1. M. Phil. SynopsisM. Phil. Synopsis
TopicTopic
THE BLACK CONSCIOUSNESSTHE BLACK CONSCIOUSNESS
MOVEMENT AND STUDENT’SMOVEMENT AND STUDENT’S
STRUGGLE AGAINST THESTRUGGLE AGAINST THE
APARTHEID REGIME(1968-1977)APARTHEID REGIME(1968-1977)

2. INTRODUCTIONINTRODUCTION
 Apartheid was a system of racial segregation enforced by the National PartyApartheid was a system of racial segregation enforced by the National Party
government of South Africa between 1948-1994. The system of apartheidgovernment of South Africa between 1948-1994. The system of apartheid
sparked significant internal resistance, which came from several section ofsparked significant internal resistance, which came from several section of
society, including student.society, including student.
 There can be a few parallels for the dominating roles that the student haveThere can be a few parallels for the dominating roles that the student have
played in the political struggle in South Africa, especially during the 1960s andplayed in the political struggle in South Africa, especially during the 1960s and
1970s.1970s.
 The students movement in this period, which was based on a strong ideology,The students movement in this period, which was based on a strong ideology,
was a vigorous movement in South Africa. The ideology was blackwas a vigorous movement in South Africa. The ideology was black
consciousness movement, which was propagated by the South Africanconsciousness movement, which was propagated by the South African
Student’s Organisation (SASO) under the leadership of Stephen Bantu Biko.Student’s Organisation (SASO) under the leadership of Stephen Bantu Biko.
 The condition for the rise of black consciousness was created by the brutal andThe condition for the rise of black consciousness was created by the brutal and
oppressive policy of the racial segregation of the apartheid regime which hadoppressive policy of the racial segregation of the apartheid regime which had
not only stripped the black people of their land, their possession and wealth butnot only stripped the black people of their land, their possession and wealth but
had caused much greater havoc on their ethos, their culture, their self- respect.had caused much greater havoc on their ethos, their culture, their self- respect.

3.  A new A further special ingredient, for the resentment among the studentA new A further special ingredient, for the resentment among the student
was, the black education, which was grossly inferior to the one meant forwas, the black education, which was grossly inferior to the one meant for
the white people.the white people.
 Although, a discernable ‘student consciousness’ was evident from theAlthough, a discernable ‘student consciousness’ was evident from the
1920s, and the younger generation of leaders injected the radicalism and1920s, and the younger generation of leaders injected the radicalism and
forced the pace of resistance politics in liberation movement, they were notforced the pace of resistance politics in liberation movement, they were not
the core of the liberation movement till 1960sthe core of the liberation movement till 1960s
 With the declaration of South Africa’s first State of Emergency and theWith the declaration of South Africa’s first State of Emergency and the
banning of all the political parties , ANC and PAC, in 1960,a decade ofbanning of all the political parties , ANC and PAC, in 1960,a decade of
political quiescence descended in which all the political activitiespolitical quiescence descended in which all the political activities
disappeared.disappeared.
 As the senior leaders were jailed or exiled, a new impetus to the SouthAs the senior leaders were jailed or exiled, a new impetus to the South
African politics emerged to fulfill the political vacuum, which was lessAfrican politics emerged to fulfill the political vacuum, which was less
optimistically liberal, and more realistic to its appraisal, started by theoptimistically liberal, and more realistic to its appraisal, started by the
black student of campuses. This was the Black Consciousness Movement.black student of campuses. This was the Black Consciousness Movement.

4. ► The origin of this movement was deeply rooted in the Christianity,The origin of this movement was deeply rooted in the Christianity,
and Pan- African Movement of 1950s. Although the movement hadand Pan- African Movement of 1950s. Although the movement had
its roots in South African history and its ideology, policy andits roots in South African history and its ideology, policy and
strategy were designed to fit contemporary black experience instrategy were designed to fit contemporary black experience in
South Africa, it owed to something of political thought in the BlackSouth Africa, it owed to something of political thought in the Black
Consciousness Movement in United States.Consciousness Movement in United States.
► The Black Consciousness Movement was in fact an offspring of theThe Black Consciousness Movement was in fact an offspring of the
SASO, founded by Biko in 1968. Partly through its efforts the BlackSASO, founded by Biko in 1968. Partly through its efforts the Black
People's Convention came into being, which was the major catalystPeople's Convention came into being, which was the major catalyst
in the formation of other student’s organisation, as South Africanin the formation of other student’s organisation, as South African
Student’s Movement (SASM), the school based counterpart ofStudent’s Movement (SASM), the school based counterpart of
SASO.SASO.
► The student movement was started with the first national student’sThe student movement was started with the first national student’s
strikes, called by the SASO in all ethnically based institutions ofstrikes, called by the SASO in all ethnically based institutions of
higher learning to demand more political freedom and ended withhigher learning to demand more political freedom and ended with
the school student’s revolt in Sowetothe school student’s revolt in Soweto

