Ja wel as jy nou mooi daaroor dink is boere rate niks anders as "Druids" se werke nie ! - hehehe
Wat van al die mense wat met die helm gebore is ? En as jy mooi dink aan die hugonote - hulle het gevlug vir die katolieke kerk ... Ek dink ek het iets hier beet ! So wat sê julle was Ouma (en Oupa) hekse ? Soos in (Pagan-enf)Pagaan (afr) Hekse of Druids ??
Is hier miskien ook Afrikaanse hekse/Mense van die natuur.
Laat my weet !
Dra...@webmail.co.za
'n Boere Paganse Heks
Wiccan - Wikaan (?)
International Development Research Centre, Ottawa, Canada
Dear Ladies and Gentelemen,
I have just read your very commendable report: Languages of Instruction:
Policy Implications for Education in Africa, produced by the Working Group
on Educational Research and Policy Analysis from the Association for the
Development of Education in Africa (CRDI/IDRC 1997, ISBN 0-88936-829-5) of
which I read the copy that was published on the Webb.
I must, in the interests of science, point out some clear errors of fact in
the text of Chapter 1 - Policy Contexts in Africa: Issues, Problems, and
Constraints. The following staments are made:
"South Africa
The South African education system during the Apartheid years was
characterized by a curriculum that served the interests of the white
minority: second-rate education for blacks; and the imposition of an LoI
policy that favoured Afrikaans and English at the expense of African
languages. African languages were totally excluded from public life."
I should point out the following:
a) The Lol policy introduced in 1953 was that mother tongue intstruction was
used fo the first four years of education if at all possible - that it
should be extended to later years as soon as possible.This policy was
applied to such an extent that communities in cities such as Soweto were
organised along language lines, to promote the accessibility of mother
tongue instruction to pupils. Instruction in the mother tongue was available
(and utilised by almost all students) up to grade 12, and the languages were
offered at most universities. The languages included all of the 11 languages
presently recognised as official languages in South Africa as well as
several others. Despite encouragement over many years, communities could not
be persuaded to accept mother tongue instruction for education beyond the
fourth year. (The present government, in fact, during the years of struggle,
appeared to actively discourage - as a politicial tactic - mother tongue
intruction. Dr MJ Madiba, who started the Mokopane training college as early
as 1961 to train teachers to teach in the mother tongue as medium of
instruction, was bublicly rebuked by ANC led community organisations
including teacher organisations.)
b) Since 1994, mother tongue instruction has, in fact, seemed to dimininsh
as many school communities chose English as the medium of instruction, and
as many non-English speaking parents chose to send their children to English
medium schools.
c) As far as the exclusion of African languages is concerned, perhaps it is
necessary to point out that Zulu was used as official language of government
in the Kwa-Zulu region, Sotho in the Bophutatsana regions, Venda in the
Venda region, and Xhosa in the Transkei and Ciskei regions. The public
broadcaster in South Africa broadcasted in all of the present 11 official
languages as well as many others on Radio as well as TV. Coverage in African
languages (including Afrikaans) on TV has, in fact, diminished since 1994.
Masola (1989) has shown that publication of literature, text books, news
papers and magazines in African languages in South Africa flourished during
the apartheid years. This has almost ceased since 1994.
I note, from Table 3 in Chapter 3 as well as the cited references that
almost none of the academic and published work on language and literacy in
South Africa was consulted. Perhaps because most of it is available only in
Afrikaans and other African languages?
I would recommend that the authors of this work be encouraged to investigate
the matter further. The present text is is a valuable reference but is not,
where references to South Africa are concerned, to the credit of the authors
or the publisher.
If the International Development Research Centre is, as is claimed on it's
webb page, to be "a public corporation created by the Canadian government to
help communities in the developing world find solutions to social, economic,
and environmental problems through research", I suggest that some form of
control over the quality of the reasearch might be indicated.
The disinformation referred to above insults the work of the African poets,
novelists, teachers and journalisits, linguists and lexicographers who have,
in many cases, invested a life time in promoting their languages as
languages of culture and learning in South Africa.
I am faxing a copy if this letter to the Canadian High Commisioner,
Pretoria, to accompany my request for information in the Lol available to
members of the First Peoples in Canada and the history of exclusion of their
languages from public life during the years 1948 to 1994.
Wat soek die hier ????
Robert Peters wrote in message ...
> JESUS LOVES YOU ALL, ACCEPT HIM INTO YOUR LIFE NOW, AND YOU WILL NOT BE
DISSAPOINTED
Hoekom skreeu jy ? Ek het en dit gedoen en dit het ook nie gewerk nie.
> Bln246 wrote in message
...
>> Jesus Christ wants to come into your life. Only He can be your true
>> satisfaction. The Bible says that "God so loved this world (all of us)
>> He gave His only Son (Jesus) that whoever believes in Him should >>not
perish but have eternal life."
Well yes we will all have its called the circle of Life.
>> To believe in Jesus is to believe that He is The Son of God
>> and to give yourself to Him completely. Read the Bible and pray >>daily.
This is the only way to overcome evil.
Done that got the t-shirt... etc.
