Showing posts with label South Africa. Show all posts
Showing posts with label South Africa. Show all posts

Friday, February 10, 2017

The History of Black Conscious in South Africa: Afrikaans and Apartheid

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On a winter's day in 1976 more than 20 000 pupils from the African township complex of Soweto began a protest march against a Bantu Education Department regulation that Afrikaans be used as one of the languages of instruction in secondary schools. Several hours later, police and youths were engaged in running street battles all over the dusty township. During the next few weeks' dozens of other black townships across the country were involved in the most serious revolt against the white state since the Defiance and anti-Pass campaigns that peaked in 1960.

On 25 May 1976, Fred van Wyk, the director of the South African Institute of Race Relations, sent an 'urgent telegram to Progressive Reform Party mp Rene de Villiers: 'Deeply concerned Afrikaans medium controversy black schools,' it said. 'Position Soweto very serious. Could you discuss matter with Minister...?' De Villiers, a former editor of the country's biggest daily newspaper, 'The Star', immediately tried to set up an interview with one of the ministers responsible for the administration of 'Bantu' affairs, even though he must have realised that he did not stand a chance. How could one dyed-in-the-wool liberal belonging to a small English-speaking opposition party possibly hope to influence a coterie of ministers determined to follow to the last jot and tittle the native policies of the greatest Afrikaner nationalist ideologue of them all - Hendrik Frensch Verwoerd?

De Villiers tried his best but the man he got to see - Deputy Minister of Bantu Administration and Development, and Bantu Education Andries Treurnicht - did not share his concern. 'I'm not aware of any real problem,' he insisted throughout the brief interview. It was a statement that was later deservedly preserved for posterity: because a little more than three weeks after Treurnicht's glib assurance, Soweto took the lead in a countrywide rebellion that shook white South Africa to the core. And although the uprising was eventually put down - at a cost of hundreds of lives and millions of rands in damage, South Africa has not been quite the same since. In many ways Soweto '76 was a turning point - for the government, for Africans and for the white liberal establishment: it brought to an end almost two decades of African political inactivity, it gave rise to a generation of black consciousness-inspired activists determined to fight their own battles and it forced the government to look beyond brute force to safeguard what it saw as the 'right of whites to self-determination'. But more than that, it cleared the decks for the real fight -between African and Afrikaner nationalism.

Countdown to conflict

The main cause of the protests that started in African schools in the Transvaal at the beginning of 1975 was a directive from the Bantu Education Department that Afrikaans had to be used on an equal basis with English as one of the languages of instruction in the department's secondary schools.

It was not a new rule. Verwoerd had thought of it more than 20 years earlier - in 1953 - when he devised his Bantu Education package. But in the context of bausskap, even Verwoerd was capable of errors of judgment; and when the language clause proved to be unworkable due to a shortage of teachers, a lack of Afrikaans textbooks and a grudging acceptance that pupils would have immense difficulty in coping with three languages as mediums of instruction, it was quietly forgotten by the white bureaucrats who ran African education.

In 1974, however, the Secretary for Bantu Education, Dr Hennie van Zyl, died and in the shake-up that followed his death, Bantu Education Minister, the dour M C Botha, decided to reintroduce the 50-50 ruling. Botha had no reason to believe there would be objections. After all, the system he administered had been designed specifically to condition Africans to accept the role of menials in a white man's country.

Bantu education - with its overcrowded classrooms, inadequately trained teachers and separate, inferior universities - was meant to shatter morale. And for many years it did precisely that (see page 379).

But in the late 1960s and early '70s it began to show distinct signs of wear and tear. Influenced by events outside South Africa - the death throes of colonialism in Africa, the rise of 'Black Power' in the usa and a growing worldwide antagonism towards apartheid - African students began to kick against the system.

Rise of black consciousness

Aware that they were the moral and intellectual equals of white students, but that they were the pawns in the racial and economic policies of the white government, African students began uniting under a new and highly significant banner: black consciousness (see box).

Black consciousness was, and perhaps still is, a new way of looking at the world. Liberation, its proponents argued, would come about only when Africans threw off their shackles of fear and their feelings of inferiority, and conducted their own political campaigns instead of relying on white liberals to map out their strategies. Whites, they argued, were too enmeshed in the apartheid system ever to be reliable allies.

Black consciousness engendered a new sense of pride in millions of Africans: blackness became something to be proud of, to be defiant about and worth fighting for. And so the message was spread - by students in the rural-based tribal colleges to younger brothers and sisters in the townships. Soon 'bc' became the rallying cry of an entire generation.

The pot begins to boil

Of all the government officials, Bantu Education Minister M C Botha was probably best qualified to read the danger signs in the storm that began to blow over African education. In 1943, when the Nationalists were in opposition, Botha, then secretary of a special Afrikaner Broederbond educational committee, had prepared an instruction that urged 'churches to encourage parents to refuse to send their children to schools where [United Party] government policy had been introduced.

'Where a minister is unsympathetic,' he had urged, 'a strong personality in the church council or congregation should take the lead; each member of a school committee should undertake responsibility for ten or so parminister of Bantu Education M C Botha pressed for the implementation of Afrikaans as a medium of instruction. ents and children and persuade them to be ready to strike at a given moment.'
Now, Botha was a cabinet minister, and he chose kragdadigheid (literally, brute force) to crush opposition to government policies.

Thus, in February 1976, two members of the Meadowlands Tswana School Board were sacked for defying his instruction to use Afrikaans in schools. A few days later the remaining seven members of the board resigned in protest and over the next few weeks the situation deteriorated rapidly.

On 24 February Junior Certificate pupils at Thomas Mofolo Secondary clashed with their principal over the issue and on 17 May a class boycott was started at Orlando West Junior Secondary after a circuit inspector had turned down a request for a meeting. By 25 May the number of boycotting schools had risen to six. On 27 May an Afrikaans teacher at Pimville Higher Primary was stabbed and police were stoned when they tried to arrest a youth in connection with the assault.

Education authorities reacted to the growing unrest with a warning that they would not hesitate to shut down boycotting schools, expel pupils who had absented themselves for more than 10 days at a stretch and transfer teachers. But, if anything, their hard-line stance made matters worse.

At Belle Higher Primary pupils stoned school buildings and clashed with classmates who had returned to lessons; at Naledi High pupils twice clashed with police; at Emthonjeni pupils refused to write their social studies examination in Afrikaans, while Orlando West Junior Secondary was faced with a full-scale boycott of the entire June examinations.

On 11 June Van Wyk sent another telegram to De Villiers, who again spoke to Treurnicht. The Minister, however, disagreed that there had been an escalation of the dispute. He had reason to believe, he assured De Villiers, that the matter would be amicably settled. Five days later, the storm broke....

'Afrikaans is a tribal language'

On 13 June delegates representing all the secondary schools in Soweto elected an action committee to plan a protest march through the township, to be followed by a mass rally at the Orlando football stadium.

