1. South Africa: Consequences of Apartheid (2) The Soweto Riots & “The Day of the Riots”

2. Outline 1978 Race Relations 1978 Race Relations during the Riots: 1.Mbulelo Mzamane:Mbulelo Mzamane 2.“ The Days of the Riots The Days of the Riots Related stories “ Amnesty ” “ The Prisoner Who Wore Glasses ” -- themes: Resistance and Survival-- in and out of prison, and in different forms (organized, in daily life, with violence); The distortion of humanity-- in the prison or during the riots

3. 1978 – Race Relations

4. Causes: for the 6/16/1976 Soweto Uprisings Causes: Afrikaans Medium Decree of 1974 -- forced all black schools to use Afrikaans and English in a 50-50 mix as languages of instruction.(source) Afrikaanssource In our story: 135; justification 141-42 Before the riots, st. boycotted classes as early as May 18 1976.

5. When things went wrong… Peaceful student march Marching kids, in a mood common to school kids the world over – happy that they were not in class – good naturedly protesting against the use of Afrikaans as a medium of instruction (Thloloe 1976). (Hlongwane 18) Marching in a festive mood.

6. When things went wrong… Provocations... … A white police officer picked up what seemed a stone and threw it into the crowd. Some students started picking up stones. As the shot rang out the demonstrators scattered in all directions. Some ran on to a hill behind the school while others fled into side streets. Yet others remained standing... A black police sergeant was still explaining to a group of parents ‘There will be no shooting. These children are not fighting anybody, they don’t want Afrikaans,’ when a police officer opened fire (Serache 1976 qtd in Hlongwane 20).

7. the 13-year-old Hector Pieterson His sister: “Hector was in the primary. I think it was just curiosity... We were targeting high schools and secondary schools. I was told that they were so curious, teachers tried to stop them but failed. So, Hector joined me because he saw the uniforms of the schools. (He may have said to himself) ‘My uncle is there, my sister is there, so why can I not join?’ I just made that up because I know how curious children are... …I saw my brother on the opposite pavement and it looked as if he was from hiding, so he was coming out to the streets.. …. then I said ‘Hector.’ …He heard me and he came to me and I said to him ‘What do you want here?’ He was a very shy person, he just smiled and I said to him ‘You stop smiling and stay right here next to me because I don’t understand what’s going on now.’ So as we were standing there... there was another shot. It was... violence with the police, when we hear a shot we would run and hide ours elves. ” (qtd in Hlongwane 21)

8.  the police intervened with dogs, teargas and bullets (Hlongwane 18)  killing of the students  st. anger and retaliation 10:30 – Hector killed; 10:45 -- Four white women in a car are stoned and injured by the riotous crowd,

10. Mbulelo Mzamane Realistic in style; Against using “ western criteria alone ” in the evaluation of committed African literature.

11. The Children of Soweto -- set in South Africa during the 1976 uprisings against apartheid. 3 parts: 1 st - describes students ’ schooldays and then the protests by students against education imposed by the apartheid. 2 nd ( “ The Days of the Riots ” ) - an African man hides his white friend caught in the middle of a riot. 3 rd - graphic detail about the children ’ s riots, as well as more analysis of the social, political and religious undercurrents at the time.

12. “The Days of the Riots”: Plot 1.In media res (starting in the middle of action): Sipho and Venter just get to S’s house, the latter hopes to stay over. S. wants to find the police to escort him. Somebody knocking; S tries to hide Ventor 2. background—the riot, its reasons and casualties (135-36) 3. Venter in the coal box (138-39) 4. Eddie comes in and they carry Venter back to the house 5. E’s account of the riots (140-145), Venter comes around 6. Flashback of Sipho and Ventor’s work relations 145-147 7. Flashback of their experience on the day (147- 149) 8. Present dilemma: to keep V or not 149- 9. They have a drink, get drunk, and finally they send him back at 3:15. 10. Sipho didn’t go back to work.

13. “The Days of the Riots” How are the students ’ riots described in the story? the causes (135) and justification (is it wrong?); the victims (are Chabeli and Rathebe victims 141-42?) How are Sipho and Venter related to each other before the riot, and are their positions changed during the riots? And the other family members (Daphne) and friends(Eddie, Miekie)? Why does Sipho not go back to work the next day?

14. Riots marching and demonstration; 135- students get wiser p. 136; and more violent 136 (killing and car-burning); The kids’ songs 137 Eddie ’ s experience: 140 – virtual government; the story of Chabeli and Rathebe pp. 141 –144

15. Sipho and Venter Before the riots: Sipho – poverty 133; Sipho – not trusted by his company to drive the car home 145; Sipho – has a BA but does not want people to know. 146 Venter – prejudiced goes with Sipho for black women; rely on him more. 147

16. Sipho and Venter(2) during the Riots: Venter ’ s increasing fear: 148; In a dilemma – cannot go home, cannot stay at Sipho ’ s either. under constant threats and insecurity in the coal box: 138; Sipho ’ s perspective  Daphne ’ s & Miekie ’ s keep the basic human concern: not wanting him to die out in the cold and the riots; think more for his own family;

17. Sipho and Venter(3) ironic ending Venter ’ s Wants to promote Sipho Sipho “ one-hearted ” in drinking; almost forget about sending Venter home. Does not show up – many possibilities

18. Today’ South Africa Poor Whites - South Africa http://www.youtube.com/watch?v=pFj0H dW2iDs&feature=fvw

19. Reference HLONGWANE, ALI KHANGELA. “The mapping of the June 16 1976 Soweto student uprisings routes: past recollections and present reconstruction(s).” Journal of African Cultural Studies 19.1 (June 2007):7–36.