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South Africa: Multiculturalism and Human Rights

South Africa: Multiculturalism and Human Rights

Explore issues of multiculturalism, ethnicity, and identity in the context of South Africa, from historical and contemporary perspectives.

This program focuses on South Africa’s ethnic diversity. In a typical semester, students complete four homestays — each providing the opportunity to meet and interact with South Africans from different geographic and ethnic backgrounds. The strong emphasis on the homestay as experiential learning complements lectures, discussions, field-based assignments, and excursions to provide a multidisciplinary analysis of the country.

Major topics of study include:

  • The historical background to South Africa's apartheid system, how apartheid shaped and continues to impact social policy in South Africa, and the visions for post-apartheid South Africa
  • Social change in education, language use, land, social justice organizations, party politics, rural development, social welfare NGOs, and tourism in three cultural contexts: Xhosa, Coloured/Khoe, and Afrikaner
  • Critical identity markers beyond race — such as gender, sexuality, class, or generational or political affiliation — which cut across cultural contexts in post-apartheid South Africa 
  • The political, economic, and social structure of the future South Africa
 

apartheid museumShare in an important time in South Africa’s history.

During the month of April, South Africans celebrate Freedom Day, commemorating the transition to democracy. South Africa has made great strides in righting the wrongs of an unjust system, but significant challenges remain. South Africa is striving to implement a very progressive national constitution, restructure local governments, have all levels of government working to one cohesive end, deliver basic services to all communities, and come to terms with a high rate of societal violence and a still uneasy racial divide. Students on this program explore these issues, meet inspiring individuals and organizations making a difference across South Africa, and contemplate the country’s future path.

Live and study in Cape Town (program base).

Students spend the first four weeks of the program in Cape Town living in a township called Langa. Primarily isiXhosa-speaking, Langa was one of many areas designated for black South Africans and is one of the oldest townships in the country. Settlements in apartheid South Africa were populated not only according to race but also ethnicity. This was a deliberate policy by the state to control South Africans using the “divide and rule” tactic.

The SIT classrooms and office are located in the southern suburb of Rondebosch, also the site of the University of Cape Town. Students spend an additional 14 days in Cape Town during the Independent Study Project (ISP) preparation period concurrent with the Bo Kaap homestay period. Depending on where a student conducts his or her ISP, the total time spent in the Cape Town area could be ten weeks.

Multiculturalism has long been a defining characteristic of Cape Town, and the program takes advantage of the multiple resources the city offers. During the mid-twentieth century, the population of Cape Town had reached approximately half a million, of which whites were less than half. Economic hardship and racial discrimination encouraged policies that favored whites; this created economic and cultural differences that steadily split the population along racial lines. Immigrants, colored, and black groups struggled to define their identity and respond to this discrimination. Meanwhile Afrikaner nationalism grew stronger in Cape Town and elsewhere in South Africa, leading to a growing right-wing movement.

Through monuments and new institutions, Cape Town has asserted itself as a cultural center of South Africa and is commonly known as the “Mother City” of the nation.

muralExplore South Africa’s multiple identities through firsthand experiences.

The program engages deeply with South Africa’s history of multiculturalism and apartheid, but also focuses on ethnic identities today and how those are reflected on national, regional, local, and individual levels. The program includes four different homestays enabling students to immerse themselves in a variety of South African cultural environments.

Learn isiXhosa.

Students receive intensive isiXhosa language instruction, focusing on beginning speaking and comprehension skills. This allows students to more meaningfully engage with isiXhosa-speaking communities. A tonal language with click consonants, isiXhosa is spoken widely across South Africa, and students can practice their new skills during their first (and longest) homestay in Langa.

In addition to isiXhosa, students receive introductory instruction in Afrikaans, a language that emerged historically from the creolization of the population through slavery and immigration of Dutch settlers. Afrikaans is spoken as a first language by the Afrikaner community and, to a larger extent, the coloured community.

Independent Study Project

Students spend four weeks near the end of the semester working on an Independent Study Project (ISP), pursuing original research on a selected topic of interest to them. The ISP is conducted in Cape Town or in another approved location appropriate to the project.

