The state and the liberal universities in South Africa: 1948?1990

Abstract

Abstract. Only the liberal (or "open") universities in South Africa publicly opposed the National Government and its apartheid policies, but for the most part only over issues of university and, later, academic freedom. The history of the period is not simply one of conflict between state and universities, however. It is also one of co-operation in, for example, a programme of state-financed university expansion (from which all "races" benefited). This article explores the bases for both conflict and cooperation. These include a degree of government respect for higher education and, on the other hand, the availability to the universities of certain political resources. The universities came under considerable pressure from a repressive government, but the story is not a simple one of good against evil or freedom against totalitarianism. It is both more complex and (in my view) more interesting.

South African Children Conception of Self

“…Results from previous related studies conducted by Watkins & Akande, (1992, 1994, shaped my expectations regarding this embryonic investigation. Specifically, the primary purpose of this research was to test the cross-cultural construct validity ofthe academic and social self-concept branch of the Shavelson model, by investigating the validity of the SDQ-I, the version of the SDQ-I appropriate for use with preadolescents (Grades 2-6) for South African youth.…”

“…Despite the hardships of colonial and apartheid rule, African communities still believe it is the groupwith special reference to family -and not the individual that constitutes the social nucleus. Although in away the culture core also promotes personal achievement, good character ("iwa pele") influence, prestige and hegemony (Brislin, 1995;Gerwel, 1976;Johnson, 1998;Helms, 1992;Katz, 1985;Mazrui, 1986;Moodie, 1994;Norval, 1996;Ogunnaike, 1998;Schiele, 1991).…”

The Transition to Equity in South African Higher Education: Governance, Fairness, and Trust in Everyday Academic Practice

“…Given the statutory nature of the reform, the central oversight level (which is charged with carrying out the policy mandate) tends to clash with traditionally autonomous forms of professorial power and scholarly freedom (Moodie 1994). Key elements of the data suggest that, in certain instances at the faculty level, the boundary between the executive or managerial and the professorial levels is transgressed or blurred (Thaver 2003).…”

FURTHER DOWN MEMORY LANE: A NOTE REFLECTING ON THE MISSING FOUR

“…After his retirement in 1957, Burrows was appointed Principal of the University College of Fort Hare. He held that position until 1959, when he was not reappointed owing to changes at the University College (see, for instance, Moodie, 1994:7). His tenure at Fort Hare can at best be described as turbulent (see, for instance, Burrows et al.…”