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SAE3701 Latest Exam Pack 2024

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Latest SAE3701 exam pack – This document will help you pass the module with ease. The document contains summary notes, previous exam/assignment questions, & answers.

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  • 30 janvier 2024
  • 133
  • 2023/2024
  • Examen
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,This document contains:
 Study Notes
 Previous Exam (Questions & Answers)
 Previous Assignments (Questions & Answers)

Please note that human errors are possible in this document

STUDY NOTES

INDIGENOUS EDUCATION IN THE PRECOLONIAL PERIOD

 What is the definition of indigenous education?
 Can be defined as codified wisdom, customs and traditions of people that have been
transmitted orally.
 Indigenous education aimed to integrate the young into various social roles because children’s
future depended on their understanding of the past.

 What were the western views of indigenous education?
 The Western people viewed indigenous people as savages with no history to transmit.
 This was a primitive view that indigenous people did not know how to bring up their children.

 What did indigenous education consist of?
 Oral history
 Tales of heroism and treachery
 Practice in skills necessary for survival.

 Language Acquisition:
 Languages are a critical resource for those who want to understand culture.
 Verbal interactions that are established between mother and child can be regarded as
culture that is embedded.
 Pre-colonial education is oral and transmitted through people’s own languages.
 Children learned through folklore.
 Verbal aspects of creative life of indigenous people were found in tales and riddles.
 Language learning took place through storytelling.
 Proverbs were used to transmit and enhance language learning.

 Initiation Ceremonies:
 Initiation ceremonies mark the passage from childhood to adulthood.
 Initiation rituals include any system of rites that are done regularly where a child is made a
member of society.

 Acquisition of Practical Skills:
 Men and women played different roles in the pre-colonial period.
 Men were responsible for guarding animals; boys were taught to make utensils and poison
arrows.
 Boys would learn by watching what older members of society did.

 What was education through socialization?
 Indigenous education was integrated with social, cultural, artistic, religious life of indigenous
people.
 Education took place through socialization.

, What are some examples of cultural rituals that formed a part of indigenous education?

 San People: The Eland:
 The San People’s rituals revolved around the Eland.
 Boys had to learn how to track an eland and about how it falls once it has been shot.

 Khoi: Learning Through Observation:
 Before birth, the Koi mother to be taken to a hut where se stayed until 7 days after the birth.
 During the period of seclusion, the mother learned how to take care of the baby.

 San Culture: The Trance Dance:
 A trance was a institutionalized, altered state if consciousness.
 Was induce through intense concentration.
 Was performed around the carcass of a recently killed animal.
 Central to the belief was the San’s belief that any animal has invisible energy.

 Puberty Ritual:
 When girls started menstruating, a puberty ritual was held.
 The girls were isolated in a hut.
 During this process the girls learned about the roles of motherhood and other
gender-appropriate skills.

 Music and Dance Education
 Indigenous music equipped young people with knowledge about the past and present traditions.
 Social norms, traditions and beliefs were depicted through music.
 The common feature of indigenous music is rhythm which engages all members of a group to
respond to a beat.
 Co-existence of different rhythms created a strong sense of community.
 Indigenous music relied entirely on oral transmission.
 Musical knowledge was learned through social events and rituals where music is an important
means of communication.
 It also played an important role in the history of Bantu speaking people.
 Bantu-speaking people used bow instruments, whistles, drums, xylophones on special
occasions.

CRITICAL READING: CORNELL NOTES

The Church And Education

 Three Views On The Roles Of Missionary Schools
 Missionaries spread the Christian faith among African tribes and bought education and
Western medicine.
 Missionaries were the main teachers of black education before Bantu education took over.
 Missionaries broke down African culture by imposing Western culture and work patterns.

 Mission Education Before 1953
 Missionaries, merchants, and traders:
 At the same time when merchants, traders and farmers were moving across Africa,
missionaries were also there.
 Missionaries came from Europe with the purpose of:
 Spreading Christianity

,  Working closely with merchants
 Educating people.
 The magistrate, the missionary and the merchant worked closely together.
 In the 1800s European merchants were looking for markets in Africa.
 This was the time of merchant capitalism.
 Merchants often used moral or Christian arguments to justify taking over Africa.
 Missionaries also had certain idea about how life should be led by civilized people.

 Missionary Schools
 Missionaries came to South Africa from different European countries.
 Mission stations were first started in the Cape and Natal.
 By the end of the 19th century there were many missionaries in South Africa.
 They wanted to establish themselves and convert people to Christianity.
 The missionaries also started mission schools.
 Missionaries believed education was a way for them to spread the gospel.

 Activities Taught At Mission Schools:
 Basic reading and writing
 Christian Doctrine
 Reading the Bible, singing Hymns
 Manual work and practical training.
 Training people to spread the gospel.

 Different Views About The Curriculum
 Many educators had different ideas about what black people should be taught.
 Some missionaries thought black people should be given the same education as white people.
Others thought the curriculum should be adapted.
 Some missionaries thought blacks were inferior and should rather be trained to be labourers.

 African Responses To Mission Schools
 Missionaries found it difficult to find converts and educate them.
 African leaders sometimes accepted missionaries as intermediaries, traders and healers.
 They resisted any attempts to break down their own values and authority structures.
 People who came to mission stations had their own reasons for doing this.
 Not many people came for religious reasons, many of them mainly came to look for work or to
seek refuge from difficulties in their own communities.
 Later when the independence of tribes was being threatened, leaders allowed some of their sons
to attend school.
 African people did not always take mission education seriously.
 They often had their own reasons for sending children to mission schools.
 If they didn’t participate in the white-controlled economy, they did not see much value in
learning to read and write.

 New Demand For Education
 By the end of the 19th century, SA was changing fast.
 African chiefdoms were defeated by white conquest and the structures changed.
 Because the economy was colonized, there was wide movement of people looking for work.
 The discovery of gold and expanding economic activity meant more black people were
interested in wage labour.
 People’s attitudes towards education also began to change. Education was seen as a way to get
into the dominant economic and social system.

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