid South Africa in the 1980s.ObjectivesThis study used auto-ethnography to explore the socialisation of a female coloured CODA during the height of South Africa’s apartheid era, in order to shed light on intersectional influences on identity and selfhood. The study was intended to contribute to the limited knowledge available on the life circumstances of CODAs in Global South contexts.MethodsEvocative auto-ethnography under a qualitative research paradigm was used to explore the life world of a now adult female hearing child of Deaf parents. Her thoughts, observations, reflections and involvements are articulated in a first person written narrative that is presented in this article. A thematic analysis approach was used to analyse data, and the themes that emerged are: (1) CODAs as language brokers, (2) being bilingual and trilingual, (3) being bicultural, (4) role reversal and parentification and (5) issues of identity. A discussion of these themes is interwoven with the literature, in an effort to provide a rich and robust analysis that contributes to the body of knowledge.ResultsMultiple identity markers that include disability, gender, race, age, nationality, culture and language intersect to frame the life world of a hearing child of Deaf parents who grew up in the apartheid era in South Africa. The result is both positive and negative life experiences, arising from being located simultaneously in both a hearing and Deaf world.ConclusionThis study suggests that, in part, the life world of a hearing child of Deaf parents is multi-layered, multidimensional and complex; hence, it cannot be presented with a single description. Recommendations that inform policy and practice are outlined in the concluding section of the article.KeywordsDeaf parents; hearing child; CODA; identity; apartheid; South Africa.

During the Apartheid era in South Africa, education was organized along racial lines. The apartheid policy of separate development partitioned the country into racial lines where each population group and homelands designed specifically for blacks, had their own departments of education, 18 such departments that centrally governed public schools. All decisions regarding school education were taken by the respective departments of education and schools had no authority to take decisions. During this era, schools catering for the white population group received substantial funding whereas schools catering for the other population groups received a small portion of the education budget. Since the dismantling of the Apartheid Regime in 1994, the democratic government devolved education to local communities. The education challenge in South Africa is demonstrated by the fact that education is seen as a priority at all levels of government. Thus numerous apartheid policies had to be scrapped and new legislation introduced. The devolution of authority would hopefully lead to a healthier and stronger relationship between schools and communities and provide an alternative form of accountability to bureaucratic surveillance. This chapter will focus on how South African education authorities have introduced far-reaching policies to improve the standards of school education.KeywordsPartnershipGovernanceDecentralization of educationEquitySchool funding

Background:Racial or ethnic health disparities have been evidently apparent during the apartheid era in South Africa. This study aims to assess ethnic health disparities in four elderly population groups.Methods:Data for this study emanated from the 2008 study of “Global AGEing and adult health (SAGE) wave 1” (N = 3284) aged 50 years or older in South Africa. Associations between exposure variables and outcome variables (health status variables and chronic conditions) were examined through bivariate analyses and multivariable logistic regression.Results:Indians or Asians reported the highest prevalence of poor self-rated health (23.7%) and functional disability (11.6% and 29.1%). Coloureds had the lowest grip strength (55.3%) and Whites the highest cognitive functioning (80.1%). Coloureds had the highest prevalence of hypertension (85.0%), stroke and/or angina (15.0%), edentulism (26.8%) and low vision (50.6%); and Indians or Asians had the highest prevalence of arthritis (43.5%) and diabetes (24.4%). In adjusted analysis, Whites (Odds Ratio [OR]: 0.24, Confidence Interval [CI]: 0.11, 0.57) and Coloureds (OR: 0.50, CI: 0.29, 0.87) had lower odds of self-reported health status compared to Black Africans. Coloureds (OR: 0.36, CI: 0.22, 0.61) had lower odds of grip strength than Black Africans. Indians or Asians had higher odds of functional disability (OR: 1.87, CI: 1.03, 3.02) and diabetes (OR: 2.65, CI: 1.45, 4.83) than Black Africans. Whites (OR: 3.92, CI: 1.63, 9.41) and Coloureds (OR: 2.14, CI: 1.21, 3.78) had higher odds of cognitive functioning than Black Africans. Whites had lower odds (OR: 0.54, CI: 0.31, 0.93) and Indians or Asians had higher odds (OR: 1.91, CI: 1.91, 1.01, 3.59) of arthritis than Black Africans. Coloureds had a higher prevalence of hypertension (OR: 1.71, CI: 1.14, 2.58), stroke and/or angina (OR: 1.74, CI = 1.36, 2.22), edentulism (OR: 6.51, CI: 4.07, 10.41) and low vision (OR: 1.68, CI: 1.29, 2.19) than Black Africans.Conclusion:There are still ethnic health disparities in South Africa in the post-apartheid era (i.e., Black Africans [lower cognitive functioning], Whites [poor self-reported health status and edentulism], Coloureds [poor self-reported health status, lower grip strength, arthritis, hypertension, stroke and/or angina, edentulism and low vision], Indians or Asians [poor functional disability, arthritis and diabetes]). Understanding these ethnic health disparities may help in developing better strategies to improve health across population groups.

