"Beyond the Syllabus": Morris Isaacson High School's Struggle for Human Equality under the Apartheid Education System, 1958-1990

Autor/in	Glaser, Clive
Titel	"Beyond the Syllabus": Morris Isaacson High School's Struggle for Human Equality under the Apartheid Education System, 1958-1990
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 5, S.475-493 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1669682
Schlagwörter	Course Descriptions; Foreign Countries; Educational Change; Teacher Salaries; Authoritarianism; Administrative Organization; Blacks; Social Change; Social Mobility; Racial Segregation; High Schools; Poverty; Creativity; High School Students; Cultural Activities; Team Sports; Intellectual Development; Enrichment Activities; Educational History; Extracurricular Activities; Slum Schools; Educational Finance; South Africa + Suchen Sie Ihr Suchwort? Kursstrukturplan; Ausland; Bildungsreform; Lehrerbesoldung; Lehrervergütung; Autoritarismus; Black person; Schwarzer; Sozialer Wandel; Soziale Mobilität; Rassentrennung; High school; Oberschule; Armut; Kreativität; High schools; Student; Students; Schüler; Schülerin; Studentin; Cultural activity; Kulturelle Aktivität; Mannschaftssport; Mental development; Geistige Entwicklung; Bereicherungsprogramm; History of education; Bildungsgeschichte; Außerunterrichtliche Aktivität; Bildungsfonds; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Bantu Education system, which replaced missionary-run black schooling in the mid-1950s, expanded schooling to accommodate the basic economic needs of the South African economy but it was done as cheaply as possible. The state paid teachers' salaries and in return it expected obedience and conformity from its employees. It was a tight-fisted, authoritarian education system, which stifled aspiration and human creativity. Yet, I want to argue in this paper, it unintentionally opened spaces which could nurture human ambition. I am not talking here about ambition merely for upward social mobility but for an assertion of humanity in the midst of a dehumanising social order. Morris Isaacson High School in Soweto was one of those spaces. I will show that Morris Isaacson, from the 1960s to the early 1990s, was a place where young people from mostly very poor backgrounds could aspire to be something more than an economic unit, where they could become creative and rounded human beings. Although the academic ethos of the school should not be underestimated, a variety of cultural, intellectual, and sports activities, which had no direct economic utility, enriched the lives of students and expanded their horizons. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01