The Segregation Of South Afric An Outcome Of Colonialism, Segregation And Apartheid

The Apartheid was initiated as a ploy for Europeans to better control the exploited populations for economic gain, as maintaining tension between the different racial classifications diverted attention from the Europeans as it fed hatred between groups. This assisted in minimizing unity between the exploited to rally against European control as it backhandedly induced “submission” for survival. One way of accomplishing this was by instilling laws that’d force segregation, classification, educational “requirements”, and economic purposes. The Population Registration Act of 1950 enacted, requiring segregation of Europeans from Afrikaans . Following shortly, the Group Areas Act of 1950 was enacted as a new form of legislation alongside the Population Registration Act. This detailed act separated tribes based on ethnics; consequently, further detailing segregation amongst the natives .

During the period of Apartheid in South Africa between 1948 and 1994 the reactions of the South African citizens towards the legal separation of races varied depending on race, ideals and time period. After gold and diamonds were fud inSouthAfrica both the dutch and British wanted the land to themselves, leading to the Boer War from which the Dutch farmers emerged victorious. Following the Boer War and the creation of the Union of South Africa in 1910, the Dutch Boers gained control over the majority of the land in the previously British Cape Colony along with the settlements they had already built, the Transvaal and the Orange Free State. Blacks in South Africa made up about eighty percent of the population but only lived on ten percent of

This paper will be outlining the basic structure of the laws that segregated the black population of South Africa throughout the 1900’s. It will also be explaining important people involved in the dismantling of apartheid and the foreign nations that helped to influence South Africa’s government to change. However, the primary goal for this paper is to inform the reader about the reasoning behind apartheid, the events leading up to it, and how it was reformed.

| Relevant Biographical Information About the Author: * White * Born in Pietermaritzburg, South Africa in 1903 * Father was Scottish and mother was South African of English heritage * Worked at a reformatory with black youths

The South African Apartheid, instituted in 1948 by the country’s Afrikaner National Party, was legalized segregation on the basis of race, and is a system comparable to the segregation of African Americans in the United States. Non-whites - including blacks, Indians, and people of color in general- were prohibited from engaging in any activities specific to whites and prohibited from engaging in interracial marriages, receiving higher education, and obtaining certain jobs. The National Party’s classification of “race” was loosely based on physical appearance and lineage. White individuals were superficially defined as being “obviously white'' on the basis of their “habits, education and speech as well as deportment and demeanor”; an

Prior to the start of WWII, the South was still deeply rooted with segregation and racism. The Jim Crow laws were still in full force and were law, not just a suggestion. Schools were separated, Blacks could not vote, and they lacked basic civil liberties and citizen rights. The North was very similar, though it did not have the Jim Crows laws. Even so, schools were segregated due to the formation of ghettos in cities. There were still separated bathrooms, and divided seating in restaurants, but only because white citizens choose to make it that way.

There was a very small group of European administrators that governed all over Africa. Due the this fact, European ruler did not want African people to gain anymore knowledge that would allow them to rise up against foreign settlers. Sir Frederick Gordon Guggisberg, a colonial governor, was among a few who supported the development of education for African people, pointed out a few reasons why European settlers were against this idea. He restated critics’ thought on why African people should not be getting a better education, “The African is not capable of exercise those qualities that will be conferred on him by higher education.” This show that European settlers did not want African people to gain any knowledge, by refusing to believe that these African people are capable of applying all the knowledge if they were given a chance to learn. Furthermore, the denial of Education for African people was away to control them from rising up in social status with their newly acquired knowledge. European settlers hoped that the African people would remain as second class citizens which make them easy targets for exploitation as well as avoided the risk of educated African tried to invoke revolutions against the White rulers. European settlers were well aware that Africa is a vast land that was the origin of many great civilizations in human history. It is necessary for

The avowal that the apartheid ‘vision for democracy’ necessitated state terror and repression is evident when examining the South African apartheid system between 1960 -1994. The system of apartheid spiked significant internal resistance, hence, the ideology for apartheid stems from the creation of a white state surrounded by economically interdependent and politically dependent black states, which required state terror and repression to ensure mounting resistance and international condemnation did not abolish the apartheid system. The government responded to a series of popular uprisings and protests with police brutality, which increased support for armed resistance. Detentions were set without trial, torture, censorship and the outlawing of political oppositional organizations such as The African National Congress, the Black Conscious Movement, the Azanian Peoples Organisation, The Pan Africanist Congress and the United Democratic Front, were all a result of the apartheid government due to political resistance.