Sample topic areas include:

  • Equity in education
  • Affirmative action issues
  • The role of Afrikaans in a multilingual society
  • Xhosa women in contemporary South African society
  • Socioeconomic realities of HIV/AIDS
  • Student politics and university life
  • Hate speech, racism, and freedom of expression
  • The role of religion in social change
  • The police, law, and social justice
  • Microenterprise and the new South Africa
  • Perceptions of LGBT identity in Cape Town
  • Individual verses group identity

Access Virtual Library Guide

This program is composed of two thematic seminars, Multiculturalism and Human Rights in South Africa and Narratives of Identity and Social Change; a course on research methods and ethics; conversational isiXhosa; and the Independent Study Project (ISP). All components are intricately linked so that as the program progresses, the knowledge and understanding acquired from the first four courses provide students with the skills necessary to enable them to successfully complete an Independent Study Project in the context of South Africa.

Links to syllabi below are from current and forthcoming courses offered on this program. Because courses develop and change over time to take advantage of dynamic learning opportunities, actual course content will vary from term to term.

The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer.

Multiculturalism and Human Rights in South Africa – syllabus
(AFRS 3000 / 3 credits / 45 class hours)
An interdisciplinary course conducted in English with required readings, examining the historical background to South Africa's apartheid system; how apartheid shaped and continues to impact social policy in South Africa; the visions for post-apartheid South Africa; and the political, economic, and social structure of the future South Africa.

Narratives of Identity and Social Change – syllabus
(SOCI 3000 / 3 credits / 45 class hours)
An interdisciplinary course conducted in English, investigating social change in education, language use, land, social justice organizations, party politics, rural development, social welfare NGOs, and tourism in three cultural contexts: Xhosa, Coloured/Khoe, and Afrikaner. Critical identity markers beyond race in post-apartheid South Africa — which cut across these cultural contexts — such as gender, sexuality, class, or generational or political affiliation, for example, are also examined and analyzed with respect to their experiences and meaning in contemporary society.

isiXhosa – syllabus
(XHOS 1000 / 3 credits / 45 class hours)
Emphasis on beginning speaking and comprehension skills through classroom and field instruction. In addition, students receive introductory oral Afrikaans instruction.

Research Methods and Ethics – syllabus
(ANTH 3500 / 3 credits / 45 class hours)
The Research Methods and Ethics course enables students to understand field-based learning techniques, critical ethical issues involved in the research process and design, and the requisite knowledge and skills to effectively carry out mentored independent research in South Africa. Material includes cross-cultural adaptation and skills building; project selection and refinement; appropriate methodologies; field study ethics and the World Learning/SIT Human Subjects Review Policy; developing contacts and finding resources; developing skills in observation and interviewing; gathering, organizing, and communicating data; and maintaining a field journal.

Independent Study Project – syllabus
(ISPR 3000 / 4 credits / 120 class hours)
Conducted in Cape Town or in another approved location appropriate to the project. Sample topic areas: equity in education; affirmative action issues; the role of Afrikaans in a multilingual society; Xhosa women in contemporary South African society; socioeconomic realities of HIV/AIDS; student politics and university life; hate speech, racism, and freedom of expression; the role of religion in social change; the police, law, and social justice; microenterprise and the new South Africa; perceptions of LGBT identity in Cape Town; individual versus group identity.

Browse this program's Independent Study Projects / Undergraduate Research.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

Throughout the semester, students have day excursions to museums, historical sites, self-help schemes, and community organizations around Cape Town. Students also undertake brief fieldwork investigations in local schools and NGOs. Later in the semester, the group takes longer excursions outside of Cape Town.

Johannesburg

The program’s orientation begins in Johannesburg, South Africa’s economic capital and largest city. Johannesburg is also the capital of the wealthiest province, Gauteng, and houses South Africa’s highest court. The city of Johannesburg includes Soweto, one of the largest settlements in South Africa. Soweto was a place of significant resistance to apartheid and gross human rights violations by the South African state.

