Africana Library

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1982 - 198921990 - 19995

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Author: search.filters.author.Kros, CynthiaStart date: 1980

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Now showing 1 - 7 of 7
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    They wanted dancing and not merely the lambeth walk: A reasessment of the 1940s school disturbances with particular reference to Lovedale
    (1982-07-27) Kros, Cynthia
    The number of so-called disturbances in African educational institutions escalated dramatically in the decade between the mid 1930s and 1946. ‘Disturbance’ was a euphemism that covered a wide range of incidents from class boycotts to arson, fairly frequently being so serious as to cause the authorities to call in the police to restore order. The ‘disturbance’ that sent the deepest shock waves reverberating through the Liberal mission network was that at Lovedale on Wednesday, August 7, 1946. It is also the best documented. The principal, Robert Shepherd, compiled and collated a mass of information in an apparent attempt to justify his course of action. In reading his account of the riot at Lovedale, it is as well to make allowances for sensationalism and his sense of moral outrage. … The assumption underlying the spotlighting of the 1940s often appears to be that the new politics was the progenitor of contemporary opposition politics; that it spawned its analysis of society, its symbols and its strategies. Yet, the school disturbances are usually only very loosely associated with a rather ill-defined militancy in the wider society. This paper argues for a much closer alignment between the kind of political analyses and strategies for action that were being developed within the walls of institutions such as Lovedale, and those that were being formulated in the hurly burly of mass-based organisational politics beyond. It also questions the assumptions about the purely urban content of the school riots and boycotts of the 1940s. Finally, it queries the rather romantic assumptions that there were certain kinds of symbolic continuity between the school politics of the 1940s and the uprisings and boycotts of the 1970s. It is the hope of the author that by dismantling romantic assumptions and probing the specific nature of school disturbances in the 1940s, a clearer picture of African schooling under late segregation will emerge, which will provide some crucial clues to a more precise apprehension of the ideological origins and initial success, from the state's point of view, of Bantu Education.
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    Eiselen and the clash of languages
    (1990-09) Kros, Cynthia
    The events of 1976 drew attention in no uncertain way to the contention surrounding the language issue, in this case the enforced use of Afrikaans as a partial medium of instruction. It was by no means a new struggle. The controversial language policies recommended by the Eiselen Report which was the foundation of Bantu Education, had even older antecedents. Language policies are a kind of code which, when deciphered can speak of underlying class struggles. For the purposes of this paper I concentrate on the person of Werner Eiselen and the language policies he enforced as Chief Inspector of Native Education in the Transvaal in the course of the 1930s.
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    'Putting the history books straight': reflections on rewriting Biko
    (1999-06-11T07:09:19Z) Kros, Cynthia
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    Experiencing a century in a day? Making more of Gold Reef City
    (1992-07-16T07:08:49Z) Kros, Cynthia
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