Choices and Human Behaviour in apartheid South Africa in the 1970s and 1980s.
Shikaya and Facing History and Ourselves
Choices and Human Behaviour in apartheid South Africa in the 1970s and 1980s.
Our fourth seminar followed on from the previous workshop in which human behaviour and choices in the first decades of apartheid had been explored. History teachers today have and incredibly difficult job in teaching such a recent and sensitive past: while we cannot deny the evils of apartheid, we equally cannot make the current generation feel defensive and angry when we teach these sections. With the issues that emerged from the previous workshop in mind we chose a range of narratives from the 1970s and 1980s that demonstrated the blurred lines between who were perpetrators, victims and bystanders and which provided interesting narratives to engage the learners.
The session began with journaling and discussing the challenges that we as teachers face when teaching apartheid. An interesting dynamic was introduced by a pre-service teacher who had not had personal experience of apartheid and felt that that might be a challenge.
Envelopes with a range of names of well-known and little-known South Africans were then handed out to be placed on a large sheet of paper divided into four with each quarter labelled either perpetrator, bystander, victim, or resister. This activity was done in pairs. Each pair reported on three names which they had placed into the categories, and why.
The discussions around these sources during the plenary session was very rich. What the sources had demonstrated was that perpetrators, resisters and victims cannot be determined according to race. A question raised in terms of bystanders was whether we can have a category ‘bystander’ – if someone stands by and allows something to happen, are they not perpetrators? A source in which someone witnessed a ‘necklacing’ led to a debate about whether violence such as this can ever be justified. And in the case of Joe Mamasela, former ANC member turned Security Police murderer: was he indeed a resister turned perpetrator, or, as someone suggested, twice a victim?
The discussion was drawn to a close with a source, which pointed to the culpability of industry, banking, churches, universities, the media and the majority of white voters.
Teacher responses:
"It starts to make me sieve things through. As indicated by the group things are not in black and white. Not all white perpetrate. Not all black resist. Violence might not be the proper action. the law could be used."
"The provided content 'the idea' with names of figures written about in sources will definitely serve multi-purpose goal to achieve for learners. They will gain knowledge, share views and become aware of personal feelings."
"Good range of resources showing up the complexity of the subject. Very useful in terms of provoking thought especially around the issue of choice with which many of my pupils struggle. Stereotype Busting!"
"The seminar has provided me with an understanding of means and ways of teaching Apartheid system with an open mind and not to be bias but to give clear explanations ofwhat the content is all aboutand give learners choices to decide for themselves to come up with their own conclusions."