interview questions bibliography of bantu education act 1953

Interviewing Someone Who Was Affected by Bantu Education Act: Guide

How to Interview Someone Affected by Bantu Education: A Comprehensive Guide with Sample Questions and Scenario.

Interviewing individuals affected by the Bantu Education syste m can provide valuable insights into the social, psychological, and economic repercussions of this policy. This form of education was part of South Africa’s apartheid system, designed to limit educational opportunities for Black South Africans. Conducting such interviews with sensitivity and depth is essential to understand the nuanced experiences of those who lived through it. Below are ten sample questions that can guide an interviewer, followed by a fictional interview scenario.

Table of Contents

Interviewing Someone Who Was Affected by Bantu Education: Guide

When interviewing someone who was affected by the Bantu Education system, it’s crucial to approach the conversation with sensitivity and a thorough understanding of the historical and emotional implications of the subject. Your goal should be to create a comfortable atmosphere where the interviewee can openly share their personal experiences and insights. Start by researching the Bantu Education system and its effects so you are well-informed and can ask relevant questions. Use open-ended questions to encourage in-depth responses and allow the person to elaborate on their experiences. For example, you might ask, “Can you describe how the Bantu Education system impacted your career opportunities?” or “What long-term societal impacts do you think the system has had?” Always remain respectful and avoid interrupting the interviewee. Finally, be prepared for emotional responses and provide the interviewee the space to express themselves fully.

10 Sample Interview Question about bantu education act

• Can you please start by telling me a little about your early educational experience under the Bantu Education system?
• How do you feel the Bantu Education system affected your career opportunities?
• Were there particular subjects or educational material that you felt were conspicuously absent from your schooling?
• How did the Bantu Education policy impact your self-esteem and self-worth?
• Can you share any experiences of resistance or subversion within the educational system?
• How did the Bantu Education system affect your social interactions and friendships?
• Were there any educators who made a positive impact despite the system’s limitations?
• How did your family react to the educational constraints placed upon you?
• What do you think the long-term societal impacts of Bantu Education have been?
• If you could change one thing about your educational experience, what would it be?

Interview Scenario with Fake Names for Guiding Purposes.

Interviewer: Good afternoon, Mr. Zwane. Thank you for agreeing to speak with me today.

Mr. Zwane: My pleasure.

Interviewer: Let’s start with your early educational experiences. Can you tell me a little about how the Bantu Education system affected you?

Mr. Zwane: Oh, it had a profound impact. The curriculum was so watered-down that it hardly prepared us for any advanced study or professional work.

Interviewer: How did this limitation affect your career opportunities?

Mr. Zwane: I wanted to be an engineer, but the subjects we were taught hardly scratched the surface of what was needed for a career in engineering.

Interviewer: Were there any subjects or educational materials that you felt were conspicuously absent?

Mr. Zwane: Absolutely. Subjects like advanced mathematics, science, and even history were either lacking or presented in a way that diminished our cultural background.

Interviewer: How did this system impact your self-esteem?

Mr. Zwane: It was designed to make us feel inferior, and it succeeded in many ways. However, my parents always reminded me of the value of self-worth.

Interviewer: Any experiences of resistance within the system?

Mr. Zwane: Yes, some of my teachers would secretly teach us topics that were not part of the official curriculum.

Interviewer: How did Bantu Education affect your social interactions?

Mr. Zwane: It created divisions. We were taught to occupy certain social and economic spaces and that limited our interactions.

Interviewer: Were there any educators who made a positive impact?

Mr. Zwane: Yes, Mrs. Smith, my English teacher, always encouraged us to read widely and think critically, despite the limitations of the system.

Interviewer: How did your family react?

Mr. Zwane: They were disappointed but also very supportive. They tried to supplement my education at home.

Interviewer: What do you think the long-term societal impacts have been?

Mr. Zwane: The system has had a lingering impact on employment, social mobility, and even the psyche of those who went through it.

Interviewer: If you could change one thing about your education, what would it be?

Mr. Zwane: I would change the entire system to make it more inclusive and geared toward genuine education rather than subjugation.

