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

2. 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

3. 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

4. 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

5. 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

7. 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.

8. 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

10. 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

11. Other apartheid laws

12. 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

13. Censorship Laws

14. 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)