Secrecy was the byword in the hectic preparations that followed: it needed just one indiscreet word within ear- shot of one of the many impimpi (informers) to scuttle the plan, organisers repeatedly stressed at clandestine meetings. But they need not have worried. In the three days that they flitted in and out of schools to issue their hurried instructions, thousands of lips remained sealed. The march had been set for Wednesday, 16 June at 7am. But by 6 o'clock hundreds of pupils were already gathered at the more than a dozen assembly points. The mood of the crowd was relaxed, even jovial, when marshalls began handing out tattered pieces of cardboard on which were scrawled slogans such as 'Down with Afrikaans', 'Bantu Education - to hell with it', and 'Afrikaans is a tribal language'.

At precisely 7 o'clock, the first group of singing, chanting pupils began marching towards Orlando .... Clashes with the police began almost immediately: at White City in Jabavu, shots were fired at two schoolboys hurrying to catch the marchers, while at Dube Vocational College a teargas canister was thrown into a contingent of marchers. Later, several African policemen were put to flight when they tried to turn back another group. Shortly before 9am, a senior pupil addressed a crowd of several thousand outside Orlando West Junior Secondary: 'Brothers and sisters,' he said, 'I appeal to you - keep calm and cool. We have just received a report that the police are coming. Don't taunt them, don't do anything to them. Be cool and calm. We are not fighting.' Within minutes of his appeal, a contingent of police vans and cars arrived and about 50 policemen emerged from their vehicles to form an arc in front of the crowd, which began singing 'Morena Boloka Sechaba sa heso' (God Save our Nation).

The shooting begins

The upheaval that swept through Soweto began when a single teargas canister was hurled amidst the singing, placard-waving crowd. This was followed by a single shot, a wave of panic, a rain of stones,more shots and yet more stones. Sophie Tema, a journalist with the newspaper 'The World', described how, out of the chaos, she saw a group of children emerge carrying a critically wounded youth. His name was Hector Petersen, he was 13 years old, and he was covered in blood. She rushed him to a nearby

Black and proud - the origins of black consciousness

In the years that followed the banning in 1960 of the African National Congress and the Pan-Africanist Congress, African students began to look increasingly towards the multiracial National Union of South African Students (NUSAS) as a vehicle through which to express their political aspirations. At first glance, it seemed a good move: in the early 1960s, the white NUSAS leadership tended to identify strongly with black causes. But in 1964, in the face of strong opposition by rank-and-file members to some of its more 'radical' policies, NUSAS dipped sharply to the right, confining itself to symbolic multiracial activities. It was the beginning of a period of deep frustration for the small black membership who, unable to articulate their grievances adequately, allowed themselves to be co-opted into the new, no-risks style of NUSAS politics.

However, South African politics is never static for long, and in 1967 a group of black students began seriously to analyse their political predicament. The prime mover in this regard was a young Natal University medical student named Steve Biko. Born in King William's Town in the eastern Cape in 1947, Biko had been introduced to politics as a teenager in 1963 when an older brother had been arrested as a suspected Poqo member and jailed for nine months. Biko himself had been questioned by the police regarding his brother. Expelled by Lovedale High School because of his brother's activities, he was sent to St Francis College at Mariannhill in Natal, and then enrolled at the black medical section of Natal University. A vastly talented political analyst, he was soon elected to the Students' Representative Council of the university, which in turn drew him into the activities of NUSAS. At the NUSAS congress in 1968, Biko and a group of friends began to draw black students into a candid discussion on their second-class role within the union. Later, at a University Christian Movement meeting in Stutterheim, he began actively to promote the idea of an all-black university movement.

In July 1969 the South African Students' Organisation (SASO) came into being with Biko as president. Although the new organisation was committed to a philosophy of black consciousness, it did not immediately reject the liberalism of NUSAS. Officials were only too aware that many members still held lingering loyalties towards the multiracial union. But by 1970 Biko felt confident enough to launch a series of attacks on white liberal thinking: 'The integration they [liberals] talk about... is artificial... a one-way course, with the whites doing all the talking and the blacks the listening,' he claimed in an article in the August edition of the SASO 'Newsletter'. And he also had some harsh words for Africans who had been drawn into the 'come-around-to-tea' circuit: 'One sees a perfect example of what oppression has done to the blacks. They have been made to feel inferior for so long that for them it is comforting to drink tea, wine or beer with whites who seem to treat them as equals. This serves to boost up their own ego to the extent of making them feel slightly superior to those blacks who do not get similar treatment from whites. These are the sorts of blacks who are a danger to the community.

' To Biko, a true liberal was a white person who directed all his energies into educating other whites and preparing them to accept a future system of majority rule. Until this came about, blacks had to go it alone, he argued. Black consciousness had an immediate appeal for thousands of black South Africans. Although it was not an organisation, it spawned a number of bodies that espoused its philosophy. By 1972 a Black Peoples' Convention had been set up to act as an umbrella body to coordinate its adherents.

In 1977, however, black consciousness was dealt a series of devastating body blows: in September of that year, Biko died after 26 days in police detention; and in October, Justice Minister Jimmy Kruger banned 17 organisations and two newspapers ('World' and 'Weekend World'), all of which he claimed supported black consciousness.

clinic in her car, but he was certified dead on arrival. Later, the photograph of Petersen being carried away became a symbol of the tragedy that was 16 June. The police, meanwhile, heavily outnumbered by the furious crowd, retreated towards Orlando East, giving the demonstrators a chance to collect their casualties - at least two dead and more than a dozen wounded. As news of the shooting spread, pupils began erecting barricades across the dusty streets. By noon, hundreds of police reinforcements had been rushed to the area. But there was little they could do to stop the crowds that attacked the property and employees of the West Rand Administration Board (wrab). Two wrab employees were murdered by angry crowds; later, smoke billowed over the township as offices and vehicles belonging to the board were put to the torch. Other targets included WRAB-controlIed beer halls and bottlestores. Hundreds of cases of beer were removed from these premises and broken on the pavements by pupils chanting "less liquor, better education'. The next day the government closed the schools, poured more police reinforcements into the area and placed the army on alert. But in the continuing violence hundreds of people were killed and 143 vehicles and 139 buildings destroyed. As news of the shooting began appearing on television screens and in newspapers in the rest of the world, South Africa's economy, already showing signs of decline after the post-Sharpeville boom years, took a devastating knock: gold shares dropped by an average of 75 cents on the London stock exchange, while De Beers diamond shares fell nearly 15 cents. Big business reacted to these developments with alarm. Of the net foreign capital inflow of RBOO-million during 1976, R536-million consisted of short-term loans. With growing horror businessmen realised that if Soweto was to follow the pattern of the Sharpeville unrest in 1960, overseas borrowing would become appreciably more difficult and the economy would suffer a downturn.

