Scholarly utilization of Liberation Archives at the University of Fort Hare, with a view to their transformative, emancipatory purpose
- Authors: Booi, Vuyani Gweki
- Date: 2021-01
- Subjects: Archives , Documentation
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21157 , vital:47185
- Description: The aim of the study is to assess the scholarly utilization of the liberation struggle archives in South Africa, and to determine their transformative and emancipatory purpose; focusing particularly on the archives at the University of Fort Hare, the historic alma mater of many liberation leaders. The objectives of this study are: to determine the purpose of the of deposit of documents in the archives, to investigate the ease of accessto the documents and their utilization, as well as to establish standards of assessment and to make recommendations for a more efficacious use of these valuable assets The nature of this study is interdisciplinary andcalls for the use of qualitative methodologies, including archival research and historic research. The primary sources for this research include administrative files, minutes, memos, reports, correspondence, newspaper articles, speeches, and audio-visual sources at the National Heritage and Cultural Studies Centre (NAHECS), at the University of Fort Hare. The analysis of organizational texts, citations and content analyses arethe tools that the researcher used. The study looks at the historiography of archives in general, with a focus on contested historical processes, and crossed purposes in theestablishment of political archives. The thesis draws on theoriesof the role of “liberation archives” in societies in transition to analyze the South African liberation archive as an alternative subtext, presenting distinct signposts of transformation of the national archival landscape. Key to the analysis and historiography of the South African liberation archives project is the role that the University of Fort Hare played, in cooperation with the liberation movements, including the African National Congress, the Pan African Congress, the Azanian People’s Organization /Black Consciousness Movement and the New Unity Movement, as well as the contribution made by individual prominent leaders of these organizations, in ensuring the liberation archives are housed at University of Fort Hare. The study provides an overview of the context in which the liberation archives were deposited at Fort HareUniversityand it identifies the objectives and expectations of the organizations in making this decision, including internal contestations and controversies that surrounded the Fort Hare Archives Project. The study discloses critical contestations over the project, evident in, (i.) the African National Congress (ANC) Archives dispute and its implications for the Liberation Archives at the University of Fort Hare (UFH), (ii). UFH`s attempts to resolve the dispute, (iii). the transfer of archives from the Center for Cultural Studies to the Fort Hare Library, the Commission of enquiry, or Task Team instigated to consider the significance of the dispute and controversy, key objectives, and key expectations for the liberation archives organizations and of the role of theUFH, for the transformative, emancipatory role of the archives. All these considerations bear crucial implications for the conclusion and recommendations of the study.The researcher argues that the historic speeches of Mr. Tambo and Mr. Mandela at UFHhad a significant impact on the considerations of the liberation organizations and their leaders regarding the placing of the archives atUFH, and it persuaded these organizations to see value and significance in choosing the university as the historic site where their liberation archives and materials ought to be housed. Despite good intentions regarding the value of these archives for decolonization of knowledge, there has been no systematic effort to encourage the integration of archival material into the curricula, learning materials, teaching, research or community engagement programs, where these documents are stored, in the rural Eastern Cape. There has been no internally driven strategy at Fort Hare to attract university academics and researchers to do in-depth research on the liberation archives. There are few incentives to encourage postgraduate students to undertake research on themes covered by the liberation archives. Because ofa lack of financial and material resources, personnel and instruments, there are few community engagement and outreach programs. The researcher recommends, on this basis, that the University of Fort Hare promote systematic research on the liberation archives, establish a research chair in liberation history studies; and that liberation archives be used as a vehicle to develop an emancipatory curriculum, where liberation archives are repositioned, especially in the Humanities and Social Sciences. UFH should also revive oral history on the liberation struggle as part of research that should transform scholarship. , Thesis (PhD) -- Faculty of Social Science and Humanities, 2021
- Full Text:
- Date Issued: 2021-01
- Authors: Booi, Vuyani Gweki
- Date: 2021-01
- Subjects: Archives , Documentation
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21157 , vital:47185