When interviewing someone affected by the Bantu Education system, it’s vital to approach the conversation with sensitivity, empathy, and a deep understanding of the historical context. The above sample questions and scenario offer a structured framework for conducting such interviews in a respectful and informative manner.

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20 Questions and Answers Based on the Bantu Education Act

Table of Contents

Introduction

The Bantu Education Act of 1953 was a significant piece of apartheid legislation in South Africa that had a profound impact on the educational system for Black South Africans. It played a role in institutionalising racial segregation and inequality. Below are questions and answers that provide insight into this act, suitable for high school learners in South Africa.

Questions and Answers

• The Bantu Education Act was a law passed in 1953 that segregated educational institutions in South Africa along racial lines. It aimed to control the education of Black South Africans and ensure it was in line with the government’s apartheid policies.
• The Act was implemented to align the education of Black South Africans with the apartheid government’s goals, limiting their access to quality education and preparing them only for menial jobs.
• The Act led to inferior educational facilities, resources, and curriculum for Black South Africans. It perpetuated inequality by limiting educational and job opportunities, and suppressing political dissent.
• People resisted the Act through protests, boycotts, and forming alternative educational structures. The most notable resistance was the Soweto Uprising in 1976, where students protested against the forced use of Afrikaans in schools.
• The Bantu Education Act was officially repealed in 1994 with the end of apartheid. It was replaced by new policies aiming for a more inclusive and equal education system.
• The government claimed that the Act was meant to tailor education for Black South Africans according to their “cultural and community needs.” In reality, this was a smokescreen for maintaining racial inequality and ensuring that Black South Africans were only prepared for labor-intensive roles.
• Dr. Hendrik Verwoerd was the Minister of Native Affairs at the time of the Act’s passing and later became Prime Minister. He was a key architect of the Bantu Education Act, arguing that Black South Africans should be educated according to their place in society.
• Many Black teachers were not adequately trained, and the curriculum was restricted to ensure it was in line with apartheid ideology. This led to a substandard quality of education and a lack of critical thinking in classrooms.
• The education for Black South Africans under the Bantu Education Act was vastly inferior, with fewer resources, overcrowded classrooms, outdated materials, and a limited curriculum. In contrast, white South Africans enjoyed well-resourced schools and a broader, more advanced curriculum.
• How does the legacy of the Bantu Education Act continue to affect South Africa’s education system today?
• The unequal allocation of resources and the deliberate under-education of Black South Africans has had long-lasting effects, creating disparities that persist in the education system even today. Challenges in achieving equal and quality education for all South Africans can be traced back to the policies and practices of the Bantu Education Act.
• What were some of the international reactions to the Bantu Education Act?
• The Act received widespread condemnation from various international entities and human rights organizations. It was seen as a blatant violation of human rights and contributed to growing international pressure against the apartheid regime.
• Were there any other apartheid laws that worked in conjunction with the Bantu Education Act?
• The Bantu Education Act was part of a broader system of apartheid laws, working in conjunction with others like the Population Registration Act and Group Areas Act, to enforce racial segregation and inequality across all aspects of life, including education.
• How did the Bantu Education Act affect rural areas specifically?
• In rural areas, the Act’s effects were particularly pronounced, with schools often lacking even basic facilities and resources. The education provided was geared towards agricultural and manual labor, further limiting opportunities for rural Black South Africans.
• What was the role of missionary schools during the implementation of the Bantu Education Act?
• Before the Act, many Black South Africans were educated in missionary schools. With the Act’s passage, these schools either had to conform to the government’s curriculum or lose state funding. Many closed down, and others struggled to maintain quality education under restrictive regulations.
• What other laws were enacted to support the Bantu Education Act in suppressing Black education?
• Laws like the Extension of University Education Act of 1959 restricted Black South Africans’ access to universities, furthering the goals of the Bantu Education Act by limiting higher education opportunities.
• How did the Bantu Education Act affect gender roles in education?
• The Act reinforced traditional gender roles, with education for girls often focused on domestic skills, further limiting their opportunities for professional and personal development.
• How did Black South African parents react to the Bantu Education Act?
• Many were deeply concerned and frustrated but had limited means to oppose the Act. Some parents became involved in protests, while others sought alternative education options, such as sending their children to non-government-controlled schools when possible.
• What was the role of language in the Bantu Education Act, and why was it significant?
• Language played a crucial role, as the Act dictated that Black South Africans be taught in their native language for certain subjects, restricting their ability to learn in English or Afrikaans. This had long-term implications for accessing higher education and job opportunities.
• How did the Bantu Education Act contribute to the broader political resistance against apartheid?
• The inequality and injustice perpetuated by the Act galvanized political resistance, fueling the struggle against apartheid. Many leaders and activists were motivated by their experiences under the Bantu Education system.
• What lessons can modern South Africa and the global community learn from the Bantu Education Act?
• The Act provides a stark lesson in how education can be used as a tool for oppression and inequality. It emphasizes the importance of vigilance, advocacy, and commitment to equitable education as fundamental to democratic society and human development.

