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The University of Fort Hare is a public university in Alice, Eastern Cape, South Africa.
A Bantustan was a territory that the National Party administration of South Africa set aside for black inhabitants of South Africa and South West Africa, as a part of its policy of apartheid.
Separate but equal was a legal doctrine in United States constitutional law, according to which racial segregation did not necessarily violate the Fourteenth Amendment to the United States Constitution, which nominally guaranteed "equal protection" under the law to all people. Under the doctrine, as long as the facilities provided to each race were equal, state and local governments could require that services, facilities, public accommodations, housing, medical care, education, employment, and transportation be segregated by race, which was already the case throughout the states of the former Confederacy. The phrase was derived from a Louisiana law of 1890, although the law actually used the phrase "equal but separate".
Hendrik Frensch Verwoerd, also known as H. F. Verwoerd, was a Dutch-born South African politician, scholar, and newspaper editor who was Prime Minister of South Africa and is commonly regarded as the architect of apartheid and nicknamed the "father of apartheid". Verwoerd played a significant role in socially engineering apartheid, the country's system of institutionalized racial segregation and white supremacy, and implementing its policies, as Minister of Native Affairs (1950–1958) and then as prime minister (1958–1966). Furthermore, Verwoerd played a vital role in helping the far-right National Party come to power in 1948, serving as their political strategist and propagandist, becoming party leader upon his premiership. He was the Union of South Africa's last prime minister, from 1958 to 1961, when he proclaimed the founding of the Republic of South Africa, remaining its prime minister until his assassination in 1966.
The Bantu Education Act 1953 was a South African segregation law that legislated for several aspects of the apartheid system. Its major provision enforced racially-separated educational facilities; Even universities were made "tribal", and all but three missionary schools chose to close down when the government would no longer help to support their schools. Very few authorities continued using their own finances to support education for native Africans. In 1959, that type of education was extended to "non-white" universities and colleges with the Extension of University Education Act, 1959, and the University College of Fort Hare was taken over by the government and degraded to being part of the Bantu education system. It is often argued that the policy of Bantu (African) education was aimed to direct black or non-white youth to the unskilled labour market although Hendrik Verwoerd, the Minister of Native Affairs, claimed that the aim was to solve South Africa's "ethnic problems" by creating complementary economic and political units for different ethnic groups. A particular fear of the National Party that most likely led to the passing of this legislation was the rising number of children joining urban gangs.
Apartheid was a system of institutionalised racial segregation that existed in South Africa and South West Africa from 1948 to the early 1990s. Apartheid was characterised by an authoritarian political culture based on baasskap, which ensured that South Africa was dominated politically, socially, and economically by the nation's minority white population. In this minoritarian system, there was social stratification and campaigns of marginalization such that white citizens had the highest status, with them being followed by Indians as well as Coloureds and then Black Africans. The economic legacy and social effects of apartheid continue to the present day, particularly inequality.
Education in South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. Prior to 2009, both departments were represented in a single Department of Education. Among sub-Saharan African countries, South Africa has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2019, 95% of the population aged from 15 and over can read and write in South Africa were respectively literate.
Separate Amenities Act, Act No 49 of 1953, formed part of the apartheid system of racial segregation in South Africa. Act legalized the racial segregation of public premises, vehicles and services. Only public roads and streets were excluded from the Act. The Section 3b of the Act stated that, the facilities for different races did not need to be equal, while Section 3a, made it legal not only to supply segregated facilities, but also to completely exclude people, based on their race, from public premises, vehicles or services. In practice the best facilities were reserved for whites while those for other races were inferior.
Facilities and services such as housing, healthcare, education, employment, and transportation have been systematically separated in the United States based on racial categorizations. Segregation was the legally or socially enforced separation of African Americans from whites, as well as the separation of other ethnic minorities from majority and mainstream communities. While mainly referring to the physical separation and provision of separate facilities, it can also refer to other manifestations such as prohibitions against interracial marriage, and the separation of roles within an institution. The U.S. Armed Forces were formally segregated until 1948, as black units were separated from white units but were still typically led by white officers.
The system of racial segregation and oppression in South Africa known as apartheid was implemented and enforced by many acts and other laws. This legislation served to institutionalize racial discrimination and the dominance by white people over people of other races. While the bulk of this legislation was enacted after the election of the National Party government in 1948, it was preceded by discriminatory legislation enacted under earlier British and Afrikaner governments. Apartheid is distinguished from segregation in other countries by the systematic way in which it was formalized in law.
South African citizenship has been influenced primarily by the racial dynamics that have structured South African society throughout its development. The country's colonial history led to the immigration of different racial and ethnic groups into one shared area. Power dispersion and inter-group relations led to European dominance of the state, allowing it to directly shape citizenship although not without internal division or influence from the less empowered races.