With the description favoring the School and their Western assimilation desire, Mayer is overtly showing the perseverance of white power. Nonetheless, the transition to South African urbanization emphasizes the industrial colonialism with European industry in mines and factories in the urban center. Hence, most of the social productivities would centralize this area. In addition, Magubane argues that the colonists attempted to prevent African permanent migration to town. The colonists only wanted South Africans as temporary town workers for cheap labors and desired only white citizens as permanent in the central of South Africa. They pushed African men’s family to the rural lands and only required the men temporarily in town for labors. The Africans who are in town would live in tied housing, lacking of basic amenities. Magubane argues that this work relationship was the efforts of British colonialism to stabilize their regimes, by keeping white citizens only as the main citizens. In facts, the conducted study of social and psychological problems among the South African population would help to prevent the future rebellions. Furthermore, the colonists would promote the idea of Western cultural assimilation, which is shown in Mayer’s analysis. Thus, Magubane considers Mayer’s

Specifically in regards to education, the government targeted the wrong aspect once more. It employed affirmative in university admissions, but with little effect. Recall that the Extension of University Education Act made it illegal for blacks to attend universities without government permission. So when apartheid ended, all universities were open to blacks. But opening a university to blacks doesn’t mean they will attend, and it certainly doesn’t mean they will excel. Just like how apartheid left blacks unskilled and unqualified for jobs, it also left millions of black secondary school students unprepared for higher education. As shown in the figure below, the graduation rate for Africans was 24% lower than that of whites as of 2006. Figure 3: Graduation in regulation time, overall and by population group (%) (http://www.che.ac.za/sites/default/files/publications/Full_Report.pdf

The government of South Africa played a huge role in apartheid. During apartheid the government of South Africa worked to take away the citizenship of the Blacks with the laws (“History of South Africa in the apartheid era”). “Social rights, political rights, educational opportunities, and economic status were all determined by the group a person belonged to” (History of South Africa in the apartheid era). Black people were denied by the government the option of appealing courts against forced removals (“History of South Africa in the apartheid era”). Since the government had established laws prohibiting social contact between the races separate schools and public places were set up for the different races (“History of South Africa in the apartheid era”). The government even tried to segregate churches in 1957 but failed (Pascoe, 80)

Many of the contemporary issues in South Africa can easily be associated with the apartheid laws which devastated the country. The people of South Africa struggle day by day to reverse “the most cruel, yet well-crafted,” horrific tactic “of social engineering.” The concept behind apartheid emerged in 1948 when the nationalist party took over government, and the all-white government enforced “racial segregation under a system of legislation” . The central issues stem from 50 years of apartheid include poverty, income inequality, land ownership rates and many other long term affects that still plague the brunt of the South African population while the small white minority still enjoy much of the wealth, most of the land and opportunities

The concept of apartheid was not invented by the Afrikaner nationalists, with the victory of the National Party in 1948. Rather, much had already been foreshadowed decades before with the term of segregation and was then further developed, strengthened and radicalized by the nationalists. The first traces of segregation in South Africa is probably found by members of the Dutch East India Company in the second half of the 17th century, since the colonization of the Cape. The trading company differentiated between employees of the company, slaves and

When studying history, it is important to be thorough and complete in your analysis. More specifically, when reading into the African educational system, there are many parts to focus on. These sections range from physical to social to spiritual. From studying these, we can see just what role each part played in the system. Things to consider from this are questions concerning

During the Apartheid era, teachers had to under went changes within the education systems and teaching methods. As the National party introduce the idea of the Bantu Education act of 1953. This act would in its basic forms classify each race into their own future careers. The non-white or black students would have all their classes taught in Afrikaans. This new form of segregation also enforced segregation within schools. This act did not only impact the students but as well as the black teacher’s as the government had the power to decrease their salaries. In the year of 1953 a dramatic drop of teacher trainees as the amount of black teachers to started to decrease. The government also started taking the funds from non-white schools and placed