The Bantu Education Act stands as a somber reminder of how law and policy can be manipulated to entrench inequality and discrimination. By delving into its various aspects, we can appreciate the complexity of its impact and the lasting legacy it has left on South African society. Understanding the Act in its full context is essential not only for historical awareness but also for informing present-day efforts to build a just and inclusive educational system in South Africa and beyond. The insights gleaned from this exploration contribute to the broader understanding of social justice, human rights, and the power of education as both a potential tool for oppression and a means of liberation and empowerment.

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13 Bibliography of Bantu Education Act 1953

Over the years, several books and journals have been written to help us see the Bantu Education Act and it’s effects in different perspectives.

Many of these books are not published online because of the inaccessibility of internet facilities as at then. However, a search through University libraries and historic archives will help you get one of these publications.

Here is a bibliography of sources related to the Bantu Education Act of 1953:

1. Bantu Education: A Discussion of the Separate Educational Facilities for Non-White South Africans 

Bibliography.

Department of Bantu Education. Bantu Education: A Discussion of the Separate Educational Facilities for Non-White South Africans. Pretoria: Government Printer, 1954.

This government publication provides an overview of the Bantu Education system, including its objectives, curriculum, and funding.

2. The Political Economy of Race and Class in South Africa

Magubane, Bernard M. The Political Economy of Race and Class in South Africa. New York: Monthly Review Press, 1979.

This book examines the ways in which race and class intersect in the context of South African society, including the impact of apartheid policies like Bantu Education on economic inequality and social mobility. Available on Google Books  

3. The Bantu Education Act and Its Consequences 

Motala, Shirin. “The Bantu Education Act and Its Consequences.” South African Journal of Education 23, no. 3 (2003): 206-210.

This journal article examines the impact of the Bantu Education Act on educational opportunities and outcomes for non-white South Africans, including the ways in which it perpetuated systemic inequality.

4. Separate and Unequal: The Bantu Education Act and South African Apartheid 

Spiegel, A. D. “Separate and Unequal: The Bantu Education Act and South African Apartheid.” The Journal of Negro Education 69, no. 3 (2000): 192-202.

This journal article explores the connection between the Bantu Education Act and the broader system of racial discrimination and oppression known as apartheid, including the ways in which it reinforced social and economic inequality.

Related: 47 Questions and Answers Based on Bantu Education Act

5. The Bantu Education Act and African Resistance in South Africa 

Walker, Cherryl. “The Bantu Education Act and African Resistance in South Africa.” Journal of Southern African Studies 4, no. 2 (1978): 157-177.

This journal article examines the ways in which black South Africans resisted the Bantu Education system through various forms of protest and activism, including boycotts, demonstrations, and civil disobedience.

6. The Bantu Education Act and South African Education, 1953-1968

Webster, Eddie. “The Bantu Education Act and South African Education, 1953-1968.” Journal of African History 13, no. 4 (1972): 637-654.

This journal article provides a historical overview of the Bantu Education system, including its origins, implementation, and evolution over time, as well as the ways in which it shaped the educational landscape of South Africa more broadly.

7. The Bantu Education Act: A Failure of Democracy 

Wilson, Francis. “The Bantu Education Act: A Failure of Democracy.” South African Journal of Education 31, no. 4 (2011): 440-452.

This journal article argues that the Bantu Education Act was a failure of democracy, as it denied non-white South Africans the right to a quality education and perpetuated systemic inequality, thereby undermining the principles of democratic governance.