>> Remember there is a Heaven to gain and A REAL HELL TO AVOID. >>WE WILL
LIVE FOREVER SOMEWHERE.
Well if you really DO take your religion seriously - go and READ about it.
Hell, The Satan & The Devil was INVENTED by the christians ( after they hear
about it from the Muslims) There no such thing - Go STUDY and come back !
>> May The Grace of our Lord
>> Jesus Christ, The Love of God and The Fellowship of The Holy Spirit >>be
with you.
You should also know that the Holy trinity in not new = but is as old as
the oldest religion on earth ! ( Not even that is original )
I am work on a play about South Africa Ganaster by Maishe Maponya
I have some questions about some of the word and how they are pronance (sp?)
can any one help?
Some of them are
Ridovhakunda Ridovhavhulaya
Ridovhafara
ngamilen'e
nagmatsheloni
Ridovhavhulaya
ngamadegwana
Kharitagana
nabone
Thoho-ya Ndou
Ndizone
Boda
hafano
>> As jy belangstel, vertel ek jou hoe om wildemakou gaar te maak?
>
> Ja Henri, ek stel belang.
Neels,
Ek weet nie of jy Wildemakou in die VSA kry nie, maar hier is my gunsteling
resep:
1. Kry 1 wildemakou - jy moet onthou hy is nie soos 'n mak makou wat heeldag
op jou ma se makoudam sit en wag dat jy vir hom mielies voer nie. Hy vlieg
baie rond op soek na kos, en moet goed soos jakkalse en luiperds ontduik in
die proses. Dit maak hom verskriklik taai.
2. Jy benodig 'n outydse koelkas wat onder 'n doringboom hang - daai tipe
wat 'n dubbele gaaswand gehad het, met steenkool tussen die lae, wat 'n ou
nat hou om afkoeling te bewerkstellig. Nadat jy hom geslag het, hang jy hom
daarin op sodat hy kan ryp word. Nee, hy sal nie vrot nie, solank jy die
steenkool nat hou.
3. Na 'n week haal jy hom uit, en laat hom vir 'n week in asynwater lê.
4. Daarna lê jy hom vir 'n week in 'tenderiser' - die tipe wat 'n ou gebruik
om calamari mee te maak. As dit nog nie by julle in die VSA beskikbaar is
nie, kan jy pô-pô skille gebruik.
5. Nou behoort hy reg te wees om gekook te word. Jy benodige 3 dunnerige
stukke baie harde hout, soos hardekool, maar dit moet nog groen wees. Van
dié maak jy 'n dubbelkruis, waarop jy die makou oopsper en met tou vasbind.
6. Nou sit jy hom in 'n groot pot buite op 'n vuur - die tipe waarin jou
ouma seep gekook het is reg. Jy gooi 'n klompie klein artappeltjies, en
ander groentes volgens keuse by, maar moenie dit te fensie maak nie. Sout en
peper en speserye na smaak.
7. Kook hom op 'n stadige vuur vir 5 dae, maar moenie dat hy droog kook nie.
Min dinge is so sleg soos droë wildemakou.
8. Na 5 dae haal jy hom uit, maak die toutjies los, en skep groentetjies
saam met van die sous in 'n diep bord. Dan gooi jy die makou weg, en eet die
houtkruis. Hy behoort heerlik sag te wees.
9. Geniet dit!
Groete
Henri Burger, Tzaneen. RSA
(e-mail: remove 'sukikaki.')
As dit nog nie by julle in die VSA beskikbaar is
> nie, kan jy pô-pô skille gebruik.
Nie po-po nie, maar papaja, Henri. Hier in
Noord-Amerika noem ons hulle nie paw-paws
nie, maar papajas, nes in Afrikaans.
Dis nou vir die plant Carica Papaya. Daar
is glo wel 'n paw-paw, volgens ons Heritage
Dictionary, genaamd Asimina triloba, "having
small fleshy edible fruit, also called a
custard apple."
Nou wonder mens hoekom die Engelse die woord
paw-paw begin gebruik het vir wat omtrent alle
mense papajas noem, insluitende Afrikaners.
@igs.net wrote in message ...
> "Leendert van Oostrum" writes: >
>
>>> So die implikasie is dat hulle nou nie
>>> eens hulle eie taal hoef te geleer het
>>> nie. Sies.
>>
>> Doelbewuste disinformasie van die Gloudinasoort, soos gewoonlik. Sies.
>
>
>> Maar Gloudina verkondig dat swart kinders nie hul eie taal mog leer nie.
>
>
> Siedaar, so voor die o"e word die rad gedraai.
> Ek spreek weersin uit teen die feit dat swart
> kinders blykbaar nie hulle eie taal nodig gehad
> het vir matrikulasie-slaag nie. Let wel, ek
> gebruik die woord "hoef." Nou verklaar Leendert
> dat ek verklaar het dat swart kinders nie hulle
> eie taal "mog" leer nie. Ken jy die verskil tussen
> "hoef" en "mog", ou Leendert. Jy hoef nie te antwoord
> nie, maar mog ek vra dat jy jouself beperk tot die
> werklikheid en nie sommer weer tangentiaal in die
> wolkkoekoekland begin opereer nie.
>
> Gloudina
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