Browsing by Author "Cleophas, Francois Johannes"

Now showing 1 - 9 of 9
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    Adam Small : familiegeskiedenisse, aanlope en vroeer invloede
    (Academy of Science of South Africa, 2012) Cleophas, Francois Johannes
    This article answers the question: Where does the Afrikaans essayist, dramatist and poet, Adam Small, hail from? It proceeds to examine the genealogy of Small and the early influences of his family. The writer’s recent family history is traced to his direct forebears, Adam and Siela Dampies in the early 19th century, and his grandparents Adam and Nellie Dampies. The article further explores the vagaries of name changes in the instance of the Dampies/Small family, the writer’s multicultural parental background and his early years in rural and urban settings. In this respect influences on the young writer, emanating from these circumstances, are alluded to. Besides the genealogical information gained from archival research, the article relies methodologically on oral sources, informal accounts and personal recollection. It is found that the extended Small family established a relatively comfortable middle class lifestyle and they were involved at the same time in church and social relief projects. The young Adam Small grew up in a household where values such as social commitment and multi-cultural tolerance were honoured.
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    Creating a historical sport narrative of Zonnebloem College for classroom practice
    (South African Society for History Teaching, 2020) Cleophas, Francois Johannes
    This article attempts to create a sport narrative of the Zonnebloem College prior to 1950. The introduction provides a motivation for proceeding with a decolonising format and lays out what the elements of such a format would entail. Next, an overview of sport historical developments at the Zonnebloem College is explored. The administrative history of sport at Zonnebloem is explored as well as selected sport codes. Finally, the article is summarised and concluded by presenting teachers and learners with sample questions, which they could consider using in their local conditions.
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    Creating a historical sport narrative of Zonnebloem College for classroom practice
    (The South African Society for History Teaching, 2020) Cleophas, Francois Johannes
    This article attempts to create a sport narrative of the Zonnebloem College prior to 1950. The introduction provides a motivation for proceeding with a decolonising format and lays out what the elements of such a format would entail. Next, an overview of sport historical developments at the Zonnebloem College is explored. The administrative history of sport at Zonnebloem is explored as well as selected sport codes. Finally, the article is summarised and concluded by presenting teachers and learners with sample questions, which they could consider using in their local conditions.
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    Physical education and physical culture in the Coloured community of the Western Cape, 1837-1966
    (Stellenbosch : University of Stellenbosch, 2009-03) Cleophas, Francois Johannes; Van der Merwe, F. J. G.; University of Stellenbosch. Faculty of Education. Dept. of Sport Science.
    ENGLISH ABSTRACT: Physical Education is a human movement activity driven by syllabi and educational programmes. Physical culture refers to human movement programmes with an entertainment component, but that also uses physical education activity. This study serves as an account of Physical Education and physical culture in the Coloured community of the Western Cape in the period 1837 to 1966. It offers a historical exploration of these activities in the social and political context and cuts across narrow definitions of race and class. The research also pays attention to the untold and unpleasant side of the story of Physical Education. This necessitated tracing the origin of Physical Education and physical culture back to their European roots, because of the strong political and cultural links between South Africa and Europe. The Cape Coloured petty bourgeoisie urbanite minority of the 19th and early 20th century were eager but unable to infiltrate the ranks of middle class White society. They were acutely aware of the need to show respect towards the White middle classes and also to distance themselves from the “unruly behaviour” of the working class. For this reason Physical Education and physical culture programmes became suitable means for the Coloured petty bourgeoisie to educate the “less fortunate” Coloured working class masses.
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    Race and the politics of knowledge in sports science
    (AFRICAN SUN MeDIA, 2020) Cleophas, Francois Johannes
    No abstract available.
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    Reclaiming school athletics in Cape Town’s underclass, 1933–1955
    (Historical Association of South Africa, 2022-05-01) Cleophas, Francois Johannes
    This article endeavours to make a significant contribution to the broadening of local school athletics history in Cape Town. By focusing on certain historical documents, the article explores the state and scope of athletics in black schools in Cape Town prior to 1956, a largely under-researched field in South African sport history. It does so by identifying prominent administrators, outstanding athletes, and participating schools. Many of these histories have disappeared or have been erased from public consciousness. The article shows how organised school athletics in Cape Town’s oppressed communities have been shaped by a myriad of teachers, politicians, and sport administrators of varying political and social backgrounds. It also provides details of the Trafalgar High School’s Wiener’s Day competitions. Next, a history of the Central School Sports Union and its offshoots is unpacked. Finally, the early years of the Western Province School Sports Board are overviewed. The article concludes by suggesting why it is important to reclaim this particular history.
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    Shaping a decolonised sport history curriculum through the national question
    (South African Society for History Teaching, 2018-12) Cleophas, Francois Johannes
    A renewed interest in decolonising the university curriculum in South Africa was sparked by the student protests of 2015. University faculties and departments throughout the country responded. Sport Science departments, the home of sport history modules, remained, however, aloof and removed from this development. This paper attempts to rupture this silence by addressing decolonisation of sport history at a conceptual curriculum level through the lenses of the National Question. After an introduction, a discussion of decolonisation and decoloniality is presented. This is followed by a conversation on sport history curriculum. Finally, I venture to suggest theoretical underpinnings for a decolonised sport history curriculum.
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    Utilising the stone age for sport historical teaching
    (The South African Society for History Teaching, 2016-12) Cleophas, Francois Johannes
    In this article the author explored sport history pedagogy by combining the Canadian Benchmarking Project with the Revised Bloom's Taxonomy (RBT) for teaching ancient culture to undergraduate students of sport history. The article was introduced by presenting some common understanding of what constitutes the subject, sport history and explaining what pedagogical tools teachers can employ to counter the antagonism that students generally display towards the subject. It was argued that these tools are best utilised by identifying three domains of learning and teaching (cognitive, affective and physcomotor) in sport history. The researcher chose the Stone Age period as a topic of research and class presentation. Next, a narrative was created about this period, placing it within world context. Then the narrative was converted into pedagogical assessment experiences by using the RBT for use inside and outside the classroom but within the boundaries of the formal university sport history curriculum. Finally, the assessment experiences were summarised after a third year sport history class completed them.
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    Writing and contextualising local history. A historical narrative of the Wellington Horticultural Society (Coloured)
    (South African Society for History Teaching, 2014-07) Cleophas, Francois Johannes
    The purpose of this study was to enhance local history as a focus area in a Higher Education (HE) teaching context. This article documenteda case study of thepractice of flower growing as a recreational-competitive activity. A historical narrative was thus constructed around the Wellington Horticulture Society (Coloured), henceforth referred to as the (WHS). The founding of the WHS coincided with the emergence of cultural organisations in Wellington. Furthermore, it was part of a social development, known as garden culture. By using documentary evidence, previous research material and an oral historical account, a narrative of the WHS was created, emphasising aspects, such as competition, family history and garden culture. This research identified social and political dilemmas associated with the WHS.