SASO and Black Consciousness, and the shift to congress politics
- Authors: Badat, Saleem
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59755 , vital:27645 , http://witspress.co.za/catalogue/students-must-rise/
- Description: Students Must Rise 98 Chapter 8 SASO and Black Consciousness, and the shift to congress politics I n 1960, demonstrators protesting against pass laws were killed and injured by police at Sharpeville. Soon afterwards, the apartheid government declared a state of emergency. Over 11 000 political activists were detained, and repressive new laws, police raids, arrests, bannings, and torture were used to crush political opposition to apartheid. The African National Congress (ANC) and Pan Africanist Congress (PAC) were banned, and many leaders of the ANC and PAC were arrested and imprisoned , and hundreds fled into exile. For many white South Africans, the rest of the 1960s were a time of economic boom, political calm, prosperity, and rising living standards. Some blacks took the opportunity to accumulate wealth, power, and privilege through the Bantustans that the apartheid government established as part of its separate development programme. For most blacks, it was a period of great economic exploitation, extensive political and social control, fear, and demoralisation. It was difficult to see how there could be any political challenge to white minority rule. Anti-apartheid organisations faced immediate repression. They also had to overcome black people’s fear and demoralisation, which stood in the way of mobilising opposition against apartheid. The emergence of the South African Students’ Organisation and Black Consciousness Despite many problems, the South African Students’ Organisation (SASO) was formed as an exclusively black university and college student organisation in 1968. It escaped immediate state repression, and developed a following among students at the Saleem Badat SASO and Black Consciousness, and the shift to congress politics 99 universities reserved for blacks. Thereafter, the ideology of Black Consciousness (BC) was developed and other BC organisations were formed, resulting in the BC movement. SASO saw its challenge as the ‘assertion, manifestation and development of a sense of awareness politically, socially and economically among the black community’.1 It emphasised black ‘group cohesion and solidarity’ as ‘important facets of Black Consciousness’, the need for ‘the totality of involvement of the oppressed people’, and for BC ‘to be spread to reach all sections of the black community’.2 SASO began community development, literacy, education, media, culture, and sports projects, which aimed to help black communities to determine and realise their own needs. They were seen as a means to win the trust of people and to educate and mobilise them.3 Projects instilled the idea of self-reliance, seen as important for achieving freedom, in members and communities. SASO created a favourable political climate for various organisations to emerge.
- Full Text: false
- Date Issued: 2016
- Authors: Badat, Saleem
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/59755 , vital:27645 , http://witspress.co.za/catalogue/students-must-rise/
- Description: Students Must Rise 98 Chapter 8 SASO and Black Consciousness, and the shift to congress politics I n 1960, demonstrators protesting against pass laws were killed and injured by police at Sharpeville. Soon afterwards, the apartheid government declared a state of emergency. Over 11 000 political activists were detained, and repressive new laws, police raids, arrests, bannings, and torture were used to crush political opposition to apartheid. The African National Congress (ANC) and Pan Africanist Congress (PAC) were banned, and many leaders of the ANC and PAC were arrested and imprisoned , and hundreds fled into exile. For many white South Africans, the rest of the 1960s were a time of economic boom, political calm, prosperity, and rising living standards. Some blacks took the opportunity to accumulate wealth, power, and privilege through the Bantustans that the apartheid government established as part of its separate development programme. For most blacks, it was a period of great economic exploitation, extensive political and social control, fear, and demoralisation. It was difficult to see how there could be any political challenge to white minority rule. Anti-apartheid organisations faced immediate repression. They also had to overcome black people’s fear and demoralisation, which stood in the way of mobilising opposition against apartheid. The emergence of the South African Students’ Organisation and Black Consciousness Despite many problems, the South African Students’ Organisation (SASO) was formed as an exclusively black university and college student organisation in 1968. It escaped immediate state repression, and developed a following among students at the Saleem Badat SASO and Black Consciousness, and the shift to congress politics 99 universities reserved for blacks. Thereafter, the ideology of Black Consciousness (BC) was developed and other BC organisations were formed, resulting in the BC movement. SASO saw its challenge as the ‘assertion, manifestation and development of a sense of awareness politically, socially and economically among the black community’.1 It emphasised black ‘group cohesion and solidarity’ as ‘important facets of Black Consciousness’, the need for ‘the totality of involvement of the oppressed people’, and for BC ‘to be spread to reach all sections of the black community’.2 SASO began community development, literacy, education, media, culture, and sports projects, which aimed to help black communities to determine and realise their own needs. They were seen as a means to win the trust of people and to educate and mobilise them.3 Projects instilled the idea of self-reliance, seen as important for achieving freedom, in members and communities. SASO created a favourable political climate for various organisations to emerge.
- Full Text: false
- Date Issued: 2016
Seeing yourself in a new light: crossing the threshold to “researcher"
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61390 , vital:28021 , http://www.africansunmedia.co.za/Sun-e-Shop/tabid/78/ProductId/385/Default.aspx , http://dx.doi.org/10.17613/M6WW52
- Description: Writing, and the thinking, reading and analytical process that writers engage with to make writing possible, is transformative, and doctoral students in the social sciences especially tend to write themselves into their new identities as ‘doctors’ and recognised researchers. Much has been written in recent years about doctoral writing, including many advice books on how to write a ‘big-book’ or similar doctoral thesis into being. While some of the journal articles and books are helpful, and provide useful accounts of the complex challenges of writing a doctoral thesis, many of the advice books in particular focus more on the text itself, with the writer oddly under-accounted for. Recent research on, for example, doctoral writing groups and doctoral identity speaks into this gap helpfully, but much of it is written in contexts other than South Africa, and much of it is written for rather than by students going through or having recently completed a PhD process. This chapter contributes to a growing body of research and reflection on the role of writing itself in the process of becoming a ‘doctor’. Building on relevant blog posts and critical reflection through a research journal on my own transformative doctoral writing process at a South African university, this chapter will reflect on how challenging yet also potentially thrilling the writing process can be during a PhD. Readers will hopefully find in this chapter useful insights into their own process of becoming a doctor, and ideas for making their own ‘writing and becoming’ process more engaging and rewarding.
- Full Text: false
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book chapter , text
- Identifier: http://hdl.handle.net/10962/61390 , vital:28021 , http://www.africansunmedia.co.za/Sun-e-Shop/tabid/78/ProductId/385/Default.aspx , http://dx.doi.org/10.17613/M6WW52
- Description: Writing, and the thinking, reading and analytical process that writers engage with to make writing possible, is transformative, and doctoral students in the social sciences especially tend to write themselves into their new identities as ‘doctors’ and recognised researchers. Much has been written in recent years about doctoral writing, including many advice books on how to write a ‘big-book’ or similar doctoral thesis into being. While some of the journal articles and books are helpful, and provide useful accounts of the complex challenges of writing a doctoral thesis, many of the advice books in particular focus more on the text itself, with the writer oddly under-accounted for. Recent research on, for example, doctoral writing groups and doctoral identity speaks into this gap helpfully, but much of it is written in contexts other than South Africa, and much of it is written for rather than by students going through or having recently completed a PhD process. This chapter contributes to a growing body of research and reflection on the role of writing itself in the process of becoming a ‘doctor’. Building on relevant blog posts and critical reflection through a research journal on my own transformative doctoral writing process at a South African university, this chapter will reflect on how challenging yet also potentially thrilling the writing process can be during a PhD. Readers will hopefully find in this chapter useful insights into their own process of becoming a doctor, and ideas for making their own ‘writing and becoming’ process more engaging and rewarding.
- Full Text: false
- Date Issued: 2016
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