Cory Library for Humanities Research

2020 ◽  
Author(s):  
Jeff Peires
Keyword(s):  
South Africa ◽  
Visual Representations ◽  
Eastern Cape ◽  
Valuable Resource ◽  
Tertiary Institutions ◽  
African Languages ◽  
Civic Organizations ◽  
Comprehensive Collection ◽  
Education Act ◽  
Essential Resource

Cory Library in Makhanda (Grahamstown), South Africa, was established on the basis of historical papers bequeathed by Sir George Cory, a professor of chemistry and enthusiastic amateur historian. Initially characterized by a strong settler and colonial bias, the Library was transformed by the deposit of records from black tertiary institutions threatened by the apartheid “Extension of Universities Education” Act of 1959. These included the valuable manuscripts of the Lovedale Press, which had been, for many years, the sole publisher of books in isiXhosa and other African languages. Civic organizations such as the Black Sash, the End Conscription Campaign, and the Surplus Peoples Project, which sprang up following the Soweto uprising of 1976, likewise deposited their records. The Cory Library thus became a valuable resource for all the peoples of the Eastern Cape, rather than only for its privileged sector. Its unique and comprehensive collection of books, maps, manuscripts, official documents, and visual representations across all disciplines of all things Xhosa and Eastern Cape make the Cory Library an essential resource for all researchers with interests in this area.

scholarly journals Funksionele meertaligheid in Suid-Afrika: 'n onbereikbare ideaal?

Literator ◽  
1998 ◽  
Vol 19 (1) ◽  
pp. 35-50 ◽  
Author(s):  
M. Verhoef
Keyword(s):  
South Africa ◽  
South African ◽  
Mother Tongue ◽  
Final Report ◽  
North West ◽  
African Languages ◽  
The North ◽  
Mother Tongue Instruction ◽  
Education Act ◽  
Regional Languages

Functional multilingualism in South Africa: an unattainable ideal? Although much has been done on an official level to establish true multilingualism in South Africa, a tendency towards English monolingualism seems to exist in the country. The aim of this article is to describe the official stipulations in pursuit of multilingualism, as they appear in the Constitution (Act 108 of 1996), the School Act (Act 84 of 1996) and the final report of Langtag. In addition to the present demands, the article also responds to previous demands for multilingualism in the South African context, particularly as stated in the Bantu Education Act of 1953. It is argued that, because of the negative connotations associated with mother-tongue instruction in the past, contemporary mother-tongue instruction will also be contaminated. Apart from the theoretical investigation into multilingualism, the article reports on empirical research that has been done in this regard in the North West Province where the attitudes and perceptions of the school population towards the regional languages were measured. Although the subjects reacted positively to the official status granted to several South African languages, they expressed a preference for English as working language because of the access it gives to personal, economic and social development and empowerment. The article concludes with brief recommendations regarding language planning opportunities that derive from this situation.

scholarly journals The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa

2021 ◽  
Vol 20 (1) ◽  
pp. 342-355
Author(s):  
Matshikiza Spokazi ◽  
Simon Luggya ◽  
Magdaline Tanga
Keyword(s):  
South Africa ◽  
Multicultural Education ◽  
English Language ◽  
Medium Of Instruction ◽  
Eastern Cape ◽  
Cultural Backgrounds ◽  
African Languages ◽  
Multicultural Classroom ◽  
Universal Language ◽  
Teachers Perspectives

The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to IsiXhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.

scholarly journals Implementation of Text-To-Speech Audio System in isiXhosa for Dwesa Community in Eastern Cape Province of South Africa

10.28945/4223 ◽  
2018 ◽  
Vol 3 ◽  
pp. 001-015
Keyword(s):  
South Africa ◽  
English Text ◽  
Eastern Cape Province ◽  
Eastern Cape ◽  
Text To Speech ◽  
African Languages ◽  
Full Implementation ◽  
University Of Fort Hare ◽  
The University ◽  
Audio System

Dr. ZW Saul, the Head of the Department of African Languages at the University of Fort Hare, was considering the future of a text-to-speech system that converted English text into isiXhosa audio. The system had experienced a successful pilot, but much work remained to be done in taking the project to full implementation and sustainability.

scholarly journals Managing Conflict at Institution/s of Higher Learning: A Post-Positivist Perspective

