Differences in drug quality between South Africa and Germany

2018 ◽  
Vol 70 (10) ◽  
pp. 1301-1314 ◽  
Author(s):  
Andreas Lehmann ◽  
Martin Hofsäss ◽  
Jennifer Dressman
Literator ◽  
1997 ◽  
Vol 18 (3) ◽  
pp. 1-24 ◽  
Author(s):  
H. Viljoen ◽  
E. Hentschel

In this article the rationale of this special issue is provided and the different contributions are introduced. The assumption is that there are strong similarities between the recent political and social transitions in South Africa and Germany and the reactions, both emotional and literary, of the people involved. Broadly, the transitions are described as a movement from external (or violent) to internal (or ideological) social control, though this must be modified by the various constructions the contributors put on the transition. The main themes and questions of the transitions are synthesized, highlighting the marked similarities the different contributions reveal. The most important of these are the relation to the past, problems of identity, projections of the new and the internal contradictions of nationalist discourse (which informs the process of transition). In conclusion, the similarities and differences between the two transitions indicated by this special issue, are discussed. The assumption of strong similarities between the two seems to hold, it is argued, but much more research into the matter is needed.


Author(s):  
Ingo A. Stinnes ◽  
Daan C. Page ◽  
Günter Fleischer

2021 ◽  
pp. 7-16
Author(s):  
Tatjana Louis ◽  
Mokgadi Molope ◽  
Stefan Peters

Author(s):  
Chrizell Stoop (Chürr)

The importance of the mother tongue, and, more specifically, of mother-tongue education, is recognised globally. Use of the mother tongue is regarded as one of the most effective ways of acting and performing cognitively, socially and communally. The aim of this article is to encourage and promote the implementation and realisation of mother-tongue education through certain school/education models in order to achieve equality and liberation and to increase the incidence of high-performance education systems in a multilingual world. A comparative analysis of South Africa and Germany will also be undertaken with regard to language policies and the mother-tongue education situation in these countries' school systems. Several other aspects such as the choice of language as a fundamental right, the importance of international instruments, as well as some lessons to be learnt for both South Africa and Germany in respect of mother-tongue education, will be discussed. It will be concluded that, despite the existence of a multilingual world, the crucial importance of the use of the mother tongue and mother-tongue education should not be underestimated and/or ignored.


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