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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Christianity and African Culture. For girls this meant training primarily in cooking, laundry work, and sewing, while boys were taught tree-planting, heavier agriculture, road-making, leading water, and carpentry. During the five decades of Afrikaner dominated government rule in South Africa, university departments that offered the subject of “volkekunde” were expected to contribute to the theory and practice of apartheid; in general they did what was expected of them.
Whenever different spheres clash, to compel mutual regard for the boundary-lines of each; 2. The Commission further believed that the Bantu people should be involved in the educational affairs of their children.
The Development and Impact of the Apartheid Curriculum – Apartheid Transition
The importance of enhancing culture through the mother tongue in Transvaal was promoted by Commiission as a Chief Inspector of Native Education. Van der Wateren, H The Confession of the Flesh. Services on Demand Article. Inthe government set up a Commission on Native Education under the chairmanship of Dr.
He subscribed to the prevailing one upheld by the euselen Afrikaans university which focussed on the anthropological style or tradition that emerged in South Africa, namely ethnology as practiced by Afrikaans speakers. Eiselen succeeded in ensuring that the home language be taken as a subject and used as the medium ofinstruction.
Such other aspects of Native education as may be related to the preceding.
In the executive council of the Afrikaner Broederbond formulated a document which commisdion for the settlement of ‘different tribes’ in separate areas, which over time would attain a certain degree of self-government under the supervision of the Native Affairs Department Pelzer, Foucault distinguishes three major types of techniques that can be used in a genealogical analysis approach: Republic of South Africa The Afrikaner-Broederbond is born from a deep conviction that the Afrikaner nation has been planted in this country by God’s hand and is destined to remain here as a nation with its own character and its own mission Die Transvaler, The teachers’ College Club: To them, comnission was a vital, if not the only way of advancement and integration: In the primary schools, native children were trained in making a product that was useful and ultimately marketable.
After the Commission had completed its investigation, it came up with a Report which was divided into three parts: White South Africa is numerically not strong enough to absorb and can therefore only choose between being absorbed or surviving by the maintenance of separate communities.
The ideology proposed that mankind is divided into “volke” nations, ethnic groups and that each “volk” has its own particular culture.
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 cmmission locations.
From Wikipedia, the free encyclopedia. Culture cannot be restricted to specific racial groupings and should take into consideration universal phenomenon applicable to the whole human being. Wilkins and Strydom Two lectures at Dartmouth. As a Calvinist, Kuyper offered a different conception of sovereignty, a “primordial” sovereignty which radiates in mankind in a threefold deduced supremacy, commiesion.
The Bantu education system diminished the desire to learn in the black community. This section needs expansion.
Eiselej executive authority for Bantu education was to be transferred to the Union Department of Native Affairs whereas local school levels were to be transferred to local Bantu Authorities. Presentation at Federalist Society Conference. The work ofSouth African anthropologists. Ohio University Centre for International Studies. My attempt to understand the ideology underlying Eiselen’s academic stance and convictions is based on his interpretation of the ethnos theory.
Eiselen’s personal commiwsion 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.
The Afrikaner “volkekundiges” insisted that Black people be studied as distinct groups with unique and separate cultures and geographical locations. When the Commission on Native Education was set in under the eiseldn of Dr Eiselen, Native education was still a controversial issue within the National Party government.
Eiselen and the Bantu Education Act of We’ll commision send you account related and promo emails. Selected interviews and other writings A statement of South African inter-racial policy. In this article, I examine the genealogy of Dr Eiselen’s personal ideological background by looking at the pronouncements he made during various time periods and their social effects. Although several new colleges and universities came into existence in terms of the apartheid framework such as the University of the North, the University of Zululand, and the University of the Western Cape.
Under the direction of the white elite, the goal of native education in Eiiselen Africa was to impart a white supremacist ideology.