Opvoedkundige implikasies van die segregasiebeleid in Suid–Afrika in die periode 1950�?984 vir die onderwys aan swartes

[摘要] The research reported in this paper is concentrated on thefollowing question: What were the educational implications ofthe segregation policy of the National Party for the educationof Blacks during the period 1950-1984?The goal of this research was to determine the pedagogicalimplications of the segregation policy of the National Party forthe education of Blacks during the period in question.This report consists of the following chapters:* Introduction, statement of the problem, the objectives ofthe research and methodology.* Differentiation in education according to the basic religiousprinciple and the culture as determinants of theNational Party's segregation policy.* Context and background of the National Party's segregationpolicy in the education of Blacks during the period1950-1984.* Reaction against the provision of separate education.* Findings, conclusions and recommendations.It was found that a clear connection exists betweenbasic religious principles, culture and education.Differentiation according to basic Christian religiousprinciples and culture was a prominent feature of the NationalParty's segregation policy.It was also found that the terms people, race and nation wereoften confused in the literature and statements of the policy.The segregation policy has a long history. Segregation seems tohave already existed since 1652, although in unstructured form.The foundations of the National Party's segregation policy andits policy of educational segregation were already laid wellbefore 1950. From 1950 onwards, segregation became officialgovernment policy and was legalized. Although the governmentstarted to exfoliate the segregation policy from 1967onwards, this did not implicate a change in policy.The segregation policy had various pedagogical implicationsregarding the following educational matters: educationalfinancing, teachers' salaries, curriculum, the numbers ofpupils, free and compulsory education, examination results,teachers, the teacher-pupil-ratio, parental involvement,educational aims, night schools, medium of instruction,facilities, control, the provision of textbooks, appliancesand furniture and separate universities. The segregation policyalso had far-reaching effects on the personal lives of thepupils.Reaction against the policy of educational segregation alsohad harmful effects on education for Blacks.It was concluded that the National Party's segregation policydefinitely had certain pedagogical implications for theeducation of Blacks, especially in the period 1950-1984;it gave negative connotations to education for Blacks and itresulted in quantitative and qualitative differences between theeducational matters mentioned above regarding the differentpopulation groups.On the basis of the findings and conclusions it was recommendedthat the pedagogical implications of the segregation policy forthe education of Blacks should be investigated more closely,especially the various facets thereof. Facets that should comeunder scrutiny are: educational financing, salarydiscrepancies, curriculae, vocational education, examinations,teachers' qualifications, educational aims, medium ofinstruction, educational facilities, universities and thecomplaints of reactionary groups.

[发布机构] North-West University