While in Johannesburg, students undertake excursions to South Africa’s Constitutional Court, the Apartheid Museum, the Hector Peterson Museum, and Nelson Mandela’s House (Museum) in Soweto. During orientation, the history of South Africa is presented in different forms to provide students with a solid grounding and context for issues studied throughout the semester.

San ExcursionEastern and Western Cape

The program’s major sixteen-day excursion takes students through the rural areas of the Eastern Cape and the Western Cape. The group traverses South Africa’s cultural tapestry, passing through regions historically associated with the Xhosa, San, Afrikaner, and English cultures. During this time students have a six-night rural homestay with isiXhosa-speaking people in the Eastern Cape.

The group also visits a San community in the Western Cape and experiences how this indigenous and almost annihilated group is rebuilding itself from the ashes of colonialism and apartheid. During this excursion, students spend time with an organization called !Khwa ttu whose objectives are to restore the heritage of the San, to educate the general public about the world of the San, and to provide training to the San in various areas.

Stewart ChirovaStewart Chirova, Academic Director 

Stewart Chirova, a Zimbabwe national, received a BS in agriculture from the University of Zimbabwe, an MS and MPS in horticulture and environmental management from Cornell University, and a graduate diploma in business administration at De Mont Fort University in the UK. He has worked as a research associate at the University of Zimbabwe and at Cornell University. His research efforts were focused on sustainable agriculture, integrated pest management, watershed management, and geographic information systems. He has also taught courses for the Ministry of Education in Zimbabwe and served as a coordinator in the International Students and Scholars program office at Cornell University. Stewart served as the academic director of SIT’s program in Botswana from fall 2001 through spring 2010. Stewart has directed the South Africa: Multiculturalism and Human Rights program since fall 2010. In addition to his role as academic director, he served as a member and later chair of the Program Affairs Committee on the SIT Study Abroad Governance Council (2007 until 2009).

Additional administrative and support staff include:

Tabisa DyonaseTabisa Dyonase, Program Assistant

Tabisa has been with SIT since the spring of 2007. She chiefly focuses on helping students adapt to the program by addressing students’ day-to-day concerns,  facilitating communication between the students and in-country staff, and assisting with administrative aspects of the program. She is also in charge of homestay coordination. Tabisa obtained a B.A. in psychology, education, and Xhosa from the University of Port Elizabeth, a postgraduate diploma in communication and computing from London Centre College for Business Studies, and a postgraduate degree in public relations management from UNISA (University of South Africa).

Lecturers for this program typically include:

Razaan Bailey

Razaan Bailey is the program manager for the Desmond Tutu Peace Centre. She was previously the project manager for the Centre for Conflict Resolution, a program concerned with youth in prison. She works in schools, prisons, and community groups in the area of conflict resolution and restorative justice. She has several postgraduate qualifications in the fields of youth, community studies, public administration, and development.

Richard Calland, LL.M.

Richard Calland is an associate professor in the University of Cape Town’s Public Law Department. He teaches constitutional and human rights law, as well as some administrative law. He specializes in the law and practice of the right to access information and whistle-blowing protections; in administrative justice; in public ethics; and in constitutional design, largely shaped by his work as program manager at the Political Information and Monitoring Service at Idasa, the leading democracy think tank in Africa, which he led from its inception in 1995 until 2003. He continues to play a role at Idasa as acting manager of the center’s economic governance program, which was initiated in January 2007.

In 2000, Calland founded the Open Democracy Advice Centre, a law center based in Cape Town, which promotes the 'right to know', advises whistleblowers, advocates legal reform, and takes test case litigation on access to information. He is currently serving as the center’s part-time executive director. Additionally, he is a member of the Transparency Task team at the Institute for Public Dialogue at Columbia University led by Professor Joseph Stiglitz. In recent years, Professor Calland served as an expert consultant to the Carter Center, advising on various transparency projects in Bolivia, Jamaica, Nicaragua, Peru, and Mali. He writes a fortnightly political column for the Mail and Guardian newspaper, Contretemps and is a regular commentator in the media. In 2005, he spent two terms as a visiting scholar at Cambridge University’s Lauterpacht Centre for International Law. In 2006, he spent a month as a visiting lecturer in constitutional law at the law department of Meiji University, Tokyo. Before coming to South Africa in 1994, he practiced law at the London Bar. He holds an LL.M. from the University of Cape Town, a diploma in world politics from the London School of Economics, and a BA. (Hons) in law from the University of Durham.

