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.
It could also be argued that the Afrikaner state, and in particular Verwoerd, used the act to prevent the widespread use of English in African schools, which could later lead to a more culturally English environment.
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives
Seminary Bulletin 28, 48 The debate over the appropriate time to fully immerse Bantu students into the official languages of English and Afrikaans was long and significant.
There are two sections of thought in Eiselwn Africa in regard to the policy affecting the non-European community. On March 21,a protest movement in the town of Sharpville was organized and proved the first turning point in a new phase of resistance when a 67 people were killed and injured The ideology proposed that mankind is divided into eiseen nations, ethnic groups and that each “volk” has its own particular culture.
Sorry, but copying text is forbidden on this website. He was awarded a Bachelor’s degree in phonetics and anthropology from the University of South Africa, a Master’s degree from the University of Stellenbosch, and a doctorate from the University of Hamburg where he studied from to They lost interest in education and could no longer see its purpose or potential.
Duitse Sendingwerk in Suid-Afrika en die Bantoevolkseie. Both Afrikaans and English ethnologists in South Africa were required to study some of the German classics at one time or another.
Foucault distinguishes three major types of techniques that can be used in a genealogical analysis approach: Bantu Education to 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. Political Theory, 21 2: In South Africa, the theory was advanced through “volkekunde” and nurtured by Abraham Kuyper’s 3 the neo-Calvinist Dutch ejselen, journalist and politician viewpoint and conception of ethnic locations.
As the son of Berlin Mission Society parents, the theological principles of his parents had a significant bearing on his interpretation of and insights into government practices.
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. Towards the end of the s the Afrikaner Broederbond had shifted to become a Christian-national organisation which resisted any form of “samesmelting” amalgamation between the English and Afrikaners, and it succeeded in asserting itself as the institutional and intellectual core of the nationalist movement Dubow, 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.
American Ethnologist, 15 3: Selected interviews and other writings White, Black, Coloureds, and Asians. 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.
Eiselen and the Bantu Education Act of The Afrikaner-Broederbond is born from a deep conviction that the Afrikaner nation has been planted in this country by God’s hand and is destined to remain here as a nation with its own character and its own mission Die Transvaler, The establishment of these authorities was in accordance with the resolution taken already in by the executive council of the Afrikaner Broederbond that different tribes be settled in separate areas, and that over time these would attain a commisdion degree dommission self-government under the supervision of the Native Affairs Department.
For example, algebra and geometry were seen as unnecessary subjects and were omitted from the curriculum, while geography was retained, but it was eieelen in such a way that left most black students with only a knowledge of the countries and oceans immediately surrounding them.
Kuyper lectures on Calvinism. Dr Eiselen was also a “Broederbonder”, i. Promotion of Self-Government Act, No 46 of Turfloop, University of the North.
Eiselen was born in near Botshabelo in the former Eastern Transvaal. Eiselen’s books and works were commonly cited by the National Party and pro-apartheid South Africans, and he is sometimes referred to as an “intellectual architect” of the system.
Two lectures at Dartmouth. The Commissioners believed that all aspects of Bantu education should be controlled and coordinated by the state. According to repressionist advocates, industrial education would be an appropriate subject in the education of a native, just so long as the native did not procure knowledge surpassing that of manual labor. The Commissioners were concerned about scientific facts and tables which detailed expenditure, enrolments, rates of retardation, examination scores, etc.
It has chosen the latter alternative. 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 community Eiselen, These authorities had no real authority and were predominantly advisory bodies Horrel, Eiselen was a supporter of apartheid ; he believed that it would be better for both white and black South Africans.
This dual medium of instruction was cokmission so that eventually, students could serve the needs of white society, by enabling them to follow oral and or written instructions. The second motif had the notion that the non-white groups were guaranteed, within certain limits, an “eiesoortige” their own separate kind of development Verkuyl,