Division & Classification/Impact on Individuals By: Shivani Sharma and Gillian Almanza

Segregation of education The Bantu Education Act of 1953 Made it mandatory for schools to admit children from one racial group only It dispensed the idea of a single education model for all South African Children and each school had a different curriculum The ration of government spending on a White child compared with a Black child was about 7:1 The new Bantu curriculum was designed to prepare Africans for a life of economic servitude to their White masters It fulfilled the aim of promoting an institutional framework of White domination over Black

Differentiating Curricular Content Curricular content was tailored to the “intellectual capacity” and practical requirements of each racial group in apartheid South Africa Education received by Black children would be grossly inferior to that enjoyed by Whites Almost no academic content Basic levels of literacy and numeracy Designed to furnish Africans with the rudimentary technical skills that would allow them to perform domestic services Unskilled labor to the mining and manufacturing industries

They would attend school in daily three-hour shifts Bantu education was meant for them to evolve separately and was stressed the importance of their tribal identity. Separate development was the key idea in this system but it was also the main idea of grand apartheid Books and other essential equipment were non-existent Teachers and students would often write on the ground using sticks An overcrowded classroom in a government school for Africans under the “system” of bantu education

Steve Biko had written one of the most influential critiques of Bantu education which argued that this form of education and the apartheid system was designed as a means of denigrating and dehumanizing Black People. He started a movement called the “Black Consciousness Movement” in which his slogan was “Black is Beautiful”. Response by the People The introduction of the Bantu Education Act drew a fierce and determined response from African nationalists. ANC led a failed permanent boycott of the system

The Extension of University Education Act (1959) All universities would now be required to admit students from a single tribe University of Fort Hare: Xhosa New schools were built for Indians and Colored students Each race and tribe would be endowed with its own set of educational facilities and institutions in an attempt to create completely self-contained political and economic units for each.

African American Education under Jim Crow Black Students were taught in separate, inferior schools Whites did not let the Blacks progress in their education because they feared they would move up in racial hierarchy if they became educated Brown vs Board of Education Same psychological teaching was used in both white and black schools, racism was taught Separate amenities Government spending in both South Africa and the United States was focused on white education

The Bantustans or homelands System The Bantu Authorities Act and the Promotion of Bantu Self - Government Act The plan was to give each of the Black peoples of South Africa their own self-governing homeland Most Black South Africans felt no political allegiance at all to their assigned homelands and regarded the Bantustan leaders as self-interested apartheid stooges

Other apartheid laws

Repressive Laws Were designed to strengthen state security The Suppression of Communism Act of 1950 Made the Communist Party of South Africa illegal These banning orders a were very effective weapon in the government’s repression of the ANC

Censorship Laws

The world, and South Africa's black population, were not fooled by the pretensions of the proposed homelands system. The Bantustan system had been conceived by Dr. Verwoerd as a way of muting international criticism of South Africa. These Bantustans offered 13 percent of the land to Africans with the remainder remaining in white hands. (J.H. Jackson, 1959)