South Africa's transtion from apartheid : the role of professional closure in the experiences of black chartered accountants

As apartheid gave way to political freedom in South Africa in the last quarter of the 20th century, chartered accounting firms began to hire black South African trainees for the first time. The study examines the oral histories of black chartered accountants within the context of social closure theory and South Africa’s changing political and ideological landscape. The evidence indicates that processes of professional closure and credentialing excluded the majority population from the ranks of the profession on basis of race and class throughout the period 1976–2000.

Teachers reactions to outcomes-based music education in South African primary schools

This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.

Recounting a difficult past : a South African accounting firm's "experiences in transformation"

This article examines the role of oral history in the social construction of collective memory and forgetting. The article presents a case study of a South African public accounting firm's attempt to document the history of race relations within the firm through the publication of a collection of oral histories. The research draws from the sociology of memory and recent scholarship on individual and collective memory in South Africa to analyze the firm's account of its experiences in making the transition from Apartheid to a multiracial democracy. The analysis finds that the firm's portrayal of its history reflects a narrative of reconciliation and redemption that minimizes the deep social and economic divisions that characterize South Africa's past, their relevance to accounting history, and the continuing salience of race to employment in public accounting.

Music education and minority groups cultural and musical identities in the 'newer' South Africa : white Afrikaners and Indians

Music Education, as well as cultural and musical identities are all being renegotiated, post-Apartheid, within the so-called 'newer' rather than the commonly known 'new' South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects

Overcoming barriers: black African chartered accountants in 1990s South Africa

This paper examines the experiences of black Africans in South Africa who became Chartered Accountants in the 1990s. Building on previous work on marginalized groups within the accounting profession, the study relies on interviews with 22 of those who overcame steep educational, economic, racial, cultural, and political obstacles to join a profession that had fewer than 1% black Africans as members. The interviews indicate that those black Africans who did manage to become CAs in the 1990s shared many common characteristics and experiences. They and their families placed a high value on education and made tremendous sacrifices to meet the requirements to earn the CA certification. Many overcame extreme poverty in their childhoods and attended poorly equipped schools. All were exceptionally accomplished academically, most qualifying for scholarships offered only to the very top black African students in the country. Most faced educational disruptions due to boycotts and political protests that shut down schools and many black universities in the years immediately prior to the bringing down of the apartheid regime. All faced racial discrimination in housing and education. Few had ever met a chartered accountant before enrolling in university; many had never heard of the certification until that point. In the 1990s when they entered some of the major firms to meet their training requirements, they were typically not given the same opportunities as their white peers. Now that they have become Chartered Accountants, and the government has changed and instituted affirmative action policies, most find that they are often offered jobs outside of public accounting. Still only composing about one percent of all chartered accountants, in a country that is 75% black African, most believed that the main road towards overcoming this disparity is through radical efforts to equalize educational opportunities in South Africa across racial lines. Most make professional decisions based at least in part on the opportunities a given position offers towards contributing to the black community.

Race, place and self

This thesis examines, interrelates and contextualizes concepts of race, place and self by employing an amalgam of autobiography, interviews, literature, political analysis, infant research and psychoanalytic theory. Although the examples and narratives are South African based, principles that emerge have universal implications. Scars of apartheid mark oppressed, bystanders and beneficiaries.

Zebra crossing : walking in two continents sharing and celebrating difference through music

I use the metaphor zebra crossing in my reflective narrative to describe my plight and struggle as a non-white person growing up and working in Johannesburg, South Africa, during the apartheid era. This article considers and compares the notions of culture, diversity and identity as I now work in a tertiary institution in Melbourne, Australia. I reflect on my teaching of African music and position myself as ‘the other’ at zebra crossings, as I create a space in multicultural Australia. By engaging in meaningful dialogue with music and culture, I contend, we do have opportunity to explore, experience and express music making and sharing globally. The inclusion and embracing of non-western music can serve as a dais for understanding and celebrating cultural difference not as distant experiences but as integral aspects of our daily lives.

'He no doubt felt insulted': the White Australia Policy and Australia's relations with India, 1944-1964

The Government of India never publicly criticised the White Australia policy. Nonetheless it was a subject of constant reporting to New Delhi by the Indian High Commission in Canberra.  The Australian High Commission in New Delhi regularly reported criticism of the policy in the Indian press and in elite opinion.  It urged the introduction of a quota for Indian immigration to Australia, but ministers remained unwilling to modify the policy in any substantial way, in the period under study.  South Africa's apartheid policy was a far more serious problem in race relations for the Indian Government.  The existence of the White Australia policy when countries such as Canada had introduced quotas for Indian immigration, suggested an Australia mired in attitudes irrelevant to a decolonising world.  The Australian High Commissioner thought that although Nehru made no public comments on the policy, he must have felt insulted by its existence.