NAME AND SURNAME : ALBERT THIPE PAPOLE
STUDENT NUMBER : 55196063
ASSINGMENT : 02
UNIQUE NUMBER : 779097
MODULE CODE : SAE3701
,QUESTION 1
1. How did colonisation and missionary education change pre-colonial societies?
Colonialism attempted to undermine traditional, indigenous/autochthonous social structures.
This was done through conquest and ideological control. There was an emphasis on
Christianity which undermined existing beliefs amongst indigenous peoples. Schooling and
literacy were encouraged: these were provided by missionaries and church schools. Literacy
was considered important so that children could read the Bible. Mission schools often provided
a workforce for capitalist, colonial society.
Colonialism attempted to undermine traditional, indigenous/autochthonous social
structures.
This was done through conquest and ideological control.
There was an emphasis on Christianity which undermined existing beliefs amongst
indigenous peoples.
Schooling and literacy were encouraged: these were provided by missionaries and
church schools.
Literacy was considered important so that children could read the Bible.
Mission schools often provided a workforce for capitalist, colonial society (See Christie).
2. What criticisms of mission education does Christie put forward? Discuss the validity of her
criticisms.
It has been argued by Christie that Mission schools’ taught discipline and the value of hard
work which meant that social class positions were often reproduced (e.g. working-class
children went into working class positions in the economy). Critics argue that these values
helped to prepare black people to accept a subordinate position in society by accepting rather
than questioning colonization. See Christie. Although some mission schools were racially
mixed there were segregationist practices in the schools, especially in the boarding schools.
Critics argue that low levels of schooling were the norm. Learners often went to primary school
only and had 2 to 3 years of schooling. Missionary values prepared people for subordinate
roles in society and in the workforce. Some schools’ taught skills which were useful in the
workplace such as wagon making and needlework, but these skills tended to maintain social
class differentiation. Few learners became professionals. Many black learners went on to
become members of the working class rather than attaining the ‘higher’ status of the middle
class.
,3. What was the aim of the Young Christian Workers (YCW)?
The YCW is an international movement that was founded in Belgium in 1925 that aimed at
valuing the dignity and worthiness of young people across the globe. Allow the young workers
to discover the deepest meaning of their life and live in accordance with their personal and
collective dignity. Train the young workers to assume the responsibilities and find solutions to
their own situations at local, national and international levels. Educate and motivate young
workers to take actions for better working and living conditions. Promote inter-religious
dialogue among the young workers and create an intercultural society where solidarity and
justice prevail.
IYCW vision for a new society:
We want to build a society, in which there is an equal distribution of wealth and
resources, a society in which the people are at the centre of the economic, political
and social concerns and where solidarity and justice prevail. A society that guarantees
all the fundamental rights that are universally recognised for all the people.
We want Just work for all, for the functioning, transformation and development of
society and to generate the social well-being for all in all spheres of life. On this basis
work becomes human because of what people do for themselves and for others in a
social, cultural and economic context.
We want to have a society that guarantees all the people free and quality education.
And this education needs to develop our capacities and promote equal opportunities
by teaching us to learn through debates and confrontations.
We want to build a society that guarantees freedom and happiness in our work,
community and political life.
We as young workers take action to:
Restore our dignity in our lives and in our work places.
Have our rights respected in the society we live in and in our work places.
Be recognized as human beings with values other than economic ones;
Promote peace and fight against war;
Educate the young workers to oppose the neo-liberal policies and proposals of
institutions like International Monitory Fund, World Bank, World Trade Organisation.
4. Show the benefit brought about by the introduction of the National School Nutrition Programme
Benefits of school feeding on children and adolescents include alleviating hunger, reducing
micronutrient deficiency and anemia, preventing overweight and obesity, improving school
enrollment and attendance, increasing cognitive and academic performance, and contributing
to gender equity in access to education
, Question 1
I. Argue for or against the SSRC’s observation in the above statement. Make sure that you
justify/give reasons for your answer.
