EISELEN COMMISSION PDF
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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To defend individuals and the weak ones in those spheres, against the abuse of power of the rest; and.
Eiselen report – Research Paper Example :
Eiselen, in his capacity as the Secretary of the Department of Bantu Administration and Development in further remarked that “neither of the great Bantu groups properly belonging to the Union [of South Africa] is by any means homogeneous either as regards language or culture” Eiselen, It has chosen the latter alternative.
Republic of South Africa The work done by some advocates of ethnos theory, including Coertze and Eiselen, is far removed from the contextual exposition of Shirokogoroffs work.
Kuyper for a New Century.
As an academic, Eiselen found himself wedged between two opposing approaches to anthropology. Social Anthropology in a Divided Society. Societies eiselsn strong cultures of learning involve education in many different realms of society, not just in the school system. Proponents of the ideology ensured that the notion of a “native question” was built into the “volkekunde” curriculum Siselen, 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.
Since the Commission eiaelen composed predominantly of academics, the Report was more of a ccommission document. Eiselen was not in total agreement with the segregationist ideology long before it could be legislated. Journal of Southern African Studies, 8: Two Lectures at Dartmouth.
To them, it was a vital, if not the only way of advancement and integration: The first term of reference established by the commission and which reflected the intent of the government stated that:.
When criticising the mission schools, Eiselen Segregation in South Africa had existed in history as a matter of custom and practice but afterit was enshrined in various legislative frameworks Soudien, This page was last edited on 10 Octoberat These two acts formed the cornerstone of the apartheid system thereby affecting every aspect of South African social, economic, and political eiselfn.
Eiselen and the Bantu Education Act of When the Commission on Native Education was set in under the chairpersonship of Dr Eiselen, Native education was still a controversial issue within the National Party government.
Instead, what the apartheid government devised was a curriculum that would mold the black population into future laborers of the white commissiob. This clearly shows that the Commission comprised commissioh. The Journal of African History, 33 2: Space and spatiality at Gerlachshoop and Thabantsho The first motif, the Christian National, promoted the idea that the Afrikaner nation was separate and should therefore be identified with western Christian civilisation.
Another fundamental key argument was that a cultural difference existed eixelen the different groups of people making it impossible for different people to form part of one community. The second type of sovereignty is what Kuyper call the “sphere of spheres” sovereignty of the state commiseion embraces the whole extent of human life.
Because only a small number of black students matriculated to Standard VI, large numbers of students exiting Bantu schools were left with a very limited understanding of the world around them.
One can suggest that the proponents of the ideology of “volkekunde” played a crucial role in the particularization of South African political ideology, which over time has displayed itself in different ways. Bantu education was justified by the Dutch governmental spokesperson at the time, Dr. This is precisely what Eiselen believed.
Eiselen commmission the territorial zoning of the Bantu people. These authorities had no real authority and were predominantly advisory bodies Horrel, An Archaeology of the Human Sciences. This article is an orphanas no other articles link to it. The Commission was concerned with what Fleisch Shirokogoroff maintains that stable ‘ethnical units’ are a possible temporary outcome ofthe process of ethnos.
Eiselen report Paper
It is supported by the utilisation of the vernacular as instructional medium and is directed at development within the own community. In order to understand education for African people, it is critical to understand the overall context and development of the social, philosophical, political, religious and cultural dimensions of South Africa itself.
The first term of reference established by the commission and which reflected the intent of the government stated that: He led the Eiselen Commission, an advisory board that investigated native education and formed the basis of the Bantu Education Act of which moved control of education of South Africa’s blacks from missionary schools to local government control.
Views Read Edit View history. The curriculum as designed by the apartheid government had a highly influential hand in the production of unenthusiastic and apathetic students. The ideology proposed that mankind is divided into “volke” nations, ethnic groups and that each “volk” has its own particular culture.
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 roots and development of volkekunde in South Africa. As stated vommission the Senate Debates:.
The Commissioners were concerned about scientific facts and tables which detailed expenditure, enrolments, rates of retardation, examination scores, etc. Culture, Church, and Civil Society: If non-whites were to be given a say in matters affecting their welfare, they were to do that in their separate institutions described as their “own” areas.
Unpublished thesis, Harvard University, Boston. The Afrikaner Commiasion was formed to advance the Afrikaner cause and its interests. Accessed December 28,