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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If there were to be an influx of black, highly skilled laborers, white industrial employment would ultimately be threatened, for blacks were much less expensive to employ than any white European laborer. Bantu education was justified by the Dutch governmental spokesperson at the time, Dr.
By following only a few recommendations of the Eiselen report, Verwoerd introduced the Bantu Education Act, an ill-conceived blueprint for the black schooling system. A Eisflen Reader 1. Foucault distinguishes three major types of techniques that can be used in a genealogical analysis approach: Although ckmmission as a teaching subject was introduced at one Afrikaans university in the s, it did not spread widely until the s.
The Bantu education system diminished the desire to learn in the black community. Social Anthropology in a Divided Society. Eiselen was not in total agreement with the segregationist ideology long before it could be legislated. Two lectures at Dartmouth. White, Black, Coloureds, and Asians. Routledge and Kegan Paul. For example, eidelen 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.
The Development and Impact of the Apartheid Curriculum – Apartheid Transition
Ultimately, it was decided by that Bantu primary schools would instruct in the mother tongue from Standards II through Standards IV, and by the late s, this instruction was being pushed into the first half of high school as well.
It could also be argued that the Afrikaner state, and in particular Verwoerd, used the act to prevent the widespread use of English in African schools, which could later lead to a more culturally English environment.
With the introduction of the Bantu Education Act inthe state sought to destroy the potentially growing nationalism of the African elite and their educational institutions, by implementing draconian measures and more stringent controls The introduction of the mother tongue as a third language should be seen or interpreted commiswion terms of ejselen Bantu people adapting to a complex environment existing in euselen and time.
The archaeology of knowledge. Turfloop, University of the North. The Afrikaner Broederbond was formed to advance the Afrikaner cause and its interests.
Ethnological knowledge is of vital importance: Eiselen succeeded in ensuring that the home language be taken as a subject and used as the medium ofinstruction. Inside the Afrikaner Broederbond. These very same authorities were not given support. A number of perspectives that come into play for one to understand Eiselen’s contribution to the history of South Africa have been discussed. The issue or notion of ethnos referred to groups themselves but did not refer to designating a process in which groups were involved.
Cultures that value education place high importance on having a sturdy education system and are considered to have commossion cultures of learning. Language instruction from primary to level eight was provided in the vernacular, followed by Afrikaans, which became mandatory in secondary school Eiselen’s personal ideological background, as seen in some of his writings, interwove knowledge and power and this played a critical role in the legitimation of the apartheid government’s social order and the configuration of African education.
This section needs expansion. 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.
This bill was to completely change the course of education for blacks in South Africa during the following four decades.
In his writings, Kuyper explicated his views by explaining that the notion of ‘sovereignty in one’s own sphere’ broadly refers to institutions that comprise civil society. A statement of South African inter-racial policy.
Initially, little was done to intervene in the operation of schools. This article is an orphanas no commiesion articles link to it.
Its membership comprised less than and included several Cabinet Ministers and a number of leading Nationalist Members of Parliament. The importance of enhancing culture through the mother tongue in Transvaal was promoted by Eiselen as a Chief Inspector of Native Education.
The Bantu curriculum, though argued by its originators to be a benefit for the Bantu, was solely designed to cater to the interests of the white population.
In Eiselen’s first year as lecturer, the University of Stellenbosch introduced a degree in Bantu languages and ethnology, or “Bantuology”; and bystudents had enrolled for the course. Eiselen and the territorial zoning of the Bantu people Many arguments were raised during various historical periods in South Africa in support of, or against the policy of separate territorial zoning or, as it was commonly referred to, of “separate development”.
Eiselen report Paper
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. Services on Demand Article. Psychomental Complex of the Tungus. It aimed to find ways eiseleen Afrikaners to attain positions of power throughout the entire South African society. Proponents of the ideology ensured that the notion of a “native question” was built into the “volkekunde” curriculum Gordon, As the son of commiszion Berlin Missionary and an academic who studied anthropology and specialised in the study of Bantu languages, he believed in separation on the basis of cultural or ethnic identity.
It has chosen the latter alternative. Relationships between the missionaries and the Bakopa.
South African History Online. The establishment of these authorities was in accordance with the resolution taken already commisxion by the executive council of the Afrikaner Broederbond that different tribes be settled in separate areas, and that over time these would attain a certain degree of self-government under the supervision of the Native Affairs Department.