Government reaction

On 17 June, Treurnicht dealt with the Afrikaans language controversy in a speech in Windhoek, Namibia: the government, he said, was prepared to be as accommodating as possible as far as the use of Afrikaans at African schools was concerned.

But in the next breath, he added: 'In the white areas of South Africa [Soweto was deemed to be part of 'white' South Africa], where the government erects the buildings, grants the subsidies and pays the teachers, it is our right to decide on language policy. The same applies to schools in areas where there is no compulsory education. Why are pupils sent to sch

That same day in parliament, Justice Minister Jimmy Kruger accused the University Christian Movement of having 'initiated a polarisation between black and white and the development of black power consciousness'. 'The other question one has to ask oneself,' Kruger continued, 'is why the young people walked with their fists in the air? Why do they walk with upraised fists? Surely this is the sign of the Communist Party?'

On 18 June, Prime Minister John Vorster broke his silence with a typically tough speech: 'The government will not be intimidated,' he told parliament. 'Orders have been given to maintain order at all costs.'

The first step was a ban, in terms of the Riotous Assemblies Act, on all outdoor public meetings except bona fide sports events. Later, in analysing the nature of what he referred to as 'so-called black grievances', Kruger said: 'Many [grievances]. . . are far-fetched. Some are impractical and some are real. But I have not found any grievances that would indicate that Bantu Administration has flopped on the job.'

The spontaneous unrest of Africans throughout the country appeared to suggest otherwise. Of course, it was not so much Afrikaans as the whole system of Bantu education (and ultimately apartheid) that was the bone of contention for African students. This was apparent even before the outbreak of unrest. For instance, at the entrance of one Soweto school, pupils had daubed a slogan that read 'Enter to learn, leave to serve'. And during the protests a pamphlet addressed to parents stated:'. . . you should rejoice for having given birth to this type of child ... a child who prefers to die from a bullet rather than to swallow a poisonous education which relegates him and his parents to a position of perpetual subordination.' On the same theme, a Press statement released by the Soweto Students' Representative Council shortly after its formation in August 1976, stated: 'Twenty years ago, when Bantu Education was introduced, our fathers said: ' 'Half a loaf is better than no loaf.'' But we say: ' 'Half a gram of poison is just as killing as the whole gram."'

The last journey of Stephen Bantu Biko


Late on the night of 18 August 1977 banned eastern Cape political activist Steve Biko was detained at a police roadblock that had been especially set up for him on the outskirts of Grahamstown. Twenty-six days later he was dead - from massive head injuries sustained in a room at security police headquarters in central Port Elizabeth.

Justice Minister Jimmy Kruger, who announced the death in a rambling statement on the morning of 13 September, clearly believed that Biko had died as a result of a hunger strike: "... since 5 September,' he said, 'Mr Biko refused his meals and threatened a hunger strike .... The District Surgeon was called in on 7 September after Mr Biko appeared to be unwell. . . [but] he could not find anything wrong.' The rest of the statement detailed further doctors' visits, a suspicion by both police and medical men that

Biko might have been feigning illness and, finally, a 1120-kilometre dash by Land Rover to get the ill man to a prison hospital in Pretoria

Kruger, who had a reputation as a hawk, reached new heights the next day at the Transvaal Congress of the National Party: 'I am not glad and I am not sorry about Mr Biko .... He leaves me cold,' he told an appreciative audience of cabinet ministers, MPs and other pillars of the party. Later a delegate from Springs, capturing the mood of the gathering, drew roars of laughter when he praised the Minister for granting Biko 'his democratic right to starve himself to death'.

'Inciting blacks to cause riots' Elsewhere in the country, mainly in the African townships, news of the death of the black consciousness leader was greeted with shock - shock that turned to anger when the story of Biko's final days unfolded at an inquest that opened in Pretoria on 2 November 1977 .... Not formally charged with committing a crime, Biko had been held under Section 6 of the Terrorism Act that allowed for the indefinite detention, for the purposes of interrogation, of any person either thought to be a 'terrorist', or who had information regarding the activities of 'terrorists'.

It was a detention that security police justified by claiming that at the time of his arrest he was on his way to Cape Town to distribute 'inflammatory' pamphlets . . . 'inciting blacks to cause riots'.

On 19 August, after spending the night in a police cell in Grahamstown, he was taken to the Walmer police station in Port Elizabeth where he was held, naked, 'in order to prevent him from hanging himself with his clothes'. On 6 September, still naked, but now also in leg irons, he was taken to security police headquarters where a five-man team headed by

Major Harold Snyman began interrogating him. What happened there became the subject of a series of heated exchanges between Sydney Kentridge, counsel for the Biko family, and members of the security police.

'He bumped his head against a wall'

The autopsy had revealed the cause of death as a blow [or blows) to the head, struck with enough force almost certainly to have rendered Biko unconscious. Snyman's explanation was that Biko had bumped his head against a wall during a struggle. He had jumped up with a 'wild look' in his eyes after being confronted with evidence that linked him to riots, arson and boycotts - and it had taken five men to restrain him, said the major. If this were so, countered Kentridge, why was it not mentioned in any of the 28 affidavits made by police and doctors involved?

Kentridge was particularly scathing in his criticism of the conduct of doctors Ivory Lang, Benjamin Tucker and Colin Hersch, all of whom admitted making incorrect diagnoses. The police, he claimed, faced with allegations that they had assaulted Biko, had closed ranks and entered into a conspiracy of silence into which the doctors had allowed themselves to be drawn. They had gone along with a police theory that Biko was feigning when it must have been obvious that he steve biko's coffin is carried through the Victoria Stadium in King William's Town under the flag of the Black People's Convention was, in fact, gravely ill. And even when they were finally moved to suggest that he be taken to hospital, they allowed him to be placed naked in the back of a police Land Rover for a journey of more than 1000 kilometres to Pretoria. There, said Kentridge, Biko 'died a miserable and lonely death on a mat on a stone floor of a prison cell'.

'We don't work under statutes'

A telex sent by the head of the Port Elizabeth security branch, Colonel Piet Goosen, to Pretoria, cast further doubts on police evidence: describing the events leading to Biko's
death, the telex mentioned an injury 'inflicted on' Biko at 7 am on 7 September. Recalled to the stand, Goosen explained 'inflicted on' as a play on words. Earlier, in another clash with Goosen, Kentridge asked the security police chief who had given him the authority to keep a man in chains for 48 hours. 'I have the full power to do it to ensure a man's safety,' he replied. 'I am asking you to give the statute,' insisted Kentridge. 'We don't work under statutes,' said Goosen. 'Thank you very much,' answered Kentridge. 'That is what we have always suspected.' The Chief Magistrate of Pretoria, Marthinus Prins, said that Biko's death had probably been caused by head injuries sustained in a scuffle with security police. 'The available evidence does not prove that the death was brought about by any act or omission involving or amounting to an offence on the part of any person.'