- Description: The aim of the study is to assess the scholarly utilization of the liberation struggle archives in South Africa, and to determine their transformative and emancipatory purpose; focusing particularly on the archives at the University of Fort Hare, the historic alma mater of many liberation leaders. The objectives of this study are: to determine the purpose of the of deposit of documents in the archives, to investigate the ease of accessto the documents and their utilization, as well as to establish standards of assessment and to make recommendations for a more efficacious use of these valuable assets The nature of this study is interdisciplinary andcalls for the use of qualitative methodologies, including archival research and historic research. The primary sources for this research include administrative files, minutes, memos, reports, correspondence, newspaper articles, speeches, and audio-visual sources at the National Heritage and Cultural Studies Centre (NAHECS), at the University of Fort Hare. The analysis of organizational texts, citations and content analyses arethe tools that the researcher used. The study looks at the historiography of archives in general, with a focus on contested historical processes, and crossed purposes in theestablishment of political archives. The thesis draws on theoriesof the role of “liberation archives” in societies in transition to analyze the South African liberation archive as an alternative subtext, presenting distinct signposts of transformation of the national archival landscape. Key to the analysis and historiography of the South African liberation archives project is the role that the University of Fort Hare played, in cooperation with the liberation movements, including the African National Congress, the Pan African Congress, the Azanian People’s Organization /Black Consciousness Movement and the New Unity Movement, as well as the contribution made by individual prominent leaders of these organizations, in ensuring the liberation archives are housed at University of Fort Hare. The study provides an overview of the context in which the liberation archives were deposited at Fort HareUniversityand it identifies the objectives and expectations of the organizations in making this decision, including internal contestations and controversies that surrounded the Fort Hare Archives Project. The study discloses critical contestations over the project, evident in, (i.) the African National Congress (ANC) Archives dispute and its implications for the Liberation Archives at the University of Fort Hare (UFH), (ii). UFH`s attempts to resolve the dispute, (iii). the transfer of archives from the Center for Cultural Studies to the Fort Hare Library, the Commission of enquiry, or Task Team instigated to consider the significance of the dispute and controversy, key objectives, and key expectations for the liberation archives organizations and of the role of theUFH, for the transformative, emancipatory role of the archives. All these considerations bear crucial implications for the conclusion and recommendations of the study.The researcher argues that the historic speeches of Mr. Tambo and Mr. Mandela at UFHhad a significant impact on the considerations of the liberation organizations and their leaders regarding the placing of the archives atUFH, and it persuaded these organizations to see value and significance in choosing the university as the historic site where their liberation archives and materials ought to be housed. Despite good intentions regarding the value of these archives for decolonization of knowledge, there has been no systematic effort to encourage the integration of archival material into the curricula, learning materials, teaching, research or community engagement programs, where these documents are stored, in the rural Eastern Cape. There has been no internally driven strategy at Fort Hare to attract university academics and researchers to do in-depth research on the liberation archives. There are few incentives to encourage postgraduate students to undertake research on themes covered by the liberation archives. Because ofa lack of financial and material resources, personnel and instruments, there are few community engagement and outreach programs. The researcher recommends, on this basis, that the University of Fort Hare promote systematic research on the liberation archives, establish a research chair in liberation history studies; and that liberation archives be used as a vehicle to develop an emancipatory curriculum, where liberation archives are repositioned, especially in the Humanities and Social Sciences. UFH should also revive oral history on the liberation struggle as part of research that should transform scholarship. , Thesis (PhD) -- Faculty of Social Science and Humanities, 2021
- Full Text:
- Date Issued: 2021-01
Teachers’ views of pragmatic strategies to enhance leadership potential for female learners in primary schools at Amathole East Education District
- Authors: Bubulu, Thandiwe
- Date: 2020-09
- Subjects: Educational leadership , School improvement programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20024 , vital:44949
- Description: This study examined how the establishment of leadership development programme targeted at female learners in primary schools could promote female learner leaders and motivate more women to take up leadership positions to address concerns of gender and to prepare females for the challenges they may face when assuming leadership roles in future.Whereas adolescent girls may be the future representation of women leaders in society, leadership development of female learners in primary schools has been neglected. Currently, a review of literature on the problem of gender imbalance at leadership level reveals a dearth of research among the youth, less so, among young women. Yet, globally, in Africa and in South Africa, particularly, there is an inequitable balance of leadership positions in society when comparing men and women. The researcher has identified this gap and has decided to dedicated research efforts in adolescent leadership development to enrich the scant existing