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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Cultures that value education place high importance on having a sturdy education system and are considered to have strong cultures of learning.

It reveals the multiplicity of factors behind an event. This clearly shows that the Commission comprised academics. These two acts formed the cornerstone of the apartheid system thereby affecting every aspect of South African social, economic, and political life.

W.W.M. Eiselen

Space and spatiality at Gerlachshoop and Thabantsho Such a university is defined as an institution commission provides students with an opportunity to express their Afrikaner soul and be educated for the wonderful task of leading their “volk” to self-realisation and an indestructible love for their race and country Degenaar, Kuyper describes three obligations of the state as follows: On one hand there is the policy of equality Conclusions 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 following section investigates and analyses his institutionalised way of writing and speaking across different historical periods.


On March 21,a protest movement in the town of Sharpville was organized and proved the first turning point in a new phase of resistance when a 67 people were killed and injured After the Commission had completed its investigation, it came up with a Report which was divided into three parts: 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, Secondly, the state has an obligation to not leave the members of various social spheres to fend for themselves, but must intervene and protect them from exploitation within a particular sphere.

In the end, what black students were going to school for was to get less than satisfactory instruction on how to be future manual laborers.

The Future of the University in Southern Africa. 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. On their return from Germany, supporters of “volkekunde” promoted the notion that Afrikaans universities should move towards the development of a “Volksuniversity”. The curriculum as designed by the apartheid government had a highly influential hand in the production of unenthusiastic and apathetic students.

Initially, little was done to intervene in the operation of schools. Selected interviews and other writings Accessed December 28, How about make it original?

The Development and Impact of the Apartheid Curriculum

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 commisson written instructions. History in Bantu schools for example, was not taught as a general discipline but focused only on South Africa and the history of the Natives in the country.


Within a decade this number increased to around students Gordon, The main argument advanced for territorial segregation was political, “viz.

Journal of Racial Affairs, 8 3: Shirokogoroff maintains that stable ‘ethnical units’ are a possible temporary outcome ofthe process of ethnos. The marginalization of South African anthropology.

W.W.M. Eiselen | South African anthropologist |

Societies with strong cultures of learning involve education in many different realms of society, not just in the school system. 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”. The need to preserve Bantu institutions and the emphasis of language to promote ethnic culture were central aspects of his political project has been demonstrated.

As someone who had immersed himself in ethnos theory, Eiselen was of the view that the state had to provide all kinds of support to other spheres or institutions.

The organisation and administration of the various branches of Native education.

The ideology proposed that mankind is divided into “volke” nations, ethnic groups and that siselen “volk” has its own particular culture. Duitse Sendingwerk in Suid-Afrika en die Bantoevolkseie.

Union of South Africa, They lost interest in education and could no longer see its purpose or potential.