Business responds to strife in the cities

A school built jointly by Africans and the Urban Foundation. urban foundation leaders Harry Oppenheimer of Anglo-American (left), an Steyn, a former judge and new Chief Executive Officer of the foundation, and tobacco magnate Anton Rupert (right).

In 1976, at the height of the countrywide unrest. Harry Oppenheimer and Anton Rupert, the two giants of South Africa's English and Afrikaans business worlds, met at a London
hotel to seek ways and means of persuading the government to encourage the growth of an African middle class, as an ally for the whites and a bulwark against socialism. The result was the launch, in March 1977, of the Urban Foundation (uf) - an organisation dedicated to creating opportunities for Africans in areas such as home-ownership and education. Previously, business had shown little interest in more enlightened policy; many had benefited from apartheid legislation, especially labour control. But as the 1980s saw intensified conflict in the cities, increased pressure from abroad, and an extended economic crisis, business leaders expressed an increasingly vocal desire for reform. Pointing out that Africans were integral to South African society, they called for the scrapping of discriminatory laws, and insisted that the many Africans who could not afford to compete in the marketplace should be given a minimum access to facilities. From the outset, the up was active in the fields of job-training schemes, literacy work, and pre-school and adult education. Its major contribution, however, has been in the area of housing and urban policy. Led by former Supreme Court Judge, Jan Steyn, the uf played a key role in persuading the government to introduce the 99-year leasehold scheme which permitted a form of African homeownership in townships within white South Africa. Following this breakthrough, it was also a leading light in the granting of loans by corporations to African white-collar workers.

But in the 1980s the uf was viewed by many blacks as an arm of P W Botha's 'total strategy' - and much of its work was conducted outside the public eye. By the 1990s, the political climate had so changed that the uf was able with considerable fanfare to unveil its proposals on urbanisation. The proposals dealt with housing, land usage and ownership, the urban economy, and town and regional planning. They have had considerable influence on local and central authorities, the private sector, and some academics - but some critics charged that the uf was replacing race bars with economic barriers and had failed to redress the imbalances of apartheid. Many of the recommendations have subsequently become government policy, including the scrapping of discriminatory legislation governing land ownership and control, abandonment of the decentralisation policy, and the acceptance of informal settlement as a feature of city life.

By 1990, there were an estimated 5-7 million squatters in South Africa and the government acknowledged that 70 percent of blacks could not afford to pay R10 000 for a house. Concern for what amounted to a huge housing crisis with major social, economic and political implications led the government to establish with an initial grant of R2-billion the Independent Development Trust (IDT) under the leadership of Jan Steyn. The idt expressed its aim as black economic empowerment and much of its thinking has been underpinned by the uf's perspectives. Wary of rejection by the extra-parliamentary movement, however, the idt first conducted a series of negotiations with community organisations and political parties.

The idt's initial grants focused on land ownership. Rl,56-billion or 61 percent was allocated to housing on the basis of site-and-service. The idt set up a capital subsidy scheme, granted funds for development of informal settlements and looked at establishing a finance corporation to fund housing for the poor. At the same time several service organisations with links to black communities also examined housing and land issues. While they lacked the funds available to the up and idt, their research was fed into the policy of civic organisations, trade unions and political organisations, such as the anc. Thus all parties to the negotiated settlement were fully informed on urban policy issues.

The unrest spreads


Unrest was not confined to Soweto. Less than two weeks after the first clashes between police and pupils, violence had spread like wildfire - first to neighbouring townships on the Reef, and then further afield. By August at least 80 black communities throughout the country had vented their anger.

In Cape Town, 30 people died in unrest that broke out on 11 August in the African townships of Langa, Guguletu and Nyanga. Then, in a significant development at the beginning of September, coloured pupils and students from the Western Cape universities and training colleges joined the protests. Thirty more deaths were reported in the violence that followed.

In Soweto the initial violence burnt itself out within a few days, but calm was not restored to the township until the beginning of 1978. Certainly, for the remainder of 1976 and the whole of 1977, clashes between police and pupils, the burning of schools and beer halls and the mass detention of suspected activists became a regular part of the black experience.

Swopping books for AK-47s

Although in the end guns triumphed over stones and burning barricades, the sullen peace that returned to the townships merely signalled the beginning of a new phase of African resistance to apartheid. The Soweto uprisings brought to maturity a new generation of Africans who believed in their own worth and their right to equal treatment. Having acquired a taste for battle, hundreds of them began slipping over South Africa's borders into neighbouring states to join the banned nationalist movements, the African National Congress (anc) and the Pan-Africanist Congress (Pac). Although the majority of volunteers were black consciousness adherents, most ended up in the training camps and schools of the 'non-racial' anc (the Pac, at that stage, was wracked by internal squabbles and, in fact, existed only in name).

Appreciably strengthened by this unexpected influx, the ANC began stepping up its low-level and often badly executed campaign of insurgency. Within a year of the countrywide rebellion of the young, the first groups of the class of '76 - now armed with the ubiquitous AK-47 machineguns, limpet mines and hand grenades - began slipping back into the country.

The best intelligence system in Africa

In many ways, the South African security forces proved more than equal to the new challenge. Boasting one of the most effective intelligence-gathering systems in the world (thanks to a vast national and international informer network), the police and army were able to crush many of the anc's most carefully planned campaigns.

Certainly, when the then head of the Security Police, General Johan Coetzee, claimed in an interview with 'New York Times' journalist Joseph Leiyveld that there was little he did not know about what was going on in the anc, he was probably speaking the truth. And yet - despite the fact that setbacks outnumbered successes -- guerrillas were occasionally able to evade the security net long enough to carry out acts of sabotage. And in this respect, the attack early in 1980 on the oil-from-coal refinery at Sasolburg in the Orange Free State was probably the most spectacular. Six storage tanks were set ablaze by a three-man anc team - and several days later, a thick pall of smoke was still drifting over Johannesburg, more than 80 kilometres away. The homing of construction work on the Koeberg nuclear power station was also noteworthy.

The making of a guerrilla


Well aware that a military victory over the state's security forces was out of the question, the chief purpose of the anc's hit-and-run raids was psychological - to shatter the morale of government supporters and to increase its own backing in the townships.

To a certain extent, it succeeded in its latter aim. But the cost, in terms of lives lost, was awesome. Between 1976 and the anc's suspension of the armed struggle in 1990, many of the young people who fled South Africa to join Umkhonto we Sizwe were either caught or killed.

What drove so many young South Africans to take up arms against the National Party Government? Sometimes answers were given at the tail-end of treason trials. And, almost always, the words which cropped up were 'poverty' and 'humiliation'.

