Christian National Education (CNE) and People’s Education (PE): historical perspectives and some broad common grounds.
A recognition of the legitimate origins of the idea of Christian-National Education in a people’s struggle for freedom does not mean endorsing the idea as such. Especially in its later development, it seems that the ChristianNational idea has taken on wholly unacceptable features...For those who identify with the people’s education movement, the Christian-National idea will be a symbol of the system of oppression against which they now struggle so that it will be difficult for them to appreciate its origins in an earlier struggle against oppression that closely parallels their own... 1
Contemplative education as a response to the contradictions between neoliberalism and social justice in the Curriculum Assessment Policy Statement (CAPS)
........................................................................................................................ iv ABBREVIATIONS AND ACRONYMS .................................................................................. v CHAPTER 1: INTRODUCTION ............................................................................................ 1 1.1 Background ................................................................................................................... 1 1.2 Research motivations ................................................................................................... 2 1.3 Problem statement ........................................................................................................ 3 1.4 Research questions ...................................................................................................... 4 1.5 Purpose Statement ........................................................................................................ 5 1.6 Methodology .................................................................................................................. 5 1.6.1 Research design ................................................................................................... 5 1.6.2 Research methods ............................................................................................... 6 1.7 Research context .......................................................................................................... 7 1.8 An outline of the chapters ............................................................................................ 7 1.9 Summary ........................................................................................................................ 9 CHAPTER 2: LITERATURE REVIEW – POST-APARTHEID POLICY AND VALUES ....... 10 2.
U. S. Foreign Policy and the Education of Black South Africans
Since the Soweto student uprising in 1976, interest in the education of blacks in South Africa has grown appreciably within the United States. Of particular interest is the Reagan administration's high profile on this issue. Both Assistant Secretary of State for African Affairs Chester Crocker and Under Secretary of State for Political Affairs Lawrence Eagleburger have stated that the upgrading of black education in South Africa is of priority to U.S. foreign policy.' The first step toward implementing this policy objective was taken by sending an official delegation from the Agency for International Development (AID) to South Africa in November 1981 to test reactions to the administration's plan for a multimillion-dollar educational aid program aimed at blacks within South Africa.2 Simultaneously, Crocker was playing a major role in the organization of a closed conference at the Center for Strategic and International Affairs at Georgetown University on the topic "Furthering Higher Education of Black South Africans: How Can the United States Best Help?"3 Subsequently, Eagleburger unveiled a package of educational initiatives that included: