A Critical Response of the English Speaking Churches to the Introduction and Implementation of Bantu Education Act in South Africa

Abstract

This research study is based on both literature and interviews conducted in four provinces in South Africa from those who were teachers, students and inspectors during the time of the implementation of Bantu education. The aim of this study was to critically investigate the role played by the English-speaking churches during the introduction and implementation of Bantu education in South Africa. The researcher has used the qualitative research design as his guiding methodology. A qualitative approach was adopted by the researcher in which nine participants were interviewed about their experience of the Bantu education and how it impacted their lives and the lives of the African people in general. The key interest of the researcher was to critically investigate the role played by the English-speaking churches in either collaborating with the government or resisting the taking over of education from the mission schools authorities. The research methodology used in this study incorporated the use of interviews, observation, auto recording and narrative inquiry as sources of data collection. The interviews were conducted in warm welcoming environment with full co-operation and enthusiasm displayed by the participants. The researcher’s goal was to obtain a clear convincing analytic view of what transpired in South Africa during the implementation of Bantu education. The methods used to establish the findings helped the researcher to ensure the credibility and trustworthiness of the empirical investigation. The findings of this research suggest that role played by the churches in their response to the introduction and implementation of Bantu education was influenced by the views of those at the helm of the church and their experience of the apartheid system. Some individuals from almost all the churches were determined that the churches should resist the handing over of the schools to then government, however, the biggest dilemma was how to finance their schools. The research involved interviews with nine participants who uplifted the roles of their churches in the implementation of Bantu education. The stories of participants clearly show the relevance of the church in the field of education. The historical involvement of the church in education should help us to see their role as the agents and actors of transformation in the field of education. This study proposes the leading role played by the church in field of education and must be taken serious by those in the leadership of curriculum design in the country. The study would like to be an appeal, a challenge for the government in South Africa to embrace the role of the church in the field of education with total dedication and thus endeavour to make the role of the church known and appreciated. In other words, the findings of this study would challenge the department of education to see the impact made by the church on the lives of the people of South Africa. In addition, the findings will help those in power to see the church’s role in the field of education and the human response of high quality to God’s manifestations and God’s presence which is revealed in the provision of education in South Africa. The findings suggest that although the missionary education was not the best and perfect system of education but it left an indelible mark in the lives of the South African people more especial when it comes to morals and ethical conduct. The setting of this study is Church History. While this study begins by analysing both the written and oral interviews as a theoretical framework, its methodology is church history sociological analysis.