5. SURVEY OF LITERATURESURVEY OF LITERATURE
Apartheid and Liberation StruggleApartheid and Liberation Struggle
► Davenport(1991) has given a relatively introductory survey primarily of theDavenport(1991) has given a relatively introductory survey primarily of the
modern history of South Africa. He placed his emphasis rightly on the twentiethmodern history of South Africa. He placed his emphasis rightly on the twentieth
century. He briefly discusses about the issues of apartheid policy, did not focuscentury. He briefly discusses about the issues of apartheid policy, did not focus
on the socio- cultural aspect of the apartheid regime, as well.on the socio- cultural aspect of the apartheid regime, as well.
► Cobbett and Cohen have tried to place black people’s struggle in South AfricaCobbett and Cohen have tried to place black people’s struggle in South Africa
in a wider perspective, with a specific instance on its social- economicin a wider perspective, with a specific instance on its social- economic
framework and presented the struggle as a composition of various struggles.framework and presented the struggle as a composition of various struggles.
However they do not give much details and focused description of the student’sHowever they do not give much details and focused description of the student’s
struggle in the proposed period.struggle in the proposed period.

6. Education System and the StudentEducation System and the Student
► Badat(2002) covered the apartheid policy of education, its consequences andBadat(2002) covered the apartheid policy of education, its consequences and
the student’s grievances, along with the politicisation of students during thethe student’s grievances, along with the politicisation of students during the
1970s and 1980s. But, he grossly ignored the politicisation of school students,1970s and 1980s. But, he grossly ignored the politicisation of school students,
their problems and their role in black consciousness movement.their problems and their role in black consciousness movement.
► Johnson(1982) presents an analysis of the relationship of education to theJohnson(1982) presents an analysis of the relationship of education to the
system of apartheid, which was being manipulated by the apartheid regime tosystem of apartheid, which was being manipulated by the apartheid regime to
maintain and perpetuate a system of social stratification, based upon race.maintain and perpetuate a system of social stratification, based upon race.
However, he left the basic political aspects of the education system that catchHowever, he left the basic political aspects of the education system that catch
the attention of the black students, which could generate student’s movementthe attention of the black students, which could generate student’s movement
against the apartheid.against the apartheid.

7. Black Consciousness Movement and Student PoliticsBlack Consciousness Movement and Student Politics
► Ranuga (1986) observes that the black consciousness movement hasRanuga (1986) observes that the black consciousness movement has
borrowed its major critical element from the revolutionary writings of Frantzborrowed its major critical element from the revolutionary writings of Frantz
Fanon. The author did not pay adequate attention to the differences betweenFanon. The author did not pay adequate attention to the differences between
the ideology of Biko and Frantz Fanon, as the black consciousness was not thethe ideology of Biko and Frantz Fanon, as the black consciousness was not the
copy of Fanon theory.copy of Fanon theory.
► Fatton Jr.(1986) overlooked the black consciousness as a historical catalyst toFatton Jr.(1986) overlooked the black consciousness as a historical catalyst to
generate a revolutionary wave in the liberation struggle of South Africa, whichgenerate a revolutionary wave in the liberation struggle of South Africa, which
under laid the Soweto revolt and insisted on the economic dimension of thisunder laid the Soweto revolt and insisted on the economic dimension of this
movement.movement.
► Moodley(1991) tries to locate the development and importance of blackMoodley(1991) tries to locate the development and importance of black
consciousness, in opposition politics of South Africa, as an ideology rather thanconsciousness, in opposition politics of South Africa, as an ideology rather than
as a movement.as a movement.
► Stubbs(1978) has interpreted the black consciousness through Biko’s writings,Stubbs(1978) has interpreted the black consciousness through Biko’s writings,
articles and speeches. The author does not estimate the movement as hearticles and speeches. The author does not estimate the movement as he
intended merely to collect the scattered articles and documents of Biko, relatedintended merely to collect the scattered articles and documents of Biko, related
with the movement.with the movement.

8. Soweto Student RevoltSoweto Student Revolt
► Harison(1979) describes all the events of Soweto student revolt, which was theHarison(1979) describes all the events of Soweto student revolt, which was the
climax of the black consciousness movement in South Africa, with a storyclimax of the black consciousness movement in South Africa, with a story
telling style. But, he is by no means impartial to explain the position of thetelling style. But, he is by no means impartial to explain the position of the
students and gives little estimate of their weaknesses and failures.students and gives little estimate of their weaknesses and failures.
► Glaser(1998) attempts to assess the character of the Soweto revolt andGlaser(1998) attempts to assess the character of the Soweto revolt and
surveys the power and forces, which were working behind the revolt.surveys the power and forces, which were working behind the revolt.
► Mafeje(1978) tried to present the all aspects and issues of the Soweto revolt;Mafeje(1978) tried to present the all aspects and issues of the Soweto revolt;
the character, strategy, weaknesses, and strengthens, in a nut- shell. Thus hethe character, strategy, weaknesses, and strengthens, in a nut- shell. Thus he
neglected the deeper assessment of the revolt.neglected the deeper assessment of the revolt.

