| dc.description.abstract | This thesis examines the way in which the recognition of diversity can be applied as a strategy
in South African education to erode the bitter legacy of colonial education.
The establishment of formal education, built on a western foundation, was set up against a
background of colonisation as a process aimed at political subjugation and economic
exploitation. It is especially how education was utilised as a tool of colonisation in order to
facilitate the above-mentioned subjugation and exploitation through a process of cultural
subjugation that will be placed under the spotlight.
In chapter three, the process of cultural subjugation outlined in chapter two, is related to the
establishment and development of colonial education in South Africa and also how Apartheid
was a form of internal colonialism with apartheid education continuing the process of cultural
subjugation for political control and economic exploitation.
Colonial subjugation was, however, not passively accepted by the subjugated. From the
outset, subjugation spawned resistance and would eventually grow into large-scale opposition
aimed at the overall casting off of the colonial yoke. This opposition eventually led to the
political freedom of 1994. The political freedom of 1994 and the judicial framework for the
dismantling of the legacy of colonial education would not, on its own or overnight, be able to
dismantle the effects of centuries of subjugation.
The dismantling of the inheritance of colonialism, together with colonial education, requires
deliberate and constructive action. Such a process will have to include putting an end to the
subjugation of the numerous voices characteristic of South Africa. Ending this subjugation | en_US |
