1. I know that plagiarism is wrong. Plagiarism is using another’s work and
pretending that is one’s own work.
2. I have used the Augmented Harvard Method as the convention for citation
and referencing. Each significant contribution to, and quotation in, this
assignment from the word, or works of other people has been attributed and
has been cited and referenced.
3. This assignment is my own work.
4. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.
5. I acknowledge that copying someone else’s assignment, or part of it, is
wrong, and declares that this assignment is my own work.
,H.W.C. Scholtz HBEDECS Unique number
4907-493-8 679390
Table of Contents
1. History of education research ........................................................ 3
1.1.1 The importance of formulating and explicitly stating the
research problem ................................................................. 3
1.1.2 The missing phase and its importance to historical-
educational research. ........................................................... 4
1.1.3 Concepts to explain the unacceptable statements best: ....... 4
1.1.4 Two types of criticism used to authenticate sources. ............ 5
1.1.5 Differentiate between the concepts findings, conclusion and
recommendation. ................................................................. 6
1.1.6 Four ethical principles to adhere to when the historian of
education works with texts.................................................... 6
1.2 The Oral History Process ...................................................... 7
1.3 Relevant questions regarding visual images ......................... 8
1.3.1 THREE questions a researcher need to ask concerning the
visible aspects of an image:............................................................ 8
1.3.2 TWO questions a researcher need to ask concerning the
invisible aspects of an image. ......................................................... 8
Bibliography ....................................................................................... 9
2.1 Music and dance education.................................................... 10
Introduction ...................................................................................... 10
Music and dance as a teaching tool ................................................. 10
The San…………………………………………………………………...10
The Bantu-speaking people ............................................................. 11
Conclusion ....................................................................................... 12
Bibliography ..................................................................................... 12
3.1 Principles for the provision of education as promoted by De
Chavonnes and De Mist respectively .................................... 13
Introduction ...................................................................................... 13
Comparison between the two principles........................................... 13
5.1 Similarity and differences between the systems of John
Brebner and Nicolaas Mansvelt ............................................. 17
Introduction ...................................................................................... 17
Table highlighting a similarity between these two systems: ............. 17
Table highlighting the differences between these two systems: ....... 18
Conclusion ....................................................................................... 20
1
,H.W.C. Scholtz HBEDECS Unique number
4907-493-8 679390
6.2 The emergence of a separate system of education for
coloured people in the Cape Colony between 1918 and 1930
................................................................................................. 21
Introduction ...................................................................................... 21
A separate system of education ....................................................... 21
Expressed concern .......................................................................... 21
Improvements after inquiry .............................................................. 22
A milestone event ............................................................................ 22
Conclusion ....................................................................................... 23
2
,H.W.C. Scholtz HBEDECS Unique number
4907-493-8 679390
1. History of education research
1.1.1 The importance of formulating and explicitly stating the
research problem
According to The Oxford Illustrated Dictionary (1975, s.v. ‘delimit’) the
concept delimit refers to determining the limits or boundaries of a
problem. To delimit the research problem is essential for it helps to
focus the study on what is important and eliminates the rest.
A Research Problem typically has three components to focus on while
determining the boundaries of the problem (Macmillan & Schumacher
2014:58). These components are the context, significance and purpose
of the study.
A study will be more focused if the context, significance and purpose of
the study is clearly highlighted from the beginning. This will keep the
study focused on what is important and will guide the rest of the
research process. Knowing the set boundaries will give insight to the
type of approach that is needed and will help the researcher to decide
which data is necessary to attain in order to better the knowledge and
value of the study.
A research problem that is formulated properly will guide the whole
research process, especially if the researcher stay feasible, ethical and
focused on the significance of the study and what it can contribute.
3
,H.W.C. Scholtz HBEDECS Unique number
4907-493-8 679390
1.1.2 The missing phase and its importance to historical-
educational research.
The missing phase between choosing a research topic and formulating
its hypothesis will be to review literature on the topic.
Reviewing literature on the topic will dictate the different and current
opinions given by other researchers and experts regarding this topic.
Controversies on the topic will become clear. Studying existing
literature on the topic will help to determine the nature of data required
and the methods necessary to acquire it. To review existing literature
on your topic will give the researcher a better understanding of the
research topic he/she chose.
Reviewing literature on the topic can help the researcher to decide
whether this topic warrants any further research or if the topic has been
exhausted.
This process can be rather arduous and time-consuming, but vital
(Macmillan & Schumacher 2014:59). In this process your initial idea will
be tested and changed to a better idea.
Sometimes you will realise that your idea simply does not work and you
will need to adapt and reformulate your research problem to develop an
effective research problem.
1.1.3 Concepts to explain the unacceptable statements best:
1.1.3.1 Fallacy
1.1.3.2 Assumption
4
, H.W.C. Scholtz HBEDECS Unique number
4907-493-8 679390
1.1.4 Two types of criticism used to authenticate sources.
External and Internal criticism have proved to be useful in
authenticating sources by a historian.
External criticism, also known as lower criticism, seeks to clarify the
“external” information regarding the source, to determine the integrity of
the source – if it is what it claims to be. With external criticism the
historian will want to focus on the physical qualities of the source such
as the type of ink used, age of the document, what paper is used,
binding of the document, etc. These physical qualities can eliminate
fake sources. For example, if a source document is presumably from
100 years ago, the ink and paper would be from that time.
Internal criticism, also known as higher criticism, focuses more on the
content of the source document, analysing the content and searching
for meaning in certain statements given in the source document and
identifying whether these statements are accurate and true. At this
point the external criticism would have verified the document as
genuine. A historian busy with internal criticism will need to be very
critical and analytical with these documents, for the original opinion in
the source might obtain incorrect information or prejudiced opinions.
Fig. 1: Questions asked for each type of criticism (Newman 2003:421)
5
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