In 1978, Mosima Gabriel Sexwale, one member of the class of '76, addressed a Pretoria Supreme Court judge shortly after his conviction on a charge of high treason: 'Now that I have been convicted,' he said, 'I want to explain my actions so that you ... should understand why I chose to join the struggle for the freedom of my people.... It was during my primary school years that the bare facts concerning the realities of South African society and its discrepancies began to unfold before me. I remember a period in the early 1960s, when there was a great deal of political tension, and we often used to encounter armed police in Soweto.... I remember the humiliation to which my parents were subjected by whites in shops and in other places where we encountered them, and the poverty. 'All these things had their influence on my young mind ... and by the time I went to Orlando West High School, I was already beginning to question the injustice of the society ... and to ask why nothing was being done to change it,' said the young activist. 'It is true that I was trained in the use of weapons and explosives. The basis of my training was in sabotage, which was to be aimed at institutions and not people. I did not wish to add unnecessarily to the grievous loss of human life that had already been incurred. It has been suggested that our aim was to annihilate the white people of this country; nothing could be further from the truth. The anc is a national liberation movement committed to the liberation of all the people of South Africa, black and white, from racial fear, hatred and oppression,' he told the court. 'I am married and have one child, and would like nothing more than to have more children, and to live with my wife and children with all the people in this country. One day that might be possible -- if not for me, then at least for my brothers.'

Monday, October 31, 2016

The War on Afrikaans :The fight about language is really a fight about race.


The War on Afrikaans





Two months ago, student demonstrators burned two buildings at the all-black Mafikeng campus of South Africa’s North West University. One was the main administration building, which housed all university records. The administration was forced to close the campus indefinitely. Ironically, the black students immediately asked if they could then be housed at the university’s majority-white Potchefstroom campus, where heavy security was put in place to stop any would-be arsonists.

At about the same time, the University of Pretoria was closed for at least two weeks after clashes between white and black students over what was euphemistically termed its “language policy.” Trouble started in late 2015, when examinations had to be postponed by one week.

Conflict of this kind is a sharp departure from the tradition of South African universities. The University of Pretoria is not like Europe’s left-wing universities with their graffiti-covered walls. Its manicured lawns and pristine buildings testify to a seriousness and austerity that barely tolerates student politics.

One would have to go back many years to find a political disturbance even remotely like the kind we see today. In 1919, an Afrikaner-nationalist student, W.J. Erlank, burned a British flag at the University of Pretoria and was expelled for it. He later became a famous Afrikaans poet under the pen name of “Eitemal,” but not even that incident disturbed the rigid succession of semesters and examinations.


“Eitemal” in a marble frieze of the Voortrekker Monument.

The growing presence of black students has clearly changed our campuses. Black hostility towards the Afrikaans language derives from a variety of causes, but it is often claimed that Afrikaans is “associated with Afrikaner rule and with apartheid.” However, underneath the surface there are various other reasons why blacks and leftists resent Afrikaans. Whether blacks study in English or in Afrikaans, they get lower grades and have higher dropout rates. This leads to resentment of university administrations and of whites generally.

On the English-language campuses black failure is normally ascribed either to white racism or the lingering effects of their parents’ or grandparents’ “deficient education.” But on the Afrikaans campuses, where most blacks can also take classes in English, there is a theory that “whites do better because they are studying in their mother tongue.” Since 1976, South African blacks have explicitly rejected any form of mother-tongue education because of its association with “Bantu education,” or the form of segregated black education that had evolved during the 20th century under white governments.

Blacks saw English as a kind of magic ticket to American-style consumerism. Under the administration of President Jimmy Carter, there was an American “information campaign” in Soweto to get local blacks to adopt the US discourse of civil rights which, of course, was all in English. If they spoke global English, all black children would grow up to become politicians, bankers, or businessmen, and not carpenters, plumbers, or auto mechanics communicating only with their lowly brothers in the so-called townships of South Africa.

Prestige and social status play a huge role in Africa. Presidents in Mercedes-Benz S-class vehicles escorted with flashing lights have perhaps become the symbol of postcolonial Africa and South Africa is no exception. What goes for cars, goes for languages, and global English is seen as the Mercedes of languages. Many aspiring middle-class South African blacks are actually ditching their own languages to speak English to their children.

So anti-Afrikaans hostility is at best a paradox. On the one hand, blacks tend to see Afrikaans as “just another local language,” which of course it isn’t. Although standardized in South Africa in the 19th century, it is a European language sharing 95 percent of its vocabulary with modern Dutch. However absurd this may sound outside (and even within) South Africa, Afrikaans is seen by blacks as a kind of “upstart white language” and bearer of “white privilege.” According to many blacks, Afrikaans students perform better because they enjoy a “better rapport with lecturers.” Blacks and leftists also claim that Afrikaans culture is inherently “racist” and leads to segregation.

In my view, these are mere rationalizations for a deep racial resentment against whites. The real reason blacks want to “abolish Afrikaans” at universities is that it would be a way of hurting Afrikaners by taking away something they obviously value. In the background, there are white liberals and leftists whose own power has always depended on inciting black racial narcissism and resentment. As in the United States, white liberals relish the sight of black mobs causing mayhem which they may blame on white racism and “exclusion.” Such whites find Afrikaans an expedient target and they have used it with success to focus black rage on their enemies: those “racist” or “right-wing” whites who still cling to some kind of Western or European identity.

Apart from demanding no annual increase in college fees, or no fees at all under the slogan “Fees must fall,” blacks have issued a new ultimatum: “Afrikaans must fall.” Before the ANC came to power, the University of Pretoria, for example, was an all-Afrikaans university, but mindful of government pressure, it now offers lectures in both Afrikaans and English.



A dual language policy is not enough, however, for black radical groups on campus. One such group is the youth branch of Julius Malema’s Afro-Marxist Economic Freedom Fighters (EFF). It styles itself as a kind of urban guerilla movement. Its members wear red shirts and military-style berets, and call themselves the EFF “Student Command.” Together with other groups such as PASMA (Pan-African Students Movement of Azania) and UPrising, it claims that Afrikaner students are “advantaged” by being able to study or write exams in their own language while blacks must contend with English. Naturally, every white or even Indian English-speaker is equally “advantaged” by being educated in his home language, but somehow that does not count.

Another argument for “abolishing Afrikaans” is that since African languages are not developed enough to be used at university level, Afrikaans should not be “privileged” in this way either. This is like saying that because there is no Inuit-language university in Canada, no courses should be taught in French. Also, blacks say they do not feel welcome in places where they hear Afrikaans, especially in university dormitories where “Afrikaner culture is forced upon them.”

The sense of black entitlement in South Africa has come to resemble that of the blacks at Princeton who recently invaded the office of president Christopher Eisgruber, where they shouted, “We own this place, it is ours!” Most blacks consider South Africa’s universities to be “theirs.” The whites who founded and developed them are passing tenants who should soon be issued eviction orders. So it is often claimed that white Afrikaners (who pay far more taxes on average than blacks) are “wasting our money on maintaining their language.” In addition, most whites pay their own way to study at university, while blacks get scholarships or government loans–which few ever repay.