One night during the apartheid era in South Africa, two actors on a township tour sat on a crowded cast bus and talked about creating a play that would go beyond the broad entertainment of township musicals to address some of the more serious concerns of their lives. After hours of discussion, Percy Mtwa and Mbongeni Ngema found their subject in the pages of the Bible. What would happen to Jesus Christ, they speculated, if he returned to South Africa? How would the South African government, whose apartheid policies were supposedly justified by something called ‘Christian Nationalism’, react to the Second Coming? Such was the genesis of one of South Africa’s most successful dramatic works, Woza Albert! Developed in collaborative workshops with Barney Simon, then artistic director of the Johannesburg Market Theatre, Woza Albert! performed to sold-out venues in both white urban centres and black townships in South Africa, was an acclaimed entry in the 1982 Edinburgh Festival, had a successful London run that fall, and eventually toured Germany and the United States, playing to standing ovations every evening. The play’s dramatic and musical energy, innovative style and forceful anti-apartheid stance proved remarkably successful both at home and abroad.

The project will take the form of a historical literature review paper, covering the period 1948 to 1994. We will move through the major academic texts and journal articles on education in South Africa during the Apartheid era. We will have a strong focus on the negative effects on the Black population due to the Apartheid policy, as well as its connections to labor and economic issues. We will gather our research to the sum of 10 to 15 pages, which will guide the formation of our hypothesis and eventual conclusion. Our analysis will be based on a summarized, yet detailed, overview of the available secondary academic sources. The essential focus of this paper is to analyze the weaponization of education as a tool of oppression during the APartheid era in South Afrcia.

After the formation of the Union of South Africa in 1910 the government department responsible for water governance, in terms of the Irrigation and Conservation of Water Act, No. 8 of 1912 went by the name of the Department of Irrigation. In 1956, when the Water Act, No. 54 of 1956, was passed its name changed to the Department of Water Affairs. The new legislation marked the beginning of a new era in South Africa’s water governance. The focus of the department shifted from irrigation infrastructure and bulk water governance responsibilities, to make an important contribution to the country’s social and economic development. Priorities of the day included the need for more comprehensive water infrastructure for industrial development; the greater demand for water in the country’s rapidly growing urban areas; and taking steps against the increasing threat of water pollution. In this paper the focus is on the way the department, in terms of the Water Act of 1956, responded to the policy of separate development (apartheid), but at the same time took a deeper and long-term view of the development of water infrastructure to be of value for the country and its people, beyond the shorter temporal view of the political leaders of the day. The period 1948–1960 can be seen as the first phase of apartheid (1948–1960). It was notable for the initial emergence of significant opposition amongst the country’s indigenous African people to the white minority government’s apartheid policies, but their struggle was subdued. This phase came to an end at a time when the rest of Africa was engaged in rapid decolonisation and South Africa became politically ostracised in the international arena. What is apparent is that the emergent hydraulic mission of industrialisation promoted unsurpassed development that was destined to have a marked effect on South Africa’s status as a modern state on the African continent.

In South Africa’s context, the curriculum is critical to teacher education for the preparation of pre-service teachers who will be change agents in the country’s education sector. There is a growing demand for the decolonising of the teacher education curriculum, as a paradigm shift from a Eurocentric-dominated curriculum which spans from the apartheid era to the present democratic period in South African society. As posited by various extant studies, education had been used as a tool for the segregation and oppression of black people during the apartheid era in South Africa. Studies affirm that institutional structures, curricula, and instructional delivery approaches in the present democratic South African society continue to disadvantage black students due to the education system’s Eurocentric framework.

The dismantling of Apartheid era in South Africa in 1994, the advent of democratic era, was welcomed with a package of hope for the citizens as far as development was concerned. Since then, the government has been playing a key role in service delivery. Nonetheless, gaps exist in dispensing an array of services and this has prompted the interventions of NGOs in such developmental discourses. Through a mixed method research approach, this article explores the milestones of NGOs in South Africa while drawing pieces of evidence from Eastern Cape Province. The findings indicate that NGOs have responded positively to the prevention and treatment of various diseases, offered training and facilitated medical facilities in the province, promoted early childhood education and finally ensured regularity in services delivery. The article recommends that the public should appreciate and show goodwill to the efforts of the NGOs, pull their resources together to support and sustain the already existing NGO projects.

Since Literary work is a creative work which is not limited by time and place. In this regard, John Maxwell Coetzee's novel Disgrace (1999) is no exception. Written in South Africa during the postcolonial era but still it reflects racial segregation. The story in the novel from Prof. David Lurie's point of view. The events and its main characters are described and examined from the perspective of a white Settler in South Africa. David's partial vision towards the black makes us realize that there is a kind of racial complexity. The author of this article aims to examine the key issues related to racial and social injustice. Racism is a man-made phenomenon as Huton Calvin writes, ". . . learned behaviour and learned emotions on the part of people towards another group; whose physical characteristics are dissimilar to the former group . . . as if doesn't belong to the human race" (Calvin, 175). The characters in Disgrace are also in two category: White and non-white where David represents the first and Petrus, Melanie and many other fall under the second category. The gap between the two has got a problem, even after the colonial Africa. This problem should be addressed examining through the racial complexity that exists the post apartheid era in South Africa.