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OCR GCSE History A · J410
OCR J410 · Resistance and Repression c.1970s Check the specification (PDF) (opens in a new tab)
Education was one of the ways apartheid shaped young people’s lives. Under Bantu Education, black pupils were educated separately within a system controlled by the apartheid government. Schools therefore became places where students experienced state control directly—and where they could organise resistance to it.
In June 1976, students in Soweto protested against the compulsory use of Afrikaans in schools. Their immediate grievance concerned the language imposed on their education, but their anger also concerned Bantu Education more broadly. Challenging the language requirement meant challenging the government’s authority over black education.
Many student leaders were influenced by Black Consciousness, which encouraged black pride, independence and resistance to oppression. The South African Students Movement (SASM) helped organise high-school students. These were young people taking political action themselves, not simply following instructions from the ANC leadership abroad.
Tens of thousands of students took to the streets. Police opened fire on marching students, killing pupils including Hector Pieterson. The shootings turned an education protest into a much wider confrontation with the apartheid state. The uprising spread beyond Soweto to other parts of South Africa.
Soweto was significant because it demonstrated that repression had not removed opposition to apartheid. Although the government had weakened established liberation organisations during the 1960s, a new generation was prepared to resist openly. Young people became a powerful force in the struggle.
Police violence also changed the choices facing some students. Thousands of young people subsequently joined MK, the ANC’s armed wing. Many left South Africa for military training, determined to return and fight. Soweto therefore connected resistance inside South Africa with the liberation movement operating in exile.
The uprising also strengthened opposition abroad. British trade unions joined the Anti-Apartheid Movement in growing numbers after Soweto, widening the movement’s support. The events helped make apartheid an urgent international issue rather than a distant injustice.
Soweto linked a new generation of resistance inside South Africa with the ANC in exile and growing international solidarity.
The ANC was banned in 1960, and arrests and the Rivonia Trial severely weakened its underground organisation inside South Africa. Leaders who escaped arrest, including Oliver Tambo, continued the struggle abroad. Tambo led the ANC in exile, keeping the organisation active when legal political work at home was impossible.
Exile provided opportunities as well as difficulties. The ANC could organise military training, seek support from other governments and explain its cause internationally. Tanzania became an important base: the ANC moved its headquarters to Morogoro in 1965, while MK recruits trained in camps such as Kongwa. Newly independent African countries offered support, and the Soviet Union and Cuba also assisted the liberation movement.
However, training fighters abroad was not the same as being able to use them effectively inside South Africa. Hostile neighbouring governments, long distances, limited resources and infiltration by government agents obstructed the ANC’s work.
The Wankie campaign of 1967 illustrated this problem. MK fighters joined forces with the Zimbabwe African People’s Union, or ZAPU, and entered Rhodesia, hoping to establish a route towards South Africa. They encountered security forces and were defeated. The campaign gave fighters combat experience but did not establish the successful route home that the ANC needed.
At the Morogoro Conference in 1969, the ANC set out an approach that combined several forms of resistance. Armed action alone would not be enough. It needed to work alongside mass political struggle, underground organisation inside South Africa and international support. These became known as the four pillars of struggle.
This explains why the ANC in exile was more than a military organisation. It also sought to rebuild links with people inside South Africa and win diplomatic and material support abroad. During the Soweto uprising, ANC underground networks circulated pamphlets encouraging communities to support students and connecting their demands with the wider struggle for liberation.
The relationship worked in both directions. The ANC offered an established organisation and training opportunities; the uprising brought it new recruits and energy. Nevertheless, the student movement had its own leaders and influences. The ANC benefited from Soweto without having directed the uprising.
The British Anti-Apartheid Movement (AAM) was an important part of a wider international campaign. It sought to isolate apartheid South Africa and support those resisting it. Its methods allowed people outside South Africa to participate without joining the armed struggle.
Consumer boycotts encouraged people not to buy South African products. Disinvestment campaigns pressed businesses and investors to withdraw money from South Africa. The aim was to challenge firms benefiting from apartheid and reduce the economic support available to the regime—not merely to express disapproval.