The assault on Afrikaner heritage can be violent. At the Pretoria campus, white male students blocked off menacing blacks and kept damage to a minimum, but not so at the University of the Free State in Bloemfontein and the University of Cape Town, where black mobs have attacked statues and torn paintings from walls and burned them.

One statue destroyed was that of Charles Robberts Swart, who replaced the British monarch as titular head of state when South Africa became a republic in 1961. The Commonwealth threatened to impose black rule even then, prompting prime minister Hendrik Verwoerd to withdraw from that body. C.R. Swart was a lawyer and farmer who founded the Voortrekkers, the Afrikaner equivalent of the Boy Scouts. He offended no one and eventually retired to his farm “De Aap” (Dutch for “The Ape”) in his beloved Free State. However, his statue on the Bloemfontein campus was attacked by a black mob armed with metal bars who toppled it from its plinth and lit a bonfire around it. I doubt anyone in the mob had actually researched Swart or even knew who he was. He was simply a symbol of South Africa’s white past and therefore anathema.

C.R. Swart’s statue was vandalized more or less with the acquiescence of the university’s president, the coloured (mixed-race in South African parlance) Jonathan Jansen who self-identifies as “black,” and his vice president, a white Argentinian left-wing lesbian by the name of Lis Lange.



One would think that the Spanish-speaking Lange would have some tolerance for a non-English language such as Afrikaans, but no. She has been in the forefront of attempts to ban Afrikaans from lecture halls at the University of the Free State. Because of a kind of university executive decree, barring a court ruling to the contrary, from 2017 there will be no more Afrikaans instruction at the University of the Free State. The Free State is arguably the most Afrikaans-speaking province in South Africa; even the Sotho-speaking blacks speak it among themselves as a lingua franca. But such is the racial and cultural poison that has now taken possession of South Africa.

Hostility has reached the point that even the leader of the South African Communist Party and Minister of Higher Education, Dr. Blade Nzimande, has warned against “the danger of racial conflict” that could come from “anti-white chauvinism.” He was referring specifically to the slogan, “Kill all whites,” worn on T-shirts by black students at the University of the Witwatersrand in Johannesburg, but he also reaffirmed the ANC regime’s stance of not being officially hostile to Afrikaans. As he explained in an interview:


We are not fighting Afrikaans. Afrikaans is one of our official languages. But what we are against is for Afrikaans to be used to exclude students who do not actually speak the language, at a university level. That is what is a problem.

Of course, all languages “exclude” others. The Russians, the French, the Japanese, the Italians, the Poles, for example, have universities in their own languages, and produce books and films that “exclude” anyone who can’t speak those languages. But in South Africa, the argument is that any institution that does not bend over backwards to accommodate black students in their preferred language–usually English–“excludes” them.

In the United States, we can imagine Hispanic students demanding that the University of Texas offer all courses in Spanish as well as English so as not to “exclude” them. If that demand were met, white students would still get better grades, so the next step would be to demand that English be abolished and that all courses be taught in Spanish. That would “level the playing field” and “bring diversity to the student body.”

For black students in South Africa, Afrikaans is a target because it is a language few of them speak. But the larger target is whites. Blacks vandalized the statue of the English-speaking imperialist and statesman Cecil Rhodes at the University of Cape Town with the same anti-white ardor as the bronze image of C.R. Swart. As I wrote a year ago on the first wave of violent protest against white symbols:


The actual removal by truck and crane (of Rhodes’s statue) was a considerable victory for the anti-white side, as it was broadcast on national television, with pictures in all the newspapers. Excited young blacks climbed onto the statue as it was being lifted, throwing paint on the old imperialist, as if vicariously attacking the entire white population and everything it has done for four centuries.

The reason South African blacks are so “besotted with English,” as I have put it, has nothing to do with it being the language of England and America, and therefore a repository of Western culture. They see it instead as an instrument of power and status. English goes with an S-class Mercedes, a Rolex watch, or a pair of Gucci shoes.

At Johannesburg’s biggest shopping centre, the 1,380,000 square-feet Sandton City complex, there is a whole corridor devoted to luxury European brands: Gucci, Louis Vuitton, Armani, Prada, Dolce & Gabanna, Cartier, etc. One hardly ever sees white people at these temples of luxury; the store assistants are black and the customers are black, except for a few Asian tourists perhaps staying in the nearby five-star hotels. The world of that kind of status is already black. Increasingly, I am beginning to understand why stoicism became a popular philosophy among patrician Romans during the days of Empire.

Africans are very aware of status and rank. Joseph Mobutu, the long-time dictator of Zaire, officially changed his name to Mobutu Sese Seko Nkuku Ngbendu Wa Za Banga, which means, roughly, “The all-powerful warrior who, because of his endurance and inflexible will to win, will go from conquest to conquest, leaving fire in his wake.” He also bestowed titles on himself, such as “Father of the Nation,” “Messiah,” and “Savior of the People.”


Fourteen whites bow before Idi Amin in 1975 and pledge to fight for Uganda.

Idi Amin Dada’s full title, as announced by Radio Uganda in 1977, was “His Excellency President for Life, Field Marshal Alhaji Dr. Idi Amin Dada, VC, DSO, MC, CBE.” The last abbreviation stood for “Conqueror of the British Empire.”

If one digs a little deeper into the racial conflicts on South African campuses, one finds a constant interplay between superiority and inferiority. Just as Amin felt that he had “conquered” Britain, South African blacks interpret F.W. de Klerk’s haphazard surrender in 1994 to the ANC and South African Communist Party as a “grand victory” after years of “heroic struggle.” There is about as little factual evidence for this as of Amin’s conquest of the United Kingdom, yet this delusion is recited every day in the media. Mr. de Klerk thought he was negotiating a settlement, but according to the black version, or the white-liberal one–which amounts to essentially the same thing–he was negotiating the terms of white surrender.

And yet one arrives at a paradox: The son or daughter of a Mercedes-driving, Gucci-wearing, English-speaking black person, displaying all the accouterments of Western status and success, would still have a sense of “inferiority” when encountering a group of middle-class white kids engaging in some minor Afrikaner student ritual at one of the university residences. Either he would feel “excluded” from it, or if he participated, he would feel that it was being “imposed” on him.

Another argument frequently heard about statues and names of lecture halls, is that they remind blacks–and their white-liberal lackeys–of a “painful past” or of “white-supremacist history.” Likewise, the Afrikaans language itself is often called, even in the American and British media, “the language of apartheid.” Given that white-run South Africa was an officially bilingual country, like Canada or Belgium, English was also “a language of apartheid,” but somehow that does not count. For blacks, Afrikaans is the linguistic enemy, whereas they praise English as a “global” or “international” language.