8. The Making of Bantu Education: A Historical Overview 

Bundy, Colin. “The Making of Bantu Education: A Historical Overview.” Journal of Curriculum Studies 18, no. 5 (1986): 423-431.

This article provides a historical analysis of the development of Bantu Education in South Africa and how it served the interests of the apartheid government. It also explores the resistance to Bantu Education and the role of education in the struggle against apartheid. It remains an important resource on the topic.

Related: 10 Effects & Impact of Bantu Education Act in South Africa 

9. A History of African Higher Education from Antiquity to the Present 

Lulat, Y. G.-M. A History of African Higher Education from Antiquity to the Present: A Critical Synthesis. Westport, CT: Praeger, 2005.

This book provides a comprehensive history of higher education in Africa, including a discussion of the impact of apartheid-era policies like Bantu Education on access to higher education and academic freedom. Available on Google Books

10. Bantu Education, Colonialism and Christian National Education 

Saleh, Fatima. “Bantu Education, Colonialism and Christian National Education: The Origins of Apartheid Education in South Africa.” Journal of Pan African Studies 3, no. 7 (2010): 146-159.

This journal article examines the historical roots of the Bantu Education system, including its connections to colonialism and Christian National Education, as well as the ways in which it was used to promote white supremacy.

11. Inscribing Race on the Body: The Logic of Apartheid Education 

Soudien, Crain. “Inscribing Race on the Body: The Logic of Apartheid Education.” Comparative Education Review 38, no. 2 (1994): 168-185.

This journal article analyzes the ways in which the Bantu Education system was designed to reinforce and perpetuate racial inequality in South Africa, including the ways in which it inscribed race onto the bodies and minds of black South Africans.

12. From Christian National Education to Bantu Education 

Van der Walt, Johannes L. “From Christian National Education to Bantu Education: The Evolution of Apartheid Education, 1924-1954.” Journal of Educational Studies 11, no. 1 (2012): 77-99.

This book explores the complex relationships between education, equality, and human rights, including a discussion of the impact of apartheid-era policies like Bantu Education on the educational opportunities and outcomes of marginalized groups in South Africa.

13. Apartheid and Education: The Education of Black South Africans 

Horrell, Muriel. Apartheid and Education: The Education of Black South Africans. London: Routledge & Kegan Paul, 1978. 

This book examines the impact of apartheid policies on the education of black South Africans and how education was used as a tool for resistance and liberation. It provides a comprehensive analysis of the effects of apartheid on South African society and remains an important resource on the topic.

Related: Bantu Education Act Essay (300 Words) + PDF

These books and articles provide a range of perspectives on the Bantu Education Act of 1953 and its impact on South African society. 

They explore the political, social, economic, and historical factors that led to the creation of this system, as well as its consequences for education, equality, and human rights in South Africa. 

By examining the complex relationships between race, class, gender, and other forms of social difference, they offer insights into the ongoing struggles for justice and equality in the post-apartheid era.

Olusegun Iyejare is a career coach and certified counselor. He helps individuals discover and maximize their potential to live satisfying lives regardless of obvious limitations holding them back.

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Media for this essay

• Soweto Student Uprising
• Eddie Daniels [:20]
• Obed Bapela [1:11]
• Bantu Education in Action
• Biographies

Bantu Education

"In 1953 the government passed the Bantu Education Act, which the people didn't want. We didn't want this bad education for our children. This Bantu Education Act was to make sure that our children only learnt things that would make them good for what the government wanted: to work in the factories and so on; they must not learn properly at school like the white children. Our children were to go to school only three hours a day, two shifts of children every day, one in the morning and one in the afternoon, so that more children could get a little bit of learning without government having to spend more money. Hawu! It was a terrible thing that act." Baard and Schreiner, My Spirit is Not Banned, Part 2

There is no space for him [the "Native"] in the European Community above certain forms of labor. For this reason it is of no avail for him to receive training which has its aim in the absorption of the European Community, where he cannot be absorbed. Until now he has been subjected to a school system which drew him away from his community and misled him by showing him the greener pastures of European Society where he is not allowed to graze. (quoted in Kallaway, 92)