I argue for the above statement that the whole system of Bantu Education whose aim is to
reduce us, mentally and physically, into hewers of wood and drawers of water. I'm against
SSRC this because it is only through social science we can grow mentally, socially, health
and well being, improve our sence of finances, make our neighborhood safer and change
for the better. This is because with South Africa's Apartheid regime implementing Bantu
Education in its education sector, it led to low funding and expenditures to black schools, a
lack of numbers and training of black school teachers, impoverished black school
conditions and resources, and a poor education curriculum.
II. Imagine you are a teacher during the 1976 unrest. How would you manage discipline in
your class?
As a teacher during the 1976 unrest I would manage discipline in my class through creating
consistency whereby students of all ages will react positively to a consistent approach to
discipline. I would maintain discipline by regularly advising the students on how to carryout
themselves and always choose wisely whatever they are doing and also manage discipline
by making sure that punishments and rewards are clear. This is done by involving students
in the creation of rules or code of conduct for the classroom, such as by designing a poster
or reward system for a display is a way to build your expectations into the class culture.
Lastly, i would manage classroom discipline by keeping things exciting whereby great
classroom discipline goes hand in hand with lessons that capture your pupil’s interests. Get
to know your students and their interests so that you can tailor lessons to be as engaging
as possible for them.
Question 3
1. Missionary education expanded during the 19th and 20th centuries (until 1953/4), mainly
due to British and European missionaries. What was taught in schools in the 19th century?
Basic reading, writing (literacy).The Christian doctrine; Manual work and practical training –
mission education stressed the value of hard work and work discipline; Some boys were
trained to be carpenters, blacksmiths, masons. There were gender divisions: girls often
learnt needlework and cooking. Some learners were trained as catechists and teachers to
organize services, spread the Gospel among their people and teach basic education in
mission schools; Some mission schools provided teacher training for a small group of
people e.g. Lovedale and Healdtown
STUDENT NUMBER : 55196063
ASSINGMENT : 02
UNIQUE NUMBER : 779097
MODULE CODE : SAE3701
,QUESTION 1
1. How did colonisation and missionary education change pre-colonial societies?
Colonialism attempted to undermine traditional, indigenous/autochthonous social structures.
This was done through conquest and ideological control. There was an emphasis on
Christianity which undermined existing beliefs amongst indigenous peoples. Schooling and
literacy were encouraged: these were provided by missionaries and church schools. Literacy
was considered important so that children could read the Bible. Mission schools often provided
a workforce for capitalist, colonial society.
Colonialism attempted to undermine traditional, indigenous/autochthonous social
structures.
This was done through conquest and ideological control.
There was an emphasis on Christianity which undermined existing beliefs amongst
indigenous peoples.
Schooling and literacy were encouraged: these were provided by missionaries and
church schools.
Literacy was considered important so that children could read the Bible.
Mission schools often provided a workforce for capitalist, colonial society (See Christie).
2. What criticisms of mission education does Christie put forward? Discuss the validity of her
criticisms.
It has been argued by Christie that Mission schools’ taught discipline and the value of hard
work which meant that social class positions were often reproduced (e.g. working-class
children went into working class positions in the economy). Critics argue that these values
helped to prepare black people to accept a subordinate position in society by accepting rather
than questioning colonization. See Christie. Although some mission schools were racially
mixed there were segregationist practices in the schools, especially in the boarding schools.
Critics argue that low levels of schooling were the norm. Learners often went to primary school
only and had 2 to 3 years of schooling. Missionary values prepared people for subordinate
roles in society and in the workforce. Some schools’ taught skills which were useful in the
workplace such as wagon making and needlework, but these skills tended to maintain social
class differentiation. Few learners became professionals. Many black learners went on to
become members of the working class rather than attaining the ‘higher’ status of the middle
class.