2021 ◽  
Vol 10 (6) ◽  
pp. 1
Author(s):  
Yusuf Lukman
Keyword(s):  
South Africa ◽  
Conflict Management ◽  
Management Style ◽  
Academic Programs ◽  
Higher Learning ◽  
Eastern Cape ◽  
Tertiary Institutions ◽  
Student Protests ◽  
Institutions Of Higher Learning ◽  
Higher Institutions

Institutions of Higher Learning in South Africa annually face challenges that often lead to student protests and demonstrations, mostly at the beginning of every academic year, which adversely impact the smooth running of academic programs. Stakeholders’ expectations were at the apex of causes that destabilise the academic environment, academic almanac and the overall academic professional reputation. The volatility of this kind retards productivity and negatively affects many tertiary institutions across the Country. This empirically grounded paper focuses on conflicting variables amongst universities, but with reference to an Eastern Cape University in South Africa spread across its Campuses. Adopting the post-positivist approach, this study obtained data from over 180 respondents and the data was analysed by using descriptive and inferential statistics, including analyses of variance and Pearson Product Moment correlations. In addition, content analysis techniques were used to analyse the data collected from the unstructured questionnaire. In this empirical study the findings highlighted two major variables that gave rise to conflicts, escalation of strikes and demonstrations at Higher Institutions of learning and recommend a conflict management style apposite for handling the conundrum. The factors dealt with in this study are not peculiar to the institution studied, but  are analogous to other institutions. The findings also underscored Integrating conflict management as the most commendable style for managing conflicts at institutions of higher learning.

Influence of Knowledge Management Practices on Public Service Delivery by Municipalities

Mousaion ◽  
2019 ◽  
Vol 37 (3) ◽  
Author(s):  
Charleen Musonza ◽  
Ndakasharwa Muchaonyerwa
Keyword(s):  
South Africa ◽  
Knowledge Management ◽  
Service Delivery ◽  
Public Service ◽  
Qualitative Data ◽  
Management Practices ◽  
Integrated System ◽  
Eastern Cape Province ◽  
Eastern Cape ◽  
Public Service Delivery

This study examines the influence of knowledge management (KM) practices on public service delivery by municipalities in the Eastern Cape province of South Africa. The study sought to determine the factors that have triggered the implementation of KM practices; the effectiveness of KM practices towards public service delivery; and the extent to which KM practices have influenced public service delivery by municipalities in the Eastern Cape province of South Africa. Both quantitative and qualitative methods were employed in this study. Quantitative data were collected through a survey questionnaire administered to a sample of 202 employees at the Raymond Mhlaba Municipality in the Eastern Cape. Qualitative data were collected through observations and interviews of 2 senior managers. The data collected gave a response rate of 72 per cent. The quantitative and qualitative data were analysed descriptively and presented verbatim respectively. The results indicated that the internal and external factors included in this study have contributed to the implementation of KM practices in the municipality. Furthermore, the effective use of KM practices has increased the organisational KM initiative, as well as the provision of services such as electricity, education, transport, and social services by the municipality. The study recommends the establishment of KM awareness and the establishment of an integrated system that will assist in effective knowledge sharing, retention and acquisition across municipalities in the Eastern Cape.

Exploring the South African Government Communication on Land Expropriation without Compensation

2020 ◽  
Vol 72 (1-3) ◽  
Author(s):  
Lungisani Moyo
Keyword(s):  
South Africa ◽  
Food Security ◽  
South African ◽  
Small Scale ◽  
South African Government ◽  
Eastern Cape ◽  
The South ◽  
Land Expropriation ◽  
African Government ◽  
Government Communication

ABSTRACT This paper used qualitative methodology to explore the South African government communication and land expropriation without compensation and its effects on food security using Alice town located in the Eastern Cape Province South Africa as its case study. This was done to allow the participants to give their perceptions on the role of government communication on land expropriation without compensation and its effects on South African food security. In this paper, a total population of 30 comprising of 26 small scale farmers in rural Alice and 4 employees from the Department of Agriculture (Alice), Eastern Cape, South Africa were interviewed to get their perception and views on government communications and land expropriation without compensation and its effects on South African food security. The findings of this paper revealed that the agricultural sector plays a vital role in the South African economy hence there is a great need to speed up transformation in the sector.

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