Apartheid and Resistance in South Africa 1948-1969

The paper discusses the historical establishment of the apartheid system in South Africa since 1948 and the resistance struggle of Africans against its racial policies until the year 1969. The first part of the paper deals with the origins of white domination in South Africa, going back to mid-seventeenth century with the Dutch aggression against African tribes all the way through to the twentieth century and the appearance of the main political parties behind the ideology of apartheid. The second part of the paper focuses on the internal opposition to the segregationist state created by the whites in South Africa. Opponents came from different circles： intellectuals, politicians, churchmen, civil servants, lawyers, doctors, etc. But the most prominent opponent of Apartheid was the Africa National Congress （ANC） which was founded in 1912. The third and final part analyses the international struggle against apartheid in the United Nations forums. This opposition took first the form of political and diplomatic actions against the racial system of South Africa, and then was materialized by economic sanctions which revealed to be the most susceptible to affect seriously the apartheid regime.

From Nationalist Rebellion to Pan-African Liberation: A Theory of the Apartheid Endgame in South Africa

Why did the apartheid’s endgame favor the African National Congress (ANC) over other contenders? This article advances a path dependence argument, hypothesizing Mandela’s 1962 trip across Africa as a “critical juncture” whose arc of counter-intuitive developments narrowed the ruling National Party’s bargaining options down to its worst enemy—Mandela’s ANC.

History of Apartheid Education and the Problems of Reconstruction in South Africa

This paper outlines the rationale of Bantu education that was available for South African Blacks from 1953 to 1992. The paper is of the opinion that challenges of constructing a new education system in post-apartheid South Africa cannot be fully grasped without a proper understanding of the pervasive impact of Bantu education on the majority for a period of almost 60 years. It also discusses the educational vision and goals of the important organizations in the liberation movement such as the African National Congress, the Azanian People＇s Organization, and the Pan Africanist Congress that continue to shape educational debates in the present educational reform context. The paper argues that the present curriculum by its very history and origins does not address the problems that have been created by the ideology of the former South African education system. Salient to these problems is the over-emphasis on Christian/European education that is not realistic in many regions of South Africa. The paper argues that curriculum has to reflect the cultural and racial diversity in South Africa, and further suggests that all languages and cultures in South Africa are essential in the building of an anti-racist and anti-sexist society. The monitoring of academic activity in a democratic education system can be confusing to teachers who have been trained within the confines of an apartheid （Bantu） education. The paper therefore suggests that more funds will have to be put aside by the government to upgrade the pedagogical approach of teachers so that they can be able to deal with their new role of leadership and the developing of content, and tackle issues of sexism/racism both in and out of the classroom.

南非律师制度初探

南非律师制度经历了从种族歧视到黑人与白人律师平等发展的变迁。由于先后受到荷兰与英国的殖民统治,南非律师制度具有法系混合特征。在迈向法制现代化的进程中,律师制度的人权保障功能日益受到重视,尤其是法律援助制度建设已引起世界关注。

20世纪南非种族资本主义发展简述

在20世纪绝大多数时段内,白人垄断政权,以种族隔离制度压制诸种社会矛盾,维护和推动资本主义经济的发展,获得暂时性经济发展的同时孕育了社会冲突的种子,造成了南非经济发展的长期困境。白人政权迫使黑人只能作为廉价劳动力被白人资本家和工人联合剥削。白人资本家和黑人劳工之间的矛盾逐渐演化为南非社会的主要矛盾。随着经济结构的改变,城市工人阶级不断壮大、成分构成变化、思想觉悟提升,上述主要矛盾不断冲击种族隔离制度。其间,白人和黑人各自先形成自身群体的认同,后又形成南非民族认同,为后种族隔离制度的建立奠定了基础,也为南非走出发展困境找到了出路。

＂Eye Caught by Another Eye＂： Locating Experience in Nadine Gordimer＇ s The Lying Days

In one of the first pages and crucial scenes of The Lying Days （1953）, we soon associate the narrating voice with that of a bright, inquisitive child of Scottish descent immersed in the harsh Witwatersrand scenario of a mining estate outskirts in the 1930s, along a path crammed with Jews＇ concession stores and exotic-looking natives. The unruly little girl is Helen Shaw, the late Nadine Gordimer＇s fictional double in her still somewhat neglected first novel, a Bildungsroman where the South African writer coming from Springs admirably capitalized on the ＂camera-eye＂ perspectives and zooming-in on details which had already informed much of her masterly short fiction. The aim of the present paper is to shed light on Helen＇s difficult growth towards sociopolitical and ethical awakening--in a country finding itself more and more trapped in the apartheid grip--by pointing out the earliest, embryonic stages of such a progressive knocking down of epistemic barriers. The author will thus focus on ＂The Mine＂, the first and most concise of the three parts making up the novel, and show how Gordimer＇s acute prose, incisive style, and descriptive strategies prove to be a fitting tool for recording and weighing the experience of an indefatigable observer, a hungry mind in search of erased features, meaningful connections, revealing contexts and subjects

Are Terms ＂African（s）＂ or ＂Black（s）＂ Appropriate Substitutes for ＂Bantu（s）＂ in the South African Context？

The name, ＂Bantu＂, is a classificatory term which refers to a sub-group of the Niger-Congo languages, i.e., the Benue-Congo group of languages, which are spoken extensively in the equatorial and southern part of Africa, as well as the family of peoples speaking these languages. As a result of its association with racism during the Apartheid regime in South Africa, the term was heavily politicized and lost its original meaning to acquire racist connotations. In South Africa, the names ＂African（s）＂ or ＂Black（s）＂ are used as substitutes for the stigmatized name ＂Bantu（s）＂ with reference to the Bantu speaking peoples and their languages. This research investigates the use of the words, ＂Africans＂ and ＂Blacks＂ to assess their suitability as replacements for the word ＂Bantu＂. An intensive outline of the classification of the languages of Africa is given to authenticate the basic meaning of these classificatory terms, especially the term ＂Bantu＂