knowledge on the born-global phenomenon. Because schools play an important role in student development and schools are a key resource for achieving equity goals, understanding how leadership is promoted by school teachers is an important step toward growing the literature on female learners’ leadership development. The study was based on five primary schools in the Amathole District in the Eastern Cape Province, South Africa. The study followed a qualitative research approach where interviews were employed to elicit data from the study’s participants and to help in understanding the phenomenon under study. A non-probability, purposive sampling technique was used where ten participants were selected. The study’s participants were five (5) principals, two (2) HoDs, two (2) post level 1 teachers and one (1) Learner Support Assistant (LSA). The study found that a paradigm shift from the traditional view of leadership, where young people are not given leadership positions because they are regarded as young or quiet is a patriarchal belief system that should be done away with. Instead, role-players should embrace and encourage female children to be transformational and servant leaders. There is need for a change of mind-set from all role-players in South Africa to accept learners as equal participants in school leadership and to prioritise the training and development of female learner leaders. Female learners need to be taught a broader understanding of leadership as a concept including differing leadership theories and styles. Leadership as a concept needs to be taught early in primary school and to all learners. The study recommended leadership development seminars, camps, workshops and guest speakers that could aid in the development of leadership at primary school, and to be prioritised. The study concluded that continuous leadership training from a young age, for all learners in primary schools should be encouraged to ensure that learners chosen to lead assume leadership roles with confidence, skills and experience. Government schools need to allocate budget for leadership development of learners, with special funding for the relatively disadvantaged gender. , Thesis (DPhil) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-09
- Authors: Bubulu, Thandiwe
- Date: 2020-09
- Subjects: Educational leadership , School improvement programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20024 , vital:44949
- Description: This study examined how the establishment of leadership development programme targeted at female learners in primary schools could promote female learner leaders and motivate more women to take up leadership positions to address concerns of gender and to prepare females for the challenges they may face when assuming leadership roles in future.Whereas adolescent girls may be the future representation of women leaders in society, leadership development of female learners in primary schools has been neglected. Currently, a review of literature on the problem of gender imbalance at leadership level reveals a dearth of research among the youth, less so, among young women. Yet, globally, in Africa and in South Africa, particularly, there is an inequitable balance of leadership positions in society when comparing men and women. The researcher has identified this gap and has decided to dedicated research efforts in adolescent leadership development to enrich the scant existing knowledge on the born-global phenomenon. Because schools play an important role in student development and schools are a key resource for achieving equity goals, understanding how leadership is promoted by school teachers is an important step toward growing the literature on female learners’ leadership development. The study was based on five primary schools in the Amathole District in the Eastern Cape Province, South Africa. The study followed a qualitative research approach where interviews were employed to elicit data from the study’s participants and to help in understanding the phenomenon under study. A non-probability, purposive sampling technique was used where ten participants were selected. The study’s participants were five (5) principals, two (2) HoDs, two (2) post level 1 teachers and one (1) Learner Support Assistant (LSA). The study found that a paradigm shift from the traditional view of leadership, where young people are not given leadership positions because they are regarded as young or quiet is a patriarchal belief system that should be done away with. Instead, role-players should embrace and encourage female children to be transformational and servant leaders. There is need for a change of mind-set from all role-players in South Africa to accept learners as equal participants in school leadership and to prioritise the training and development of female learner leaders. Female learners need to be taught a broader understanding of leadership as a concept including differing leadership theories and styles. Leadership as a concept needs to be taught early in primary school and to all learners. The study recommended leadership development seminars, camps, workshops and guest speakers that could aid in the development of leadership at primary school, and to be prioritised. The study concluded that continuous leadership training from a young age, for all learners in primary schools should be encouraged to ensure that learners chosen to lead assume leadership roles with confidence, skills and experience. Government schools need to allocate budget for leadership development of learners, with special funding for the relatively disadvantaged gender. , Thesis (DPhil) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-09
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