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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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Van der Wateren, H Prior toteacher training schools were almost entirely staffed by native English speakers who were responsible for creating strong teachers to be employed in the Bantu schools.

Inleiding tot die Algemene Volkekunde. On their return from Germany, supporters of “volkekunde” promoted the notion that Afrikaans universities should move towards the development of a “Volksuniversity”. In his project on separation of the Bantu people predominantly on the basis of cultural difference, Eiselen did not consider these factors. When the act came into effect in Aprilthe first of many rebellions followed and thousands of students and hundreds of teachers were dismissed. How to cite this page Choose cite format: Ultimately, it was decided by that Bantu primary schools would instruct in the mother tongue from Standards II through Standards IV, and by the late s, this instruction was being pushed into the first half of high school as well.

The issue or notion of ethnos referred to groups themselves but did not refer to designating a process in which groups were involved. 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.

At local level Eiselen was critical of the systems in place for management and control. For example, from the early s, Eiselen had questioned the morality of the policy of separation to the extent that he even labeled the Hertzog Native Bills 8 as being morally suspicious.

When analyzing the politics of Bantu education, language represented a eielen ideological element of the apartheid regime. The other Commissioners who were involved in the Commission on Native Education were: 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 development of a Bantu culture propagated by ethno-anthropologists such as Eiselen is commendable, but it should have taken into consideration a number commiswion additional factors. Dialectical Anthropology, 12 4: After giving this matter much thought, I regretfully came to the conclusion that in order to achieve the latter aim the mission bodies would have to surrender their management of schools to Local Bantu Authorities truly representative ofthe entire commisdion Eiselen, Culture cannot commission restricted to specific racial groupings and should take into consideration universal phenomenon applicable to the whole human commiasion.

We can act in only one, one of two directions. If you contact us after hours, we’ll get back to you in 24 hours or less. Initially “volkekunde” was the dominating ideology adopted at the two Afrikaans universities the University of Stellenbosch and the University of Pretoria and the Bantustan universities.

Eiselen succeeded in ensuring that the home language be taken as a subject and used as the medium ofinstruction. Accessed December 28, The different official and overlapping portfolios that Eiselen fulfilled helped him coordinate the formulation of Afrikaner opinion which locked him into an Afrikanerdom encampment.

Eiselen report Paper

The Population Registration Act worked to classify people into four racial groups: According to Coertze Turfloop, University of the North. The Commission was concerned with what Fleisch Eiselen confirmed his contribution to theory and policy towards the end of his career when he stated that: Social Anthropology in a Divided Society.

The irony was that due to a lack of properly educated matriculants at the secondary school level, many aspiring students lacked the scholastic requirements for university level studies.

By following only a few recommendations of the Eiselen report, Verwoerd introduced the Bantu Education Act, an ill-conceived blueprint for the black schooling system. Kuyper’s theory called sphere sovereignty can be ascribed to the authority and coercive power of sovereignty: Later similar laws were passed to control Coloured and Indian schooling Previous laws limiting African labour and the Bantu Education systems restrictions on black training were frequently blamed, and these arguments continued well into the seventien.

Eiselen Commission

Ejselen Lectures at Dartmouth. Official Yearbook esielen Republic of South Africa. On one hand there is the policy of equality Many blacks in the country understood, however, that they could not escape the modern world and its vernacular, which the Bantu languages simply were not equipped to cope with, and that they would need a strong understanding of one of the official languages in order to improve their appearances in the work place.


Its membership comprised less than and included several Cabinet Ministers and a number of leading Nationalist Members of Parliament. With the introduction of the Bantu Education Act inthe state sought to destroy the potentially growing nationalism of the African elite and their educational institutions, by implementing draconian measures and more stringent controls Union of South Africa How to cite this article. The Report absorbed several predominant ideas of the time and it attempted to outline the foundations of a regulated education system.

The extent to which the existing primary, secondary and vocational education system for Natives and training of Native teachers should be modified in respect of the content and form of syllabuses, in order to conform to the proposed principles and aims, and to prepare Natives more effectively for their future occupations. This fact makes his claim for not being in favour of racial discrimination questionable and should therefore be understood in the context of ideological factors that influenced his thinking during various periods.

The Development and Impact of the Apartheid Curriculum – Apartheid Transition

The Journal of African History, 33 2: In the executive council of the Afrikaner Broederbond formulated a document which called for the settlement of ‘different tribes’ in separate areas, which over time would attain a certain degree of self-government under the eisleen of the Native Affairs Department Pelzer, Under the direction of the white elite, the goal of native education in South Africa was to impart a white supremacist ideology.

The 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. It recommended that the state took over the central control from the provinces and that the community take over local control commsision religious bodies Union of South Africa, While the whites were educating the blacks to be manual laborers who would undertake the menial jobs that whites did not desire, an commissiln of fear grew amongst the white industrial class.