Selected Publications

  • Anatomy of South Africa: Who Holds the Power? Zebra Press. October 2006.
  • Prizing Open the Profit Making World in Florini A. (ed). The Right to Know: Transparency for an Open World. Columbia University Press: 2007.
  • Democracy in the Time of Mbeki: Idasa's Democracy Index. Co-editor (with Paul Graham). IDASA. April 2005.
  • Whistleblowing Around the World: Law, Culture & Practice. Co-editor (with Guy Dehn). Open Democracy Advice Centre & Public Concern at Work. April 2004.
  • The Right to Know, The Right to Live: Access to Information & Socio-economic Justice. Co-editor (with Alison Tilley). Open Democracy Advice Centre. October 2002.
  • Thabo Mbeki's World: The Politics & Ideology of the South African President. Joint Co-editor (with Sean Jacobs). University of Natal Press/Zed Books. September 2002.
  • Real Politics: The Wicked Issues with Sean Jacobs and Greg Power. British Council: December 2001.
  • The First Five Years: A Review of South Africa's First Democratic Parliament. Editor. IDASA: September 1999.
  • The Democracy Index with Robert Mattes in In the Balance? Debating the State of Democracy in South Africa. Paul Graham & Alice Coetze (eds). IDASA. May 2002
  • Democratic Government: South African Style, 1994-99 in Election \'99, Edited by Andrew Reynolds, David Phillips/James Currey, Cape Town/London: August 1999
  • State Ethics and Executive Accountability in Pulse: Passages in Democracy-Building: Assessing South Africa's Transition IDASA, August 1998.
  • Tough on Crime and Strong on Human Rights: The Challenge for all of us. With Thabani Masuku. Law, Democracy & Development; UWC. June 2001.
  • Parliament and the socio-economic imperative – what is the role of the national legislature with Mandy Taylor, Law, Democracy & Development, vol. 1, Nov. 1997, Butterworths in association with the Social Law Project & Community Law Centre at the University of Western Cape.
  • “All Dressed up with no-where to go? The Rapid Transformation of the South African Parliamentary Committee System” in The Changing Role of Parliamentary Committees. Longley, L. & Agh, A. (eds). Wisconsin: Lawrence University. Research Committee of Legislative Specialists, International Political Science Association, and Governance in Southern Africa, occasional paper No. 5, 1997, School of Government, University of Western Cape.

Professor Pierre de Vos

Professor Pierre de Vos is the Claude Leon Foundation Chair in Constitutional Governance and teaches in the area of constitutional law at the University of Cape Town. He has a BComm (Law), LLB, and LLM (cum laude) from the University of Stellenbosch, an LLM from Columbia University, and an LLD from the University of Western Cape. He taught at the University of Western Cape from 1993 until June 2009 and has held a professorship at that institution since 2001. Professor de Vos is the chairperson of the Board of the Aids Legal Network and is also a board member of Triangle Project. He writes a blog on social and political issues from a constitutional law perspective, which is widely read and quoted. His recent articles include the following:

  • "Grootboom, the right of access to housing and substantive equality as contextual fairness" SAJHR vol. 17 (2001) 258.
  • "South Africa's Constitutional Court: starry-eyed in the face of History" Vermont Law Review vol. 26 (2002) 837-864.
  • "Transformative Justice: Social and Economic Rights in South Africa's Constitution" 243-262 Peter van der Auweraert, Tom de Pelsmaker, Jeremy Sarkin, Johan van de Lanotte Social, Economic and Cultural Rights: and appraisal of current European and International Developments (2002) Maku Publishers, Belgium.
  • "So much to do, so little done" the right of access to anti-retroviral drugs post Grootboom vol. 7 (2003) Law, Democracy and Development 83.
  • "Gay and lesbian legal theory" 328-353 in Roeder C & Moelendorf (eds.) Jurisprudence (2004) Juta publishers.
  • "Same-sex sexual desire and the re-imagining of the South African family" South African Journal on Human Rights vol. 20 (2004) 179.
  • "Critical reflections on South Africa's Civil Union Saga" (co-authored with Jaco Barnard-Naude)(2007) part IV South African Law Journal 795-826.
  • "The 'inevitability' of same-sex marriage in democratic South Africa" vol. 23 (2007) South African Journal on Human Rights 432-465.
  • "From heteronormativity to full sexual citizenship?: Equality and sexual freedom in Laurie Ackerman's constitutional jurisprudence" in J Barnard-Naude, D Cornell & F Du Bois (eds) Dignity, Freedom and the Post-Apartheid Legal Order (2008)
  • "Experience of Human Rights in Africa: Challenges of Implementing Economic, Social and Cultural Rights" in Chris Maina Peter (ed.) The Protectors: Human Rights Commissions and Accountability in East Africa (2008) 1-28.

Professor Amanda Gouws, PhD

Amanda Gouws is a professor of political science at the University of Stellenbosch, South Africa. In 2007 she was the Edith Keeger Wolf Distinguished Visiting Professor at Northwestern University. She holds a PhD from the University of Illinois, Urbana-Champaign. She specializes in South African politics, gender politics, and political behavior. 

She has published widely on issues related to South African politics, including the electoral system, women's representation and the National Gender Machinery for Women, and sexual harassment. She co-authored Overcoming Intolerance in South Africa: Experiments in Democratic Persuasion with James Gibson from Washington University in St. Louis (Cambridge University Press 2003), which received the Alexander George Book Award for best book in political psychology in 2003. She edited (Un)Thinking Citizenship: Feminist Debates in Contemporary South Africa (UK: Ashgate and Cape Town: Juta, 2005), which looks closely at the conditions of citizenship for women in South Africa. It was selected book of the month for February 2007 by Constitutional Hill, the seat of South Africa’s Constitutional Court.  Her recent articles in academic peer-reviewed journals have appeared in Signs, African and Asian Studies, Journal of International Women's Studies, Feminist Africa, Politikon, American Political Science Review, Journal of Politics, and the South African Journal of Higher Education.

In 2004, she received the Rector's Award for Excellence in Research. She conducted a major research project on conditions of care in communities in South Africa with a high HIV/AIDS prevalence from the perspective of the feminist ethics of care. She is also doing research on the South African Women's Movement and its trajectory in post-Apartheid South Africa. She is a board member of the African Gender Institute at the University of Cape Town.

Sekibakiba Peter Lokgoathi, PhD

Sekibakiba Legkoathi is a senior lecturer in the Department of History at Wits University. He specializes in the teaching of African and American history. As a member of the Wits History Workshop he has worked with schoolteachers on the new South African history curriculum. He holds a Ph.D. in history from the University of Minnesota. His research interests are: Ndebele ethnicity; anthropology, fieldwork, and African research assistants; vernacular radio and listenership – past and present; Radio Freedom and listenership at home. Oral history constitutes a major component of his research endeavours.

Professor Steven Robins

Steven Robins is a professor in the Department of Sociology and Social Anthropology at the University of Stellenbosch. He has published on a wide range of topics, including the politics of land; 'development' and identity in Zimbabwe and South Africa; the Truth and Reconciliation Commission; urban studies; and most recently on citizenship and governance. His book From Revolution to Rights in South Africa: Social Movements and Popular Politics (2008) focuses on globally connected social movements, NGOs, and CBOs that are involved in democratic struggles over access to AIDS treatment, land, and housing. He edited Limits to Liberation After Apartheid: Citizenship, Governance and Culture (David Philip, James Currey, and Ohio University Press, 2005). He also edited a volume with Nick Shepherd, New South African Keywords (Jacana and Ohio University Press, 2008).