,3. What was the aim of the Young Christian Workers (YCW)?
The YCW is an international movement that was founded in Belgium in 1925 that aimed at
valuing the dignity and worthiness of young people across the globe. Allow the young workers
to discover the deepest meaning of their life and live in accordance with their personal and
collective dignity. Train the young workers to assume the responsibilities and find solutions to
their own situations at local, national and international levels. Educate and motivate young
workers to take actions for better working and living conditions. Promote inter-religious
dialogue among the young workers and create an intercultural society where solidarity and
justice prevail.
IYCW vision for a new society:
We want to build a society, in which there is an equal distribution of wealth and
resources, a society in which the people are at the centre of the economic, political
and social concerns and where solidarity and justice prevail. A society that guarantees
all the fundamental rights that are universally recognised for all the people.
We want Just work for all, for the functioning, transformation and development of
society and to generate the social well-being for all in all spheres of life. On this basis
work becomes human because of what people do for themselves and for others in a
social, cultural and economic context.
We want to have a society that guarantees all the people free and quality education.
And this education needs to develop our capacities and promote equal opportunities
by teaching us to learn through debates and confrontations.
We want to build a society that guarantees freedom and happiness in our work,
community and political life.
We as young workers take action to:
Restore our dignity in our lives and in our work places.
Have our rights respected in the society we live in and in our work places.
Be recognized as human beings with values other than economic ones;
Promote peace and fight against war;
Educate the young workers to oppose the neo-liberal policies and proposals of
institutions like International Monitory Fund, World Bank, World Trade Organisation.
4. Show the benefit brought about by the introduction of the National School Nutrition Programme
Benefits of school feeding on children and adolescents include alleviating hunger, reducing
micronutrient deficiency and anemia, preventing overweight and obesity, improving school
enrollment and attendance, increasing cognitive and academic performance, and contributing
to gender equity in access to education
, Question 1
I. Argue for or against the SSRC’s observation in the above statement. Make sure that you
justify/give reasons for your answer.
I argue for the above statement that the whole system of Bantu Education whose aim is to
reduce us, mentally and physically, into hewers of wood and drawers of water. I'm against
SSRC this because it is only through social science we can grow mentally, socially, health
and well being, improve our sence of finances, make our neighborhood safer and change
for the better. This is because with South Africa's Apartheid regime implementing Bantu
Education in its education sector, it led to low funding and expenditures to black schools, a
lack of numbers and training of black school teachers, impoverished black school
conditions and resources, and a poor education curriculum.
II. Imagine you are a teacher during the 1976 unrest. How would you manage discipline in
your class?
As a teacher during the 1976 unrest I would manage discipline in my class through creating
consistency whereby students of all ages will react positively to a consistent approach to
discipline. I would maintain discipline by regularly advising the students on how to carryout
themselves and always choose wisely whatever they are doing and also manage discipline
by making sure that punishments and rewards are clear. This is done by involving students
in the creation of rules or code of conduct for the classroom, such as by designing a poster
or reward system for a display is a way to build your expectations into the class culture.
Lastly, i would manage classroom discipline by keeping things exciting whereby great
classroom discipline goes hand in hand with lessons that capture your pupil’s interests. Get
to know your students and their interests so that you can tailor lessons to be as engaging
as possible for them.
Question 3
1. Missionary education expanded during the 19th and 20th centuries (until 1953/4), mainly
due to British and European missionaries. What was taught in schools in the 19th century?
Basic reading, writing (literacy).The Christian doctrine; Manual work and practical training –
mission education stressed the value of hard work and work discipline; Some boys were
trained to be carpenters, blacksmiths, masons. There were gender divisions: girls often
learnt needlework and cooking. Some learners were trained as catechists and teachers to
organize services, spread the Gospel among their people and teach basic education in
mission schools; Some mission schools provided teacher training for a small group of
people e.g. Lovedale and Healdtown
