QUESTION 1: WHAT WERE THE RESPONSES TO THE COMPULSORY INTRODUCTION OF AFRIKAANS AS A MEDIUM OF INSTRUCTION IN BLACK SOUTH AFRICAN SCHOOLS IN 1976? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow - NSC History - Question 1 - 2021 - Paper 2

The two school boards mentioned in Source 1A that formed part of the Tswana School Board are:

1. Meadowlands
2. Orlando West

I agree to a lesser extent with the circuit inspector's justification for several reasons:

• Lesser Extent: The inspector indicated that language barriers hindered understanding. Students were not adequately prepared to study subjects in Afrikaans, leading to a lack of comprehension. This created the potential for students to fall behind academically.

• Larger Extent: Conversely, it can be argued that maintaining an equal standard in education is essential for the academic progression of all students, regardless of language. However, the unequal allocation of resources and the preference for English over native languages makes achieving this standard difficult.

The School Board expressed significant resistance to the introduction of Afrikaans. They argued that the move did not reflect the educational needs of black South African students and highlighted the detrimental impacts of using a language associated with oppression in their learning environments. Their protests illustrated a collective objection against the decision imposed by the authorities.

The two organisations mentioned in Source 1B that influenced the Soweto Uprising are:

1. Black Consciousness Movement (BCM)
2. South African Students Movement (SASM)

The South African Students Movement (SASM) rejected the use of Afrikaans as a medium of instruction for various reasons:

• They viewed Afrikaans as the language of oppression and a tool that perpetuated the apartheid regime.
• The instruction in Afrikaans did not consider the linguistic needs of the students, compromising their ability to learn effectively and truly engage with the curriculum.

In the context of the Soweto Uprising, a boycott refers to the decision made by students to refuse participation in classes or school activities as a form of protest against the introduction of Afrikaans as a medium of instruction, aiming to exert pressure on the authorities to reconsider their policies.

The two schools affected by the Soweto Uprising as mentioned in Source 1C are:

1. Phefeni Junior Secondary School
2. Orlando West Secondary School

Source 1C illustrates that the black police officer displayed a non-violent approach while trying to manage the protest, in stark contrast to the white police officer. The black officer was seen attempting to communicate and calm the students, whereas the white officer used aggressive tactics, such as brandishing weapons, which only escalated tensions.

Evidence from Source 1C indicates that the police used teargas to disperse the students, and physical force was exhibited through instances of students being pushed back with riot shields. Furthermore, there were reports of students being beaten, indicating a severe use of force by the police during the uprisings.

The World newspaper played a pivotal role as it exposed the heavy-handed tactics used by the police against unarmed students during the protests, thereby shedding light on the brutal realities of the apartheid regime's oppression.

The World newspaper provided graphic accounts of the police culminating in the tragic deaths of several unarmed students, drawing global attention to the injustices faced by black South African youth.

The media, especially newspapers like The World, acted as a platform to voice the grievances of the oppressed. By reporting on incidents of violence and highlighting the struggles of the students, the media helped mobilize public opinion and support for the anti-apartheid movement, thus serving as a form of resistance against the oppressive regime.

Both sources depict the police employing excessive force against students during protests. Source 1C details the use of teargas and physical violence, while Source 1D highlights injuries inflicted by police actions.

In both sources, students showed resilience and defiance in response to the police's aggressive actions. Students in Source 1C reacted by gathering in large numbers, chanting slogans, while in Source 1D, they countered police violence with stones in an attempt to fight back against oppression.

Other responses could include the growing unity among students and the increasing participation from different communities, indicating a broadening resistance against the apartheid regime during the Soweto Uprising.

In summarizing various responses to the imposition of Afrikaans, it is evident that students and advocacy groups opposed this educational policy. They highlighted the social injustice of using a language tied to their oppression and fought against it through protests, boycotts, and media exposure. These actions culminated in the Soweto Uprising, which became a symbol of resistance against apartheid education policies.