The Bantu Education Act 1953 Bibliography And Summary

Bibliography of The Bantu Education Act 1953

Here is a bibliography of sources related to the Bantu Education Act of 1953:

• O’Meara, Dan. Forty Lost Years: The Apartheid State and the Politics of the National Party, 1948-1994. Athens: Ohio University Press, 1996.
• Lodge, Tom. Black politics in South Africa since 1945. London: Longman, 1983.
• Legassick, Martin, ed. The Bantustans: History, Politics, and Legitimacy in South Africa. London: Croom Helm, 1973.
• Magaziner, Daniel R. The Law and the Prophets: Black Consciousness in South Africa, 1968-1977. Athens: Ohio University Press, 1994.
• Carton, Benedict. “Education for Segregation: The Origins and Implementation of Separate Schooling in South Africa.” History of Education 45, no. 6 (2016): 693-715.
• Ntsebeza, Lungisile. Democracy Compromised: Chiefs and the Politics of the Land in South Africa. Leiden: Brill, 2006.
• Heffernan, Dan. “Race, Space, and the Apartheid City: The Politics of Spatial Control in Port Elizabeth, South Africa.” Urban Geography 37, no. 8 (2016): 1218-1234.
• Worden, Nigel. “Making a Bantu Education: Education and Cultural Nationalism in South Africa.” Journal of Southern African Studies 17, no. 2 (1991): 207-223.
• Kallaway, Peter. The History of Education Under Apartheid, 1948-1994: The Doors of Learning and Culture Shall Be Opened. New York: Peter Lang Publishing, 2002.
• Motala, Ebrahim. “The Bantu Education Act: The Role of Indian Educationists in District Six.” South African Journal of Higher Education 29, no. 4 (2015): 36-52.

These sources provide a range of perspectives on the Bantu Education Act of 1953, its historical context, implementation, and impact on education and society in South Africa.

The Bantu Education Act of 1953 Summary

The Bantu Education Act of 1953 was a law implemented in South Africa during the apartheid era. It aimed to establish a separate and inferior education system for black African, Coloured, and Indian students. The act was rooted in the ideology of racial segregation and aimed to preserve white dominance and control over education. Under this act, separate schools were established for non-white students, with a curriculum designed to prepare them for menial labor rather than providing equal opportunities for education and advancement. The government allocated fewer resources and funding to these schools, resulting in overcrowded classrooms, limited resources, and poor infrastructure.

The Bantu Education Act sought to promote segregation and perpetuate the idea of white superiority by ensuring that non-white students received an education that did not challenge the existing social order. The act had far-reaching consequences for generations of non-white South Africans, limiting their access to quality education and opportunities for social and economic advancement. Critics argue that the Bantu Education Act was a tool of social control and repression, reinforcing inequality and perpetuating systemic discrimination. Despite its repeal in 1979, its effects continue to be felt in South Africa’s education system today.

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25 Questions and Answers Based on Bantu Education Act

Understanding the Bantu Education Act: 15 Questions and Answers for Grade 12 Learners

The Bantu Education Act of 1953 was one of apartheid South Africa’s most significant and detrimental legislative acts. Designed to limit the educational opportunities and achievements of the country’s Black majority, it had lasting effects on generations of South Africans.

For Grade 10 – 12 learners examining this dark chapter in history, here’s a Q&A primer:

• What was the Bantu Education Act? Answer: The Bantu Education Act (No. 47 of 1953) was a South African law that aimed to ensure the separation of educational facilities and opportunities between races, with particular focus on limiting educational opportunities for Black South Africans.
• Who introduced the Bantu Education Act? Answer: The act was introduced by the apartheid government, under the leadership of Dr. Hendrik Verwoerd, who was then the Minister of Native Affairs.
• What was the main aim of the Bantu Education Act? Answer: The primary aim was to prevent Black South Africans from receiving an education that would lead them to aspire to positions they wouldn’t be allowed to hold in society, thereby entrenching their position as laborers.
• How did the act change the education system for Black learners? Answer: It transferred control of African education from provincial administration to the Department of Native Affairs, effectively reducing the quality and access to education for Black students.
• Were mission schools affected by this act? Answer: Yes, mission schools (run by churches) lost state aid and were handed over to the government, stripping them of their autonomy.
• How did the curriculum for Black students change under this act? Answer: The curriculum was tailored to direct Black students into manual labor roles, focusing less on academic achievement and critical thinking.
• What was the medium of instruction in schools under this act? Answer: The medium of instruction in primary schools was the student’s home language. From the age of 10 onward, however, it was mandatory for schools to use Afrikaans and English equally.
• Did the act have any financial implications for Black education? Answer: Yes, the act reduced the funding available for Black education, leading to poor facilities, overcrowded classrooms, and underpaid teachers.
• What was the effect of the act on teachers? Answer: Many qualified Black teachers lost their jobs as the education system deteriorated. Moreover, the teachers were given inadequate training and were required to teach a curriculum they didn’t believe in.
• Were there protests against the Bantu Education Act? Answer: Yes, the act faced significant opposition. The most notable protest was the Soweto Uprising in 1976, where students protested against the mandatory use of Afrikaans as a medium of instruction.
• What were the long-term implications of the Bantu Education Act? Answer: The act entrenched educational inequalities, leading to generations of Black South Africans being systematically undereducated, limiting their opportunities and economic mobility.
• Was the act ever repealed? Answer: Yes, with the end of apartheid, the act was repealed. However, the effects of the act continued to be felt for many years thereafter.
• Why is understanding the Bantu Education Act important for today’s generation? Answer: It offers insight into the roots of educational disparities in South Africa and underscores the importance of equitable access to quality education.
• How did the international community view the Bantu Education Act? Answer: The act, like many apartheid policies, was widely condemned internationally. It was seen as a blatant violation of human rights and equality.
• Did the act only affect Black South Africans? Answer: While primarily targeting Black South Africans, the act also indirectly affected Coloureds and Indians by creating an overall hierarchy of education, where White education was superior, and others were inferior.
• What was Dr. Hendrik Verwoerd’s infamous statement regarding Black education? Answer: Dr. Verwoerd, known as the architect of Bantu Education, famously stated, “There is no place for [the Bantu] in the European community above the level of certain forms of labor.”
• How were universities affected by this act? Answer: The act extended to tertiary education. The Extension of University Education Act of 1959 prohibited non-white students from attending most universities, leading to the creation of separate institutions for different racial groups.
• Was the quality of education the same for White and Black students? Answer: No, white students enjoyed a better quality of education with more resources, better facilities, and a broader curriculum. In contrast, Black students received a substandard education designed to prepare them for menial jobs.
• How did the government justify the Bantu Education Act? Answer: The apartheid government claimed that the act would provide education suited to the “culture” of Black South Africans. However, in reality, it aimed to keep Black South Africans subservient to white authority.
• How was the content in textbooks altered under this act? Answer: Textbooks were revised to fit the narrative of Black inferiority and white supremacy. Historical and cultural achievements of Black South Africans were either downplayed or omitted.
• Did the Bantu Education Act affect the dropout rates? Answer: Yes, the poor quality of education and lack of resources led to higher dropout rates among Black students, further limiting their opportunities in life.
• What role did the churches play in opposing the act? Answer: Many church groups, particularly those running mission schools, opposed the act. They believed in the value of education and its power to uplift communities. Despite losing state aid, some continued their educational missions with reduced resources.
• Did the act lead to any international sanctions? Answer: While the Bantu Education Act itself didn’t directly result in sanctions, it was a contributing factor in the international community’s broader criticism and subsequent sanctions against the apartheid regime.
• How did the act impact post-apartheid South Africa’s education system? Answer: The legacy of the Bantu Education Act is still felt today. The vast disparities created by the act left the post-apartheid government with significant challenges in leveling the educational playing field.
• What is the significance of understanding this act in the context of global civil rights movements? Answer: The Bantu Education Act, like Jim Crow laws in the U.S. or other discriminatory practices globally, showcases how systemic racism can be deeply entrenched in national policies. Studying it alongside global civil rights movements provides a holistic understanding of the fight for equality worldwide.

Conclusion: The Bantu Education Act was not just an isolated policy of apartheid South Africa but a manifestation of deeply-rooted racial prejudices. By delving deeper into this topic, Grade 12 learners can better appreciate the complexities of history and the intertwined relationship between education and social justice.