9. SCOPE OF THE STUDYSCOPE OF THE STUDY
The proposed study intends to deal with the origin, features of the blackThe proposed study intends to deal with the origin, features of the black
consciousness movement along with its meaning and method. Theconsciousness movement along with its meaning and method. The
proposed study intends to trace the role of the student community inproposed study intends to trace the role of the student community in
generating the idea of the black consciousness which apparentlygenerating the idea of the black consciousness which apparently
sharpened the struggle against the apartheid regime of South Africa.sharpened the struggle against the apartheid regime of South Africa.
Taking in to the account the central role of the students of the blackTaking in to the account the central role of the students of the black
community of the South African society during the period of 1968-1977,community of the South African society during the period of 1968-1977,
the proposed study will focus on this period in a more specific manner.the proposed study will focus on this period in a more specific manner.
The study will deal with the various aspects of student movementThe study will deal with the various aspects of student movement
based upon the ideology of black consciousness, during the said periodbased upon the ideology of black consciousness, during the said period
and will make a humble attempt to find its impact on the struggleand will make a humble attempt to find its impact on the struggle
against the apartheid regime. Finally, the emphasis of the study will beagainst the apartheid regime. Finally, the emphasis of the study will be
on the student’s grievances, their ideology, activities and failures, withon the student’s grievances, their ideology, activities and failures, with
a complete assessment.a complete assessment.

10. OBJECTIVESOBJECTIVES
► To assess the characteristics of black consciousness movement.To assess the characteristics of black consciousness movement.
► To examine the role of the students in the liberation struggle of South Africa.To examine the role of the students in the liberation struggle of South Africa.
► To evaluate the apartheid regime’s policy of black or Bantu education and theTo evaluate the apartheid regime’s policy of black or Bantu education and the
grievances of black students.grievances of black students.
► To point out the features of the student revolt in Soweto and its impact on theTo point out the features of the student revolt in Soweto and its impact on the
liberation struggle.liberation struggle.

11. HYPOTHESESHYPOTHESES
► The struggle of the black students against the apartheid regime of South AfricaThe struggle of the black students against the apartheid regime of South Africa
had its origin in the very social and political programmes and politics of thehad its origin in the very social and political programmes and politics of the
apartheid regime.apartheid regime.
► The black consciousness movement was the anti these of the apartheid and itsThe black consciousness movement was the anti these of the apartheid and its
ideology. It was as much and radical racialist as apartheid itself.ideology. It was as much and radical racialist as apartheid itself.
► Though the role of the black student struggle of South Africa was for aThough the role of the black student struggle of South Africa was for a
relatively short period, its influence in making the freedom struggle morerelatively short period, its influence in making the freedom struggle more
powerful and deeper was very long lasting.spowerful and deeper was very long lasting.s

12. RESEARCH METHODOLOGYRESEARCH METHODOLOGY
The proposed study involves a scholarly assessment of a historical movementThe proposed study involves a scholarly assessment of a historical movement
of South Africa in which student of a certain section of South African societyof South Africa in which student of a certain section of South African society
had apparently played a critical role in its freedom struggle against the whitehad apparently played a critical role in its freedom struggle against the white
domination. Given the complex and historical nature of the issue, the proposeddomination. Given the complex and historical nature of the issue, the proposed
study will make use of descriptive and analytical methods. The study will relystudy will make use of descriptive and analytical methods. The study will rely
primarily on the available secondary material like books, research journalsprimarily on the available secondary material like books, research journals
magazines, newspaper articles etc. The primary source of material like officialmagazines, newspaper articles etc. The primary source of material like official
publication and documents, press releases, official statements etc, will be usedpublication and documents, press releases, official statements etc, will be used
to substantive various ideas and arguments. The internet sources will also beto substantive various ideas and arguments. The internet sources will also be
consulted.consulted.

13. TENTATIVE CHAPTERISATIONTENTATIVE CHAPTERISATION
► Chapter I: IntroductionChapter I: Introduction
► Chapter II: Education, State and the StudentChapter II: Education, State and the Student
► Chapter III: The Black Consciousness Movement and Student PoliticsChapter III: The Black Consciousness Movement and Student Politics
► Chapter IV: Students on the Road to RevoltChapter IV: Students on the Road to Revolt
► Chapter V: ConclusionChapter V: Conclusion