Sporting and cultural boycotts challenged South Africa’s international acceptance. The ‘Stop the Seventy Tour’ campaign organised demonstrations and direct action against the Springbok rugby tour of Britain in 1969–70. Protests, together with pressure from African countries threatening to boycott the Commonwealth Games, contributed to the cancellation of the planned South African cricket tour in 1970. Sporting isolation made apartheid visible to audiences who might otherwise pay little attention to South African politics.
The AAM also campaigned for political prisoners and detainees. In 1973, it helped establish Southern Africa the Imprisoned Society (SATIS) to draw attention to imprisonment and repression. It supported SASO activists facing state action in 1974. These campaigns connected international supporters with particular people and organisations under threat.
International campaigning depended on building support among students, trade unions, churches and governments. After Soweto, that support widened. The number of British national trade unions affiliated to the AAM rose from 14 in 1971 to 35 by 1980, with the uprising helping to bring a surge of affiliations.
Government action also developed. In 1977, Commonwealth governments adopted the Gleneagles Agreement, committing themselves to discourage sporting contact with South Africa. That year, the United Nations imposed a mandatory arms embargo, restricting the supply of weapons to the regime.
Yet international opposition was neither immediate nor united. British governments were often reluctant to threaten trade and investment interests. Advocates of constructive engagement argued that continued trade, economic growth and improvements within businesses would encourage change. The AAM instead argued for withdrawal and isolation. These were competing strategies, not evidence that economic growth had already dismantled apartheid.
Soweto, the ANC in exile and international campaigning reinforced one another. Students challenged apartheid from within; the ANC sustained an organised liberation movement abroad; and international supporters widened pressure on the regime. Their importance lay in strengthening resistance over time—not in bringing apartheid to an immediate end in 1976.
Explain significance through consequences: connect Soweto to wider protest, new MK recruits and stronger international support, rather than only describing the march.
Do not describe Soweto as an ANC-organised uprising. Black Consciousness influenced student leaders; the ANC supported the struggle and gained recruits afterwards.
Distinguish the rugby tour disrupted in 1969–70 from the planned cricket tour cancelled in 1970. Neither outcome meant that all sporting contacts ended.
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Apartheid
South Africa’s system of legally enforced racial segregation and white minority rule.
Bantu Education
The apartheid system of separate education for black South Africans, controlled through legislation including the Bantu Education Act.
Exile
Living outside one’s home country because persecution or political restrictions make remaining there unsafe or prevent political activity.
ANC
The African National Congress, a liberation movement that opposed apartheid and sought a democratic, non-racial South Africa.
MK
Umkhonto we Sizwe, meaning ‘Spear of the Nation’: the armed wing of the ANC, formed in 1961.
Boycott
An organised refusal to buy goods or participate in activities, intended to put pressure on a government or organisation.
Sanctions
Restrictions imposed on a country, such as limits on trade or arms sales, to pressure its government to change its policies.
Disinvestment
Withdrawing investments from a country or its businesses to exert economic and political pressure.
Put your knowledge into practice — try past paper questions for History A
Apartheid
South Africa’s system of legally enforced racial segregation and white minority rule.
Bantu Education
The apartheid system of separate education for black South Africans, controlled through legislation including the Bantu Education Act.
Exile
Living outside one’s home country because persecution or political restrictions make remaining there unsafe or prevent political activity.
ANC
The African National Congress, a liberation movement that opposed apartheid and sought a democratic, non-racial South Africa.
MK
Umkhonto we Sizwe, meaning ‘Spear of the Nation’: the armed wing of the ANC, formed in 1961.
Boycott
An organised refusal to buy goods or participate in activities, intended to put pressure on a government or organisation.
Sanctions
Restrictions imposed on a country, such as limits on trade or arms sales, to pressure its government to change its policies.
Disinvestment
Withdrawing investments from a country or its businesses to exert economic and political pressure.