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Academic literature on the topic 'Bantu Education Act (1953)'

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Journal articles on the topic "Bantu Education Act (1953)":

Hunter, Mark. "THE BOND OF EDUCATION: GENDER, THE VALUE OF CHILDREN, AND THE MAKING OF UMLAZI TOWNSHIP IN 1960s SOUTH AFRICA." Journal of African History 55, no. 3 (September 22, 2014): 467–90. http://dx.doi.org/10.1017/s0021853714000383.

Ball, Tyler Scott. "Sof’town Sleuths: The Hard-Boiled Genre Goes to Jo’Burg." Cambridge Journal of Postcolonial Literary Inquiry 5, no. 1 (November 27, 2017): 20–35. http://dx.doi.org/10.1017/pli.2017.38.

Verhoef, M. "Funksionele meertaligheid in Suid-Afrika: 'n onbereikbare ideaal?" Literator 19, no. 1 (April 26, 1998): 35–50. http://dx.doi.org/10.4102/lit.v19i1.511.

Campbell, Kurt. "Philological Reversion in Post-Apartheid South Africa: The Sand Writing and Alternate Alphabets of Willem Boshoff." Philological Encounters 3, no. 4 (November 27, 2018): 524–49. http://dx.doi.org/10.1163/24519197-12340053.

giliomee, hermann. "A NOTE ON BANTU EDUCATION, 1953 TO 1970." South African Journal of Economics 77, no. 1 (March 2009): 190–98. http://dx.doi.org/10.1111/j.1813-6982.2009.01193.x.

Klein, Melanie. "Creating the Authentic? Art Teaching in South Africa as Transcultural Phenomenon." Culture Unbound 6, no. 7 (December 15, 2014): 1347–65. http://dx.doi.org/10.3384/cu.2000.1525.1461347.

Bologna, Matthew Joseph. "The United States and Sputnik: A Reassessment of Dwight D. Eisenhower's Presidential Legacy." General: Brock University Undergraduate Journal of History 3 (December 18, 2018): 29–54. http://dx.doi.org/10.26522/gbuujh.v3i0.1722.

Mária, Péter H. "Commemoration of Kárpáti Gizella, the first woman who took her degree in medical science in Kolozsvár at Ferenc József University." Bulletin of Medical Sciences 91, no. 1 (July 1, 2018): 67–74. http://dx.doi.org/10.2478/orvtudert-2018-0001.

Kolbiarz Chmelinová, Katarina. "University Art History in Slovakia after WWII and its Sovietization in 1950s." Artium Quaestiones , no. 30 (December 20, 2019): 161–90. http://dx.doi.org/10.14746/aq.2019.30.8.

Anderson, R. Bentley. "‘To Save a Soul’: Catholic Mission Schools, Apartheid, and the 1953 Bantu Education Act." Journal of Religious History , May 21, 2020. http://dx.doi.org/10.1111/1467-9809.12664.

Dissertations / Theses on the topic "Bantu Education Act (1953)":

Moore, Nadine Lauren. "In a class of their own : the Bantu Education Act (1953) revisited." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53445.

Leleki, Msokoli William. "A Critical Response of the English Speaking Churches to the Introduction and Implementation of Bantu Education Act in South Africa." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46253.

Rundle, Margaret. "Accommodation or confrontation? Some responses to the Eiselen commission report and the Bantu education act with special reference to the Methodist church of South Africa." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/19520.

Legodi, Mapula Rosina. "Issues and trends in shaping black perspectives on education in South Africa : a historical-educational survey and appraisal." Diss., 1996. http://hdl.handle.net/10500/17195.

Legodi, Mapula Rosina. "The transformation of education in South Africa since 1994 : a historical-educational survey and evaluation." Thesis, 2001. http://hdl.handle.net/10500/17196.

Book chapters on the topic "Bantu Education Act (1953)":

Battisti, Danielle. "Refugees and Relatives: Italian Americans and the Refugee Relief Act." In Whom We Shall Welcome , 84–110. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823284399.003.0004.

Tsika, Noah. "Solemn Venues." In Traumatic Imprints , 48–81. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297630.003.0003.