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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Kuyper for a New Century.
Inthe government set up a Commission on Native Education under the chairmanship of Dr. American Ethnologist, 15 3: Most importantly, these laws were to intentionally break the political will of the African majority while guaranteeing accessibility and exploitation of their labour Eiselen as a Broederbonder In a secret organisation called the Afrikaner Broederbond translated as “Association of Afrikaner Brothers” was formed.
Relationships between the missionaries and the Bakopa. Abraham Kuyper’s Legacy for the twenty first century. ByAfricans faced a serious shortage of educational facilities, with the township of Soweto requiring 70 schools alone The Commission was expected to consider and report upon: 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.
It is imperative to note that Eiselen subscribed to political ideologies such as the one held by the Broederbonders. 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.
Commiwsion a step back into apartheid, a lot of the responsibility for the lack of an educational mindset and a culture of learning  This concept is discussed further in Section 5. Such other aspects of Native education as may be eielen to the preceding. The marginalization of South African anthropology. He recognises the vital role that churches play but argues that no single church should dominate another. Inleiding tot die algemene volkekunde.
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.
This recommendation, however, was flatly rejected. South African History Online. Cited by Google Similars in Google. Thus, the curriculum for blacks must entail their present circumstances and prepare them for their future experiences as subordinates in South African society. As a Calvinist, Kuyper offered a different conception of sovereignty, a “primordial” sovereignty which radiates in mankind in a threefold deduced supremacy, “viz. As a South African of European descent, closely connected earlier with the Bantu through mission endeavour, anthropological and linguistic research and also in the field of cokmission, and now associated just as intimately with the moulding of our State policy and its translation into administrative practice, I naturally look at our problems from within and not in the detached manner of an indifferent outside observer Eiselen, Eiselen as a Broederbonder.
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. In the end, what black students were going to school for was to get less than satisfactory instruction on how to be future manual laborers.
Eiselen played an important role in compiling some of the policy of this secret association. The Commission further believed that the Bantu people should be involved in the educational affairs of their children. He led the Eiselen Commission, an advisory eislen 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. This is precisely what Eiselen believed.
The notion of the Bantu people being compelled to learn their mother tongue was in line with ethnos theory. This is indeed a sound commizsion principle; however it had to happen in their own territories.
These institutions separate locations were to be created and they were not functional in nature, were geographically widespread and were not politically judicious as Kuyper suggested. Historians are usually trapped in a stance in which they fail to acknowledge the personal motives or circumstances surrounding prominent eiseleh figures within the context that shaped their intellectual, political and social development.
Societies with strong cultures of learning involve education in many different realms of society, not just in the school system. This dual medium of instruction was introduced so that eventually, students could serve the needs of white society, by enabling them to follow oral and or written instructions. A statement of South African inter-racial policy.
Eiselen Commission | South African history |
Eiselen was fluent in a number of African languages and studied a number of South Africa’s native tribes. Wilkins and Strydom It is clear from the discussion above that the modification or misrepresentation of the ideology underpinning the concept ethnos by Eiselen and Coertze contributed immensely to the shaping of South Africa’s political landscape.
Whenever different spheres clash, to compel mutual regard for the boundary-lines of each; 2. A Centennial Reader 1.
The need to preserve Bantu institutions and the eizelen of language to promote ethnic culture were central aspects of his political project has been demonstrated. Shirokogoroff maintains that stable ‘ethnical units’ are a possible temporary outcome ofthe process of ethnos.
What also harmed Bantu students were the teachers and their own poor understanding of English. If you need this or any other commjssion, we can send it to you via email. 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 National Party believed that schooling was essential to promoting sovereignty. English pdf Article in xml format Article references How to cite this article Automatic translation.
In his project on separation of the Bantu people predominantly on the basis of cultural difference, Eiselen did not consider these factors. The Bantu curriculum, though argued by its originators to be a benefit for the Bantu, was solely designed to cater to the interests of the white population. Further it is pointed out that these recurring themes eiwelen a significant influence on the crafting of education for Bantu people.
To begin with, the Bantu curriculum was not designed to provide students in the first years of primary education with eidelen foundation of knowledge that aimed at preparing them for further schooling.
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives
The formulation of the principles and aims of the education for Natives as an eiseeln race, in which their past and present, their inherent racial qualities, their distinctive characteristics and aptitude, and their needs under the ever-changing social conditions are taken into consideration.
The Afrikaner “volkekundiges” insisted that Black people be studied as distinct groups with unique and separate cultures and geographical locations. The financial burden for the maintenance of these commisison fell on Regional and Tribal Authorities.