Abstract:
This dissertation explores the history of postsecondary education institutions in Mamelodi, a black township in Pretoria East, with a view to discerning why Mamelodi, having had postsecondary education institutions for more than 70 years in its back yard, is perceived as not being one of the pre-eminent producers of intellectual capital and technical competencies among black South African townships across the country. The study also seeks to explore the notion that education is one of the most certain ways to break the cycle of poverty in communities like Mamelodi and how this characteristic manifested itself in the life of the community given its extraordinary past experience with postsecondary education institutions in its midst. Finally, this dissertation is a case study of postsecondary education in Mamelodi with a particular concern for the interplay between these institutions and the community to understand, from a historical point of view, contemporary views and attitudes of the community to the local postsecondary education institutions. Through the case study, the unique and common features of organisations and the community are identified with the view to discerning the interactions at work that shape the town-gown relations in Mamelodi. Consequently, the study considers the historical record of the establishment and the life of the various postsecondary education institutions in Mamelodi as anchor institutions with a view to understanding the reasons for their establishment, their mandates, and how these impacted on the community in light of the generally agreed upon view that education is a real means of breaking the cycle of poverty and improving the lot of the community. The study traces the postsecondary education institutions’ relationship with the community over a period of seven decades and the community’s responses to these institutions in its midst with the view to understanding contemporary concerns and attitudes from a historical perspective. Finally, the study corrects the under-acknowledged recognition of Mamelodi’s relationship, appreciation, contribution, and support of postsecondary education in the community and the country in general.
Key terms: Social history, public scholarship, urban history, postsecondary education, community development, anchor strategy, anchor institutions, Mamelodi.
