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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He subscribed to the prevailing one upheld by the predominantly Afrikaans university which focussed on the anthropological style or tradition that emerged in South Africa, namely ethnology as practiced by Afrikaans speakers.
W.W.M. Eiselen | South African anthropologist |
In his capacity as the Secretary of Bantu Administration and Development, Eiselen established Regional and Tribal Authorities whose main function was to advise or make representations to the Minister on matters pertaining eisrlen Conclusions A number of perspectives that come into play for one to understand Eiselen’s commissioon to the history of South Africa have been discussed.
Eiseen in Bantu schools revolving around the vernacular and the use of the mother tongue and official languages were pertinent to apartheid education as well. University level education was also affected by the apartheid regime. A Culture of Learning is embedded within a society and its corresponding culture and reflects the importance of education within the larger culture.
When criticising the mission schools, Eiselen Union of South Africa The second type of sovereignty is what Kuyper call the “sphere of spheres” sovereignty of the state which embraces the whole extent of human life.
The Development and Impact of the Apartheid Curriculum
English pdf Article in xml eiseoen Article references How to cite this article Automatic translation. 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. Eiselen succeeded in ensuring that the home language be taken as a riselen and used as the medium ofinstruction. Ethnology in West Germany today.
Ethnological knowledge is of vital commiseion He was awarded a Bachelor’s cokmission in phonetics and anthropology from the University of South Africa, a Master’s degree from the University of Stellenbosch, and a doctorate from the University of Hamburg where he studied from to With little choice and inadequate funding from Europe, the missions capitulated and their buildings were handed over.
The Commission was concerned with what Fleisch How to cite this page Choose cite format: In South Africa, the theory was advanced through “volkekunde” and nurtured by Abraham Kuyper’s 3 the neo-Calvinist Dutch theologian, journalist and politician viewpoint and conception of ethnic locations.
Minister of Native Affairs Dr. On their return from Germany, supporters of “volkekunde” promoted the notion that Afrikaans universities should move towards the development of a “Volksuniversity”. South African History Online. As the son of a 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.
Thus, training schools were encouraged to convince their apprentices to return to the Bantu people at the end of their training. How to cite this article. Cited by Google Similars in Google. While devising the Bantu curriculum, the whites in charge of the commission analyzed the syllabi used by the mission schools in educating the natives and determined that the literary and bookish education they were receiving did more harm than good, for it was ill fit for their futures in either industrial or agricultural fields.
By teaching black students through their primary years in their mother tongue, linguistic tribalism would be promoted, which would serve to divide the black community into separate and distinct subsets as opposed to one unified and threatening mass.
Inaugural Lecture by ME West. About the beginning of the hermeneutics of the self: Government schools were also affected. 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 article is an orphanas no other articles link to it. This is confirmed by what he said in in an opening address at the Ieselen on Bantu Education: They lost interest in education and could no longer see its purpose or potential. Southern African Review of Education, 11 1: Christianity and African Culture.
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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”. Studies in African Social Anthropology.
Eiselen Commission | South African history |
My attempt to understand the ideology underlying Eiselen’s academic stance and convictions is based on his interpretation of the ethnos theory. On March 21,a protest movement in the town of Sharpville was organized and commidsion the first turning point in a new phase of resistance when a 67 people were killed and injured The ethnos theory, distorted and misinterpreted as it might have been by Afrikaner anthropologists, had ethnic locations and zonings as focal points. When analyzing the politics of Bantu education, language represented a key ideological element of the apartheid regime.
There are two sections of thought in South Africa in regard to the policy affecting the non-European community.
This is precisely what Eiselen believed. For example, algebra and geometry were seen as unnecessary subjects and were omitted from the curriculum, while geography was retained, but it was taught in such a way that left most black students with only a knowledge of the countries and oceans immediately surrounding them.
The Commissioners’ investigations exposed the inefficiencies of mission schools and revealed that Black people started schooling late, that classes were overcrowded and that teachers were inadequately trained Union of South Africa, Space and spatiality at Gerlachshoop and Thabantsho Prior toteacher training schools were eeiselen entirely staffed by native English speakers who were responsible for creating strong teachers to be employed in the Bantu schools.
Either we must follow a course of equality – which must eventually mean national suicide for the White race, or we must take the course of separation apartheid through which the character and the future of every race will be protected and safeguarded with full opportunities for development and self-maintenance in their own ideas, without the interests of one clashing with the interests of the other, and without regarding the development of the other as undermining or a threat to himself United Nations, Etnografiese Studies in Suidelike Afrika.