The South African Liberal Students' Association (SALSA) exists to unify liberal student organisations across South African campuses. SALSA is the ideological descendant of the South African Liberal Association (SALA) (1936–1968), the first non-racial political organisation in South Africa, gathering many of its liberal principles and goals in its founding constitution. SALSA is a student organisation which is not aligned with any political party; and which believes in, practices and promotes the principles of liberal democracy on campuses.
Negotiations to end apartheid began in 1990 and continued until President Nelson Mandela's electoral victory as South Africa's first Black president in the first democratic all-races general election of 1994. This signified the legislative end of apartheid in South Africa, a system of widespread racially-based segregation to enforce almost complete separation of white and Black races in South Africa. Before the legislative end of apartheid, whites had held almost complete control over all political and socioeconomic power in South Africa during apartheid, only allowing acquiescent Black traditional leaders to participate in facades of political power. Repercussions from the decades of apartheid continue to resonate through every facet of South African life, despite copious amounts of legislation meant to alleviate inequalities.
Internal resistance to apartheid in South Africa originated from several independent sectors of South African society and took forms ranging from social movements and passive resistance to guerrilla warfare. Mass action against the ruling National Party (NP) government, coupled with South Africa's growing international isolation and economic sanctions, were instrumental in leading to negotiations to end apartheid, which began formally in 1990 and ended with South Africa's first multiracial elections under a universal franchise in 1994.
Werner Willi Max Eiselen (1899–1977) was a South African anthropologist and linguist fluent in a number of African languages. He was an ally and associate of Hendrik Verwoerd, the Minister of Native Affairs from 1950 to 1958 and the Prime Minister of South Africa from 1958 to 1966. He led the Eiselen Commission, an advisory board that investigated native education and formed the basis of the Bantu Education Act of 1953 which moved control of education of South Africa's blacks from missionary schools to local government control. It also made starting a "Bantu" school without permission and registration from the government illegal.
The Tomlinson Report was a 1954 report released by the Commission for the Socioeconomic Development of the Bantu Areas, known as the Tomlinson Commission, that was commissioned by the South African government to study the economic viability of the native reserves. These reserves were intended to serve as the homelands for the black population. The report is named for Frederick R. Tomlinson, professor of agricultural economics at the University of Pretoria. Tomlinson chaired the ten-person commission, which was established in 1950. The Tomlinson Report found that the reserves were incapable of containing South Africa's black population without significant state investment. However, Hendrik Verwoerd, Minister of Native Affairs, rejected several recommendations in the report. While both Verwoerd and the Tomlinson Commission believed in "separate development" for the reserves, Verwoerd did not want to end economic interdependence between the reserves and industries in white-controlled areas. The government would go on to pass legislation to restrict the movement of blacks who lived in the reserves to white-controlled areas.
Decolonization is the dismantling of colonial systems that were established during the period of time when a nation maintains dominion over dependent territories. The Cambridge Dictionary lists decolonization as "the process in which a country that was previously a colony becomes politically independent." However, this definition does not capture the agency of the "masses", as Frantz Fanon referred to them, and their role in this process. Fanon's ideas regarding the agency involved in shaping one's own path reflects the notion that "decolonization can only happen when the native takes up his or her responsible subjecthood and refuses to occupy the position of violence-absorbing passive victim." Specifically in the context of higher education in South Africa, decolonization represents a further dismantling of western centered institutions, systems, symbolism, and standards within the higher education system. It goes beyond just filling the void left by colonialism and Apartheid with the presence of marginalized bodies, and promotes the decolonization of the purpose and functions of higher education itself.
The federal government of the United States has limited authority to act on education, and education policy serves to support the education systems of state and local governments through funding and regulation of elementary, secondary, and post-secondary education. The Department of Education serves as the primary government organization responsible for enacting federal education policy in the United States.
The History of African-American education deals with the public and private schools at all levels used by African Americans in the United States and for the related policies and debates. Black schools, also referred to as "Negro schools" and "colored schools", were racially segregated schools in the United States that originated in the Reconstruction era after the American Civil War. They were created in Southern states under biracial Republican governments as free public schools for the formerly enslaved. All their students were blacks. After 1877, conservative whites took control across the South. They continued the black schools, but at a much lower funding rate than white schools.
Sibusisiwe Violet Makhanya, first black South African social worker
References
- 1 2 3 4 5 "South Africa: Overcoming Apartheid".
- 1 2 Hartshorne, K. B. Crisis and Challenge : Black Education 1910-1990. Cape Town: New York: Oxford University Press, 1992.
- ↑ "The June 16 Soweto Youth Uprising - South African History Online". sahistory.org.za.
- ↑ Kallaway, Peter. Apartheid and Education : The Education of Black South Africans. Johannesburg: Ravan Press, 1984.
- ↑ "ANC Education Policy". upenn.edu.