Federico Settler, PhD

Federico Settler received his doctorate from the University of Cape Town; his dissertation focused on religion in the work of Frantz Fanon. He specializes in the expression of black identities and black intellectual traditions in postcolonial Africa. He was a recipient of the A.W Mellon Doctoral Fellowship in Humanities and the Harvard South Africa Fellowship. Dr. Settler is widely recognized for his research on identity, human rights, and democracy. He has published several articles on Frantz Fanon and post-colonial theory. He was recently awarded a prestigious research award to investigate religion, culture, and tolerance among high school learners in post-Apartheid South Africa. He was the founding director of the International Human Rights Exchange, an international multidisciplinary program on human rights. Dr. Settler is a socially active intellectual who critically engages with a wide range of contemporary public debates related to mediating identities, xenophobia, and human rights in the postcolonial public domain.

Professor Kees van der Waal

Kees van der Waal has conducted ethnographic research in poor rural areas in the Limpopo Province of South Africa, where he has investigated the role of crafts in the informal sector; social relationships (residential instability, gender violence); and the impact of development interventions. His interest in the anthropology of development is reflected in a recent study he completed of the complexity of local development in the Dwars River Valley near Stellenbosch. Another area of interest is Afrikaner identity politics as a basis for the polarisation between volkekunde and social anthropology, and for recent ethno-cultural manifestations, such as the Afrikaans language debate and popular music. He is also interested in the role of ethnographic fieldwork in research methodology.

Kees van der Waal is the vice president of Anthropology Southern Africa and serves on the editorial boards of the association's journal Anthropology Southern Africa, as well as the SAVUSA (South Africa–VU University Amsterdam-Strategic Alliances) publication program.

The homestays, by far, were my favorite part of the program! It is such an incredible way to learn about the many South African cultures. I loved seeing how my four families live, what they eat, what they value, how their family structure works, and how they were (and still are) affected by apartheid and South Africa’s past. I loved meeting their friends and extended family, watching their favorite television programs, playing with their children and the neighborhood kids, chatting around the dinner table, and just being a part of the family. It is so enriching to learn about South Africa’s cultures firsthand at the same time as you’re learning about them in a classroom setting.

Claire Oatey, Whitman College

The program features several homestays designed to introduce students firsthand to South Africa’s cultural diversity. Students spend three weeks with isiXhosa-speaking families in Langa Township in Cape Town, one week with families in the rural Eastern Cape (Tshabo), one week with bilingual Afrikaans- and English-speaking families in Stellenbosch, and one week with families in another bilingual family in Bo Kaap.

The family is the center of life in South Africa. The opportunity to live with such a diverse array of South African families is a major highlight and defining feature of the program.

Langa

Students spend three weeks living with isiXhosa-speaking families in Langa Township in Cape Town. Langa is one of the oldest townships that emerged following the passage of the Urban Areas Act in 1923. Langa was a planned town and looks radically different from informal settlements that dot the Cape Town landscape. The term township refers to residential areas for non-white people.

Langa is a vibrant community that values education and sports and has a very strong Christian identity. Families typically consist of five to six members. The name Langa literally means “sun” but it is derived from Langalibalele, a rebel chief imprisoned at Robben Island for rebelling against the government.

Each weekday, students commute to the suburb of Rondebosch for class; weekends are spent with the host family. An excursion to Robben Island is typically arranged during the Langa homestay; other excursions may include hiking Table Mountain or Lion’s Head or visiting the Kirstenbosch National Botanical Garden.

bo kaapBo Kaap

Students spend one week with a bilingual Afrikaans- and English-speaking family in Bo Kaap. Bo Kaap is one of the best known and most photographed areas of Cape Town and is closely associated with traditional Islam and the Cape Malay community. Early settlers of the Cape Town area included slaves from South Asia and the Indian Ocean basin and political prisoners who pioneered Islam, all of whom influenced the area’s cultural and social practices.

