A World of Their Own: A History of South African Women's Education

Notes

200 Notes Introduction 1. Baleka Mbete, keynote address, 140th anniversary, Inanda Seminary, 7 March 2009, notes in author’s possession. 2. Besides dozens of biographies of Nelson Mandela, exemplary texts include: Tim Couzens, The New African: A Study of the Life and Work of H.I.E. Dhlomo (Johannesburg: Ravan, 1985); Mark Gevisser, A Legacy of Liberation: Thabo Mbeki and the Future of the South African Dream (New York: Palgrave Macmillan, 2009); and Heather Hughes, First President: A Life of John L. Dube, Founding President of the ANC (Auckland Park, South Africa: Jacana, 2011). 3. Published scholarly works on Inanda are all articles: Scott Couper, ‘Fearing for Its Future: Bantu Education’s Threat of Closure to Inanda Seminary’, Journal of Gender and Religion in Africa 17, no. 1 (July 2011): 74–95; Meghan Elisabeth Healy, ‘“To Control Their Destiny”: The Politics of Home and the Feminisation of Schooling in Colonial Natal’, Journal of Southern African Studies 37, no. 2 (June 2011): 247–264; Healy, ‘“Like a Family”: Global Models, Familial Bonds, and the Making of an American School for Zulu Girls’, Safundi: The Journal of South African and American Studies 11, no. 3 (July 2010): 279–300; Heather Hughes, ‘“A Lighthouse for AfricanWomanhood”:InandaSeminary,1869–1945’,inWomenandGender in Southern Africa to 1945, ed. Cherryl Walker (Cape Town: David Philip, 1990), 197–220; Khosi Mpanza, ‘Schooled for Success’, Agenda 21 (1994): 43–46, on apartheid-era alumnae’s reflections. Missionary Agnes Wood’s out-of-print Shine Where You Are: A History of Inanda Seminary, 1869–1969 (Alice, South Africa: Lovedale Press, 1972) is based on her archival research and personal reflections. Unpublished work includes Hughes’ student Lyndsay MacDougall’s 1990 University of Natal honours thesis, ‘Inanda Seminary, 1950–1980: Educating a Nation’; and alumna Lynette Hlongwane’s analysis of Inanda as a model for post-apartheid schooling, ‘The Role of Inanda Seminary in the Education of African Girls in South Africa: A Report of Graduates’ Views’ (PhD diss., Teachers College, Columbia University, 1998). 201 4. Mark Hunter, ‘Beneath the “Zunami”: Jacob Zuma and the Gendered Politics of Social Reproduction in South Africa’, Antipode (February 2011): 1–25, p. 3. This explicitly emphasises the reproduction of people and of social relations, refining Karl Marx, Capital: A Critique of Political Economy (New York: Vintage, 1977; first published in German, 1867; first published in English, 1887), 711: ‘Every social process of production is at the same time a process of reproduction.’ 5. Monica Wilson, Reaction to Conquest (London: Oxford University Press, 1936), 175–177; Wilson, ‘Co-operation and Conflict: The Eastern Cape Frontier’, in The Oxford History of South Africa, Volume 1, eds. Wilson and Leonard Thompson (Oxford: Clarendon Press, 1969), 233–271, p. 262. 6. Wilson, ‘Co-operation and Conflict’, 262. 7. Jacklyn Cock, ‘Domestic Service and Education for Domesticity: The Incorporation of Xhosa Women into Colonial Society’, in Women and Gender in Southern Africa to 1945, 76–96, p. 95. See also Cock, Maids and Madams: A Study in the Politics of Exploitation (Johannesburg: Ravan, 1980). 8. Claire Robertson, ‘Women’s Education and Class Formation in Africa, 1950–1980’, in Women and Class in Africa, eds. Iris Berger and Claire Robertson (New York: Africana Publishing, 1986), 92–116, p. 96. Deborah Gaitskell also notes that girls made up the majority of students in the future Union of South Africa from the late nineteenth century – but she does not explain why: see Gaitskell, ‘Race, Gender and Imperialism: A Century of Black Girls’ Education in South Africa’, in ‘BenefitsBestowed’? EducationandBritishImperialism, ed. J.A. Mangan (New York: Manchester University Press, 1988), 151–173, p. 151. On the general pattern of male domination of schooling, see Marianne Bloch, Josephine A. Beoku-Betts and B. Robert Tabachnick, eds, WomenandEducationinSub-SaharanAfrica: Power, Opportunities, and Constraints (Boulder, CO: Lynne Rienner, 1998). 9. Elaine Unterhalter, ‘The Impact of Apartheid on Women’s Education in South Africa’, Review of African Political Economy 48 (Autumn 1990): 66–75; Unterhalter, ‘Can Education Overcome Women’s Subordinate Position in the Occupation Structure?’ in Education in a Future South Africa: Policy Issues for Transformation, eds. Unterhalter, Harold Wolpe and Thozamile Botha (Portsmouth, NH: Heinemann, 1991), 65–84; Unterhalter, ‘Remembering and Forgetting: Constructions of Education Gender Reform in Autobiography and Policy Texts of the South African Transition’, History of Education 29, no. 5 (2000): 457–472; and Unterhalter, ‘The Schooling of South African Girls’, in Gender, Education, and Development: Beyond Access to Empowerment, eds. Christine Heward and Sheila S. Bunwaree (London: Zed, 1999), 49–64...