Abstract
The apartheid state in South Africa was recognized throughout the world as a pariah, especially after the United Nations declared its institutional regime a “crime against humanity.” Many researchers, commentators, and observers regarded apartheid simply as an irrational state whose dysfunctionality made it both unstable and unsupportable (Alexander 1979)
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- 1.
“Self-government” in the case of South Africa was unique within the British Empire in that it reflected a new status of settler whites* with the continuing disenfranchisement of the large majority of the population. The unique features of this system of dominance and subjugation generated constructs such as “internal colonialism,” “colonialism of a special kind,” and “racial capitalism.” *Note on Racist Nomenclature: In this chapter, the terms “White” and “Black” are used as indicators of race without pejorative meaning. Whites refer to ethnic groups of European descent. Blacks refer to the indigenous ethnic groups together with people originating from parts of South East Asia and those of mixed parentage, also referred to as “colored.” A more detailed discussion is contained in Maharajh and Pogue (2009).
- 2.
- 3.
Ibid: 240 and 244. Of these white students, almost 15,000 were in the Arts; 7,100 in “pure science”; 8,300 in Commerce and Public Administration; 5,300 in Engineering; and 1,300 in Law.
- 4.
Those students registered mainly for courses in contact mode.
- 5.
Majors in science, engineering, and technology. The sciences include health sciences, life sciences, physical sciences, computer sciences, and mathematical sciences.
- 6.
See HEQC Founding Document, January 2001, accessible at http://heqc-online.che.ac.za.
- 7.
See various CHE Publications and also Singh and Lange (2007).
- 8.
- 9.
The CSIR’s mandate is as stipulated in the Scientific Research Council Act (Act 46 of 1988, as amended by Act 71 of 1990), section 3: Objects of the CSIR: “The objects of the CSIR are, through directed and particularly multi-disciplinary research and technological innovation, to foster, in the national interest and in fields which in its opinion should receive preference, industrial and scientific development, either by itself or in cooperation with principals from the private or public sectors, and thereby to contribute to the improvement of the quality of life of the people of the Republic, and to perform any other functions that may be assigned to the CSIR by or under this Act” (Government of South Africa, 1990).
- 10.
Statement at the Conclusion of the Debate on the State of the Nation Address, National Assembly: 14 February 2002.
- 11.
Blankley and Kahn (2005, pp. 273–274).
- 12.
They illustrate this view by reference to particular examples.
- 13.
Khan and Blankley, Updated by the Authors.
- 14.
Ibid: 280.
- 15.
Ibid: 155.
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Maharajh, R., Motala, E., Scerri, M. (2011). South Africa: Reforming Higher Education and Transforming the National System of Innovation. In: Göransson, B., Brundenius, C. (eds) Universities in Transition. Insight and Innovation in International Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7509-6_10
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