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You searched for subject:(Bantustan). Showing records 1 – 2 of 2 total matches.

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1. Hughes, Sara Nichole. Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics.

Degree: MAin International Studies, International Studies, 2011, University of San Francisco

The conflict in Israel-Palestine is over the sovereign control of territory and takes place within a global framework made up of clearly defined nation-states. It is within this framework that Israeli colonial expansion and construction of the separation barrier in the West Bank attempt to maximize Israeli annexation of the oPt while creating a Palestinian Bantustan “state” to contain and isolate the Palestinian people in non-sovereign territorial enclaves through the use of territoriality as a strategy for exercising sovereignty. In response to this obvious process of cantonization, Palestinians are resisting by supporting Israeli annexation – of the West Bank and its Arab population. That way, the Palestinian people can protect their rights as citizens of the State of Israel. Advisors/Committee Members: Keally McBride, PhD.

Subjects/Keywords: Israel-Palestine; Sovereignty; Territoriality; Nation-State system; Resistance; Bantustan; Human Geography; Other Arts and Humanities; Other International and Area Studies; Other Political Science; Place and Environment; Race, Ethnicity and Post-Colonial Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hughes, S. N. (2011). Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hughes, Sara Nichole. “Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics.” 2011. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/thes/9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hughes, Sara Nichole. “Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics.” 2011. Web. 18 Mar 2019.

Vancouver:

Hughes SN. Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/thes/9.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes SN. Territoriality, Sovereignty and the Nation-state System in Israel-Palestine: The Creation of the Palestinian Bantustan “state” and Shifting Palestinian Resistance Tactics. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/thes/9

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

2. Machaba, Joel Maphefa Thaloki. The Teacher protest movement in Lebowa : 1989-1992.

Degree: Humanities Education, 1995, University of Pretoria

This study was carried out in Lebow a Bantustan, situated in the Northern Transvaal Region of the Republic of South Africa. This study covered the period 1989 to 1992. This period was marked by considerable unrest and upheaval in Black education. The Black education crisis was compounded by a political climate created by the unbanning of political parties, release of political prisoners and the return of exiles in 1990, whereby several petitions for demands were handed over to the LED's Head Office and Circuit Offices, among others, by teachers (LED Annual Report, 1990: 20). The following factors were, inter alia, identified as having contributed to the educational crisis in Lebowa bantustan (LED Annual Report, 1990: 22): - * * * * * * * general campaign waged by some teachers for lawlessness, defiance and intimidation of authority; the influence of external organisations on the schools; backlogs in the provisioning of basic educational facilities; irrelevant school curriculum; teacher's low morale; lack of meaningful parental involvement in education; and limited participative decision-making and management in the schools. The mentioned factors aroused dissatisfaction and discontent among teachers. Furthermore, teachers considered education provided by the LED as perpetuating apartheid, characterised by vast disparities and uneven distribution of resources. The protesting teachers started to share this discontent. In the words of Jenkins and Perrow (1977: 250) when widespread and shared discontent increases, collective efforts to alleviate this state of affairs occur. In the case of protesting teachers the South African Democratic Teachers' Union was founded. The focus of this study, therefore, will be to describe and analyze the occurrences and effects of teacher protest activities in Lebowa for the period between 1989 and 1992. The more specific research questions will concern: * Socio-political, administrative, demographic, physical, financial and educational conditions existed, in which a teacher protest movement could take root. These factors aroused discontent and a resultant general belief among some teachers that the education received by blacks was inferior; * Transformation of collective beliefs into collective actions and mobilisation. * Teachers became convinced that movement participation was an effective way of redressing grievances. As such SADTU attempted to mobilise consensus among the protesting teachers. Consensus mobilisation was done through the aid of frame alignment processes (e.g. bridging, amplification and transformation) and four group processes (e.g. consciousness-raising, collective empowerment, polarisation and collective decision-making). The latter created a willingness to sacrifice personal welfare for a collective cause; and the impact of teacher protest activities on the Lebowa government, the LED's official duties, pupil/student performances and the parents. Not only did the disruptions and protests retard the learning process in schools, but… Advisors/Committee Members: Groenewald, J. P. (advisor).

Subjects/Keywords: Northern Transvaal Region; South Africa; Lebow a Bantustan; Black education; School; Teachers; Irrelevant school curriculum; Teacher's low morale; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Machaba, J. M. T. (1995). The Teacher protest movement in Lebowa : 1989-1992. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/33169

Chicago Manual of Style (16th Edition):

Machaba, Joel Maphefa Thaloki. “The Teacher protest movement in Lebowa : 1989-1992.” 1995. Masters Thesis, University of Pretoria. Accessed March 18, 2019. http://hdl.handle.net/2263/33169.

MLA Handbook (7th Edition):

Machaba, Joel Maphefa Thaloki. “The Teacher protest movement in Lebowa : 1989-1992.” 1995. Web. 18 Mar 2019.

Vancouver:

Machaba JMT. The Teacher protest movement in Lebowa : 1989-1992. [Internet] [Masters thesis]. University of Pretoria; 1995. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/2263/33169.

Council of Science Editors:

Machaba JMT. The Teacher protest movement in Lebowa : 1989-1992. [Masters Thesis]. University of Pretoria; 1995. Available from: http://hdl.handle.net/2263/33169

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