During the Bo Kaap homestay period, students interrogate “colored” identity and visit museums such as District Six and the Slave Lodge to learn more about land ownership, human rights, and state-sponsored resettlements and land dispossessions. Students attend classes at the SIT program center.

Bo Kaap is well known for its rich history and cultural heritage as well as for its brightly colored houses and distinct Georgian architecture that was typical during the area’s development in the early to mid-nineteenth century.

Tshabo

Students spend one week living with families in the village of Tshabo situated near King Williams Town, the capital of the Eastern Cape Province. This homestay offers students an excellent opportunity to experience rural life, examine issues of rural development, and practice isiXhosa.

During the Tshabo homestay, students may visit local rural projects run by NGOs and schools. They typically have the chance to observe traditional rituals and compare and contrast urban and rural Xhosa cultures. Students receive lectures by local experts on issues of education, social development, economics, and Tshabo’s history and culture.

During their time in Tshabo, students conduct a mini field assignment to practice their research methods and enhance their confidence for the four-week Independent Study Project.

Stellenbosch

stellenboschStudents spend one week with a bilingual Afrikaans- and English-speaking family in Stellenbosch, located in the Western Cape Province about 50 km outside of Cape Town. The city is home to one of South Africa’s leading tertiary educational institutions, Stellenbosch University.

During this period, students attend classes at Stellenbosch University and undertake excursions, including the town of Paarl, home to the Afrikaans Language Monument. An excursion to the Solms Delta Wine Estate is also arranged, giving students the opportunity to learn about the social history of the farm and programs being implemented at the winery to empower farm workers and their families. Students engage with faculty and local students on issues related to the future of the Afrikaans language as both a language of instruction at the university and a cultural symbol to the Afrikaner community. The language debate has put Stellenbosch University in a tug-of-war requiring tolerance, flexibility, and imagination in order to come up with a language policy that would be realistic and inclusive. Conversations on this issue typically continue outside the classroom with students’ Afrikaner host families.

In addition to homestay accommodation, other housing options during the program may include lodges, private homes, or small hotels and camping.

Program Dates: Spring 2015

Program Start Date:  Jan 30, 2015

Program End Date:    May 14, 2015

The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.

Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.

Application Deadline:   Nov 1, 2014

 

SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.

Tuition: $15,570

The tuition fee covers the following program components:

  • Cost of all lecturers who provide instruction to students in:
    • Politics and human rights
    • Multiculturalism and social change
    • Governance, politics, and the constitution
  • Field Study Seminar on research methods and Human Subjects Review
  • Intensive language instruction in isiXhosa
  • All educational excursions to locations such as Johannesburg, Stellenbosch, Western Cape province, and visits to rural areas, including all related travel costs
  • Independent Study Project (including a stipend for accommodation and food)
  • Health insurance throughout the entire program period

Room & Board:$2,960

The room and board fee covers the following program components:

  • All accommodations during the entire program period. This includes during orientation, time in the program base (Cape Town), on all excursions, during the Independent Study Project, and during the final evaluation period. Accommodation is covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.
  • All homestays (three weeks in Langa Township, one week in Bo Kaap, one week in Stellenbosch, and one week in Tshabo)
  • All meals for the entire program period. Meals are covered either by SIT Study Abroad directly, through a stipend, or through the homestay.  

Estimated Additional Costs:

International Airfare

International airfares vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.

Visa Expenses:$ 88

Immunizations varies

Books & Supplies :$225

Discretionary Expenses

Personal expenses during a semester abroad vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region.  See a full list of our alumni contacts.  Please note that free time to pursue non-program-related activities is limited.

Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.

 

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802 258-3212, 888 272-7881 (Toll-free in the US), Fax: 802 258-3296 

SIT was founded as the School for International Training and has been known as SIT Study Abroad and SIT Graduate Institute since 2007. SIT is accredited by the New England Association of Schools and Colleges, Inc. (NEASC) through its Commission on Institutions of Higher Education

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