The mainstream media of South Africa never refer to it, but there is an additional source of frustration on campus: black failure. In order to get a matric or a high-school diploma these days, one needs a 30 percent score in three subjects and 40 percent in another three. It is almost impossible to fail, yet many blacks still manage to. Those who do get the matric arrive all starry-eyed at some university where they are completely overwhelmed by the complexity of the material, and almost invariably drop out within the first six months. Then they have a government-sponsored loan to repay or they might even owe money to the university. They become ready recruits for the army of “activists” or “protesters” in and around the universities. They agitate against statues and Afrikaans or in favor of being given a second chance at passing their first year.

Although the universities maintain a blanket of silence over pass rates for the different races, here and there it is admitted that the black dropout rate is substantially higher than the white rate. A whole panoply of reasons is advanced for this, including “being disadvantaged by substandard schools,” a “lack of resources and encouragement at home,” “the legacy of apartheid and segregation,” and not being able to study in their own African languages.

If anyone announced to blacks that from tomorrow on they were to study in their home language they would surely burn the campus down. In fact, the famous black school riots of 1976 were against having African languages in the classroom, “mother-tongue education” being one of the ideas of the old white government’s educationists. Recognizing early on that relatively few blacks benefited from a strictly academic education, so-called “Bantu Education” used elements of German-style vocational training in order to give blacks marketable skills. It was also thought that blacks could evolve their own educational systems in their own languages, with schools and universities in black languages such as Zulu, Xhosa, Sotho, Tswana, Pedi, Venda, and Tsonga.


Scene from the 1976 protests.

Speak to any Québecois, and he will extol the virtues of education in his native French. Suggest the same thing to a South African black and he will accuse you of racism and trying to deprive him of global English, that magical language.

And yet, this lack of home-language instruction is often cited to explain the achievement gap. This then leads to the notion that, at least at the universities where Afrikaans is still used, Afrikaners enjoy an advantage over blacks by getting instruction in their home language. Afrikaans should therefore be “abolished” in the name of “equality.” Prof. J.C. or “Jaap” Steyn, who is an absolute fount of knowledge about South Africa’s tortured linguistic history, called this the quest for “an equality of misery.”

At least until recently, white students who spoke English as their mother tongue benefited from predominantly Afrikaans universities because they offered a serious, Western education, as opposed to the decidedly left-wing instruction of the former English universities: Natal, Rhodes (in Grahamstown), Cape Town, and Wits (the University of the Witwatersrand in Johannesburg). Many conservative, English-speaking parents preferred to send their children to an Afrikaans university, rather than turn them into Marxists, feminists, or drug addicts–South Africa was still coping with the aftermath of the hippie era.

Afrikaans universities have therefore always been very tolerant and helpful towards non-Afrikaans speakers. Even before black rule, at some Afrikaans universities up to 20 percent of the students were English-speakers. They would attend lectures in Afrikaans, but use English textbooks and often write exams in English.

Unlike in Canada or Belgium, which are divided by language, English and Afrikaans whites generally get along very well and are bilingual to varying degrees. Only a small, virulently liberal elite eschews Afrikaans completely and hates the language for being associated with “white supremacy,” “patriarchy,” “heteronormativity,” and all the other clichés. So the initial influx of English-speakers at Stellenbosch caused no real problem.

At all-English universities, change was rapid after blacks took over. The University of Natal (now Kwazulu-Natal) was one of the first to be “Africanized,” and quickly slipped out of the top 500 universities world-wide. A liberal academic, R. W. Johnson, has described the reign of its fundamentalist black principal, Malegapuru Makgoba, who once claimed that blacks had surpassed whites on the evolutionary scale. Prof. Johnson says Africanization under Makgoba has been “calamitous.”

The result was white flight on a massive scale. The mostly English-speaking population of Natal province started sending their children to the University of Stellenbosch, which then changed from 100 percent Afrikaans to moderately bilingual Afrikaans-English. Only a few years ago, the government and liberal media complained bitterly that 94 percent of “Maties” (pronounced “maaties”) as the students are colloquially known, were still white.

I once had an online conversation with an English-speaking student from Natal province at Stellenbosch who said she enjoyed learning Afrikaans and interacting with Afrikaner students. Growing up in Natal, it was easy to get the impression that South Africa was an English-speaking country, but Stellenbosch had shown her how widespread Afrikaans culture was in most other provinces.


Black students campaign for an end to Afrikaans instruction at Stellenbosch.

There was similar “white flight” in Johannesburg, though it was the Afrikaans-speaking university that succumbed first. There used to be two universities in Johannesburg, one English and one Afrikaans, within walking distance of each another. The Rand Afrikaans University (RAU) was long vilified by liberal academics from the English University of the Witwatersrand for being reactionary and even racist because it had few, if any black students. Its beautiful, modern campus, built during the 1970s, was even described as “fascist architecture.”

As soon as the ANC came to power, then-Minister of Education, Kader Asmal, merged RAU with two low-grade black institutions, ensuring a large black student body. Within a few years the campus went from white and Afrikaans to black and English. Some white students left to attend the rural University of Potchefstroom and some to the University of Pretoria. RAU is now called the University of Johannesburg.

Liberal, English “Wits” continued unscathed for a while, until its student body started to change, too. Towards the end of last year it bore the brunt of the student riots during the so-called “Fees must fall” agitation, with its principal, Adam Habib, being more or less held hostage by black students in the main administration building, where he was forced to “listen to their demands.” Most English-speaking whites in Johannesburg have now deserted Wits in favor of the University of Pretoria, which also used to be exclusively Afrikaans-speaking.



So we see that white students are now clustered in a handful of universities: Pretoria, Stellenbosch, Potchefstroom, and the Free State, all four of which were previously Afrikaans-only. There are also the University of Cape Town and the small Rhodes campus in Grahamstown, both exclusively English, which have also managed to maintain a student body that is more or less half white. Except for Rhodes, which does not make much national news, all the others have become “theaters of racial and cultural conflict”–because of fights over statues, paintings, names of buildings, the Afrikaans language, or other signs of white history.

The parallels with the United States are obvious; the only difference is that South Africa is further down the road to “the great replacement,” as French author Renaud Camus calls it. Eventually, all whites could be replaced by other races and their institutions changed or “transformed,” to use the politically correct South African cliché, into places where even the memory of the founders is “offensive” to the new owners.

At the same time, there is a sense among blacks that whites must be prevented from getting degrees. In the face of draconian affirmative-action laws and de facto discrimination against whites at all levels, a white child’s only hope is to get a sought-after degree that will enable him to get a job, regardless of racial quotas. Not surprisingly, one of the complaints against white students by blacks is that “they do not protest,” and that they complain when black threats or rioting bring the university to a standstill. For blacks, just wanting to study is an aberration.

The media are also to blame for the almost constant upheavals on campuses. As one liberal academic, Robert Morrell of the University of Cape Town, recently put it:


Campus violence has up to now occurred with virtually no action taken against perpetrators. They have operated with impunity. I cannot speculate about the reasons for the lack of consequence that has attended the perpetration of violence but the widespread sympathy of the media has contributed to the view that students are “right” and that their actions are therefore justified. In this sense, the media are complicit with the perpetration of campus violence because they contribute to a climate that legitimizes it.

Some whites are starting to fight back. On February 22, during a rugby game between the University of the Free State and another university from Port Elizabeth on the East Coast, a group of black student protesters forced their way onto the pitch, where they sang and danced. Normally, because of the climate of tolerance toward black violence and protest, such an incident would have passed without consequences. However, perhaps because one young black man hit a white woman over the head on his way to the pitch, some of the white student spectators and their rugby-keen fathers stormed onto the field and started beating up the protesters. A video of the battle showing blacks running away from the white spectators soon went viral in South Africa.

The rugby match went ahead as planned, and the UFS team won. The moral of the story is that whites will have to learn to resist the relentless drive for a kind of territorial domination that seems to characterize much of the conflict at South African universities. Only when whites stand their ground and fight back, be it an intellectual contest or a physical brawl, will there be any hope for the future.

Much of what happens in South Africa is so absurd that it sounds like an April Fools’ joke. But given the demographic possibility of an African planet, Europe and the United States could eventually find themselves in the same predicament. As Africa exports its burgeoning population, we can imagine masses of penniless Africans who want to study at Europe’s most prestigious universities. They will “demand”–that is the operative word–scholarships, loans, and admission to the Universities of Bologna, Heidelberg, Utrecht, Karolinska Institute in Sweden, Charles University in Prague, etc. Universities will not only accommodate them, but reduce and finally abolish instruction in Italian, German, Dutch, Swedish, and Czech in favor of English, French and Arabic, the three main educational languages of Africa. Statues of whites at those universities, as well as Oxford, Cambridge, Harvard and Princeton, will be vandalized and eventually removed, since they would remind blacks of a “painful past” of colonialism and white supremacy.

Apart from Islam, antiracism is the most powerful religion in the world today. If not countered, it has the power eventually to dissolve the cultures of the West. The attack on Afrikaans is just a foretaste of what could come if we do not fight back.

Post-Apartheid Afrikaans Culture : 10 things you probably didn't know


Image result for Afrikaans


www.en.wikipedia.org

The emergence of Afrikaans as a language started as early as 1685. It was a version of Dutch being spoken in a new Dutch colony — South Africa. In 1905, Gustav Preller was determined to create Afrikaans as the “white man’s language” in South Africa. We know now that he didn’t succeed. Apartheid is the Afrikaans word for segregation. In 1925, Afrikaans was recognized as an official language and was closely tied to apartheid. So what happened to Afrikaans speakers when apartheid ended? Here are 10 things you didn’t know about post-apartheid Afrikaans culture.
1. Afrikaans was a major topic during apartheid-ending negotiations

When formal negotiations started around 1991 to end apartheid, the Afrikaner nationalists were committed to the constitutional equality of English and Afrikaans. The ANC wanted English to be the only official language of South Africa for political and economic reasons. If the ANC conceded to another official language besides English by accepting Afrikaans as an official language, they could not justify to their constituents why the other indigenous African languages were not included.
2. South Africa now has 11 national languages; Afrikaans is one of them

Afrikaans, like all 11 national languages of South Africa, is protected by the constitution. The South African Constitution of 1996 says one has the right to use the language of his or her choice and practice his or her own culture. The official languages must be treated equally. However, the national and provincial governments may use a particular language based on preference and needs of the population as a whole, but the national government and each provincial government must use at least two official languages.

3. Afrikaans speakers are on the rise in South Africa

According to the 2011 census study, there are 6.85-million first-language Afrikaans speakers in South Africa versus 5.98 million a decade earlier. Afrikaans speakers have a higher employment rate than non-Afrikaans speakers, so it pays to speak the language.
4. Afrikaans speakers are mostly coloured

Afrikaans is not a “white” language as some may argue. The majority of Afrikaans speakers in South Africa are what the country considers coloured. The term coloured is contentious. Coloureds are people of mixed lineage with origins from Europe, Asia, and various Khoisan and Bantu tribes of Southern Africa.
5. Afrikaans-only schools still exist

In 1976, high school students in Soweto protested Afrikaans instruction, associating Afrikaans with apartheid. Black South Africans wanted English instruction and many still do. The Soweto Uprising that resulted from the protest resulted in the death of 176 students. It is considered a catalyst of the movement to end apartheid and signifies South African resistance to oppression. Almost 40 years later, there are still Afrikaans-only schools in South Africa, although statistics show that many Afrikaans-instruction schools have been or are being transitioned to English-instruction schools. The South African School Act states that schools may determine the language of instruction subject to the constitution. There are still areas in South Africa where there are no English-instruction schools.
6. Some students still want to be taught in Afrikaans, but more prefer to be taught in English

The South African Bill of Rights mandates that everyone may receive an education in the official language of their choice. English is the preferred language of learning for 64 percent of pupils.




7. South Africa has a university that promotes Afrikaans instruction

The University of Stellenbosch in the wine region of Stellenbosch is committed to preserving and sustaining Afrikaans as an academic language. While the university is said to have a multicultural atmosphere, some classes are taught only in Afrikaans depending on the composition of the class. Although the university ranks in the world’s top 500 universities, language policy is considered by some to be evidence of the university’s reputation for excellence built on the oppressive apartheid system. Afrikaans instruction may still repel attendance by black South Africans for whom Afrikaans is not their language of choice.



8. Afrikaans music is alive, well and resurging

Post-apartheid South Africa saw dramatic growth in the popularity of Afrikaans-language music. Possible reasons include this: perhaps the end of apartheid meant the end of the privileged Afrikaans culture and therefore the Afrikaans-speaking community looked to music to represent pride in the Afrikaans linguistic and cultural heritage. Afrikaans music is currently one of the most popular and highest-selling genres on the South African music scene.



9. Afrikaans is an important advertising tool

The size of the Afrikaans-speaking community means TV and media must offer Afrikaans programming. The South African Broadcasting Corporation was restructured in 1996 for the new democracy and has been accused of favoring the ANC by cutting Afrikaans programs and broadcasting more in English. The Afrikaans-speaking community has criticized this.

10. Afrikaans is everywhere

There are an estimated 10 million Afrikaans-spears worldwide. Additionally, Afrikaans is taught around the world including Canada, U.S., Poland, the U.K. and Namibia.

Sunday, September 18, 2016

Global Apartheid




The political cartoon displays 4 men. One who stands by himself next to a board that says apartheid and shows a map of South Africa. The other three men call him an “AMATEUR” while standing next to a globe that says “GLOBAL APARTHEID”.

The political cartoon describes the “big picture” around apartheid which as shown in the picture spread from South Africa to the world. The man by himself represents the Europeans that controlled apartheid in South Africa. The other men represent the rest of the world that started to use apartheid in their society