Session 2 (Friday 24/9)

Topic: Long lines and core points in the colonisation of South Africa.

Literature: Maylam.

Themes of debate: Counter-factual history imaginations: picturing alternative courses of events. The capacity of aboriginal societies. The nature of the European expansion.

Questions to common syllabus literature on CD (D: Common syllabus literature/(1) MaylamPast01.pdf):

What kind of book has Maylam written? What do you think about the chapter?

What contradictory views on English imperialism are outlined?

Were there different forms of colonial racism – or just different retrospective views on it?

Did reasons for racism during colonisation differ from versions at later stages?

What role did the missionaries play in the conquest?

What impact did the boer trekkers and their frontier situation have on attitudes?

Did so-called Cape-liberalism give equal opportunities?

Is it possible to imagine a scenario without suppression of the indigenous population?

Alternative literature on CD: (D: Other full text materials/WordenHistoryBook/ Worden2.rtf and Worden3.rtf (not required):

When did racial discrimination start? Give some early examples.

What reasons does Worden find for the development of racism?

What forms of African reactions are outlined?

How does Worden characterise Cape-liberalism?

How did the Shepstone system work?

Whose idea was segregation?

Session 3 (Friday 1/10)

Topic: From segregation to apartheid according to conventional liberal understandings.

Literature: Davenport & Saunders.

Themes of debate: Who were responsible for segregation and what caused the expansion of modern racist attitudes? South Africa as a late industrialised country - where did things go wrong?

Generel questions to this session:

Do the liberals appear more progressive than they were, because they stood as opposition to darker forces?

Why did the liberals in SA drift from the right wing of universal liberalism to the left wing and half-way back again?

Were there compeeding liberal streams?

Should the liberals be seen as pillars of society or as subversive?

Why do the liberals appear to be relatively week, even if they were economically strong?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (2a) DavenportSaunders00Chp10.pdf) + (2b) DavenportSaunders00Chp11.pdf + (2c) DavenportSaunders00Chp12.pdf:

What kind of history is this book regarding style and view?

List some of the most important elements in Segregation.

What was the main purpose of segregation? What were the main effects?

How did black opposition develop and what kind of expressions did it take?

What effects did the so-called Hertzog Bills (discussed in Parliament 1925-36) have?

How do the authors describe afrikaner nationalism and racism (12.3 p333)?

Alternative literature on CD: (D: Teaching / Other full text materials / BeinartDubowSegregation95.pdf (not required):

From which world views have segregation been described?

What is the English explanation of Afrikanerdom?

How do the Afrikansspeaking historians explain the nationalist identity of the boers?

Can some resposibility for early segregation be placed on the liberals?

More alternative literature on CD: (D: Teaching / Other full text materials / WordenHistoryBook / Worden4.rtf (not required).

More alternative literature in old Compendium: Richard Elphick, Mission Christianity and Interwar liberalism (not required):

How was the ideological relationship between liberalism and protestantism?

How was the relationship between afrikanerdom and Calvinism?

What was the role of mission?

Did liberals condem nationalism and communism on the same scale?

Session 4 (Friday 8/10)

Topic: The radical revisionist breakthrough in social science: Marxist views of apartheid’s genesis.

Literature: Glaser; Alexander.

Themes of debate: What basic structures were decisive for the actual configuration of apartheid? How important was the ideology of afrikanerdom for white identity creation?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (3) GlaserRadicals01.pdf:

Did the TRC condemn apartheid capitalism?

Why did SA capitalism according to the radicals acquire a racial order?

Which liberal assumptions did the radicals attack?

What function did reserves/bantustans/homelands have according to the radicals?

In what way did functionalism and simplistic methodology mark the radicals?

Was SA actually not capitalist, but something else?

What kinds of relationship between capital and state does the author list?                                         

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (4) AlexanderRadicals02.pdf:

What importance did deep-level mining have in the radical analyses according to Alexander?

What weaknesses does the author discover in the radical analysis?

What does Alexander think of the premature death of the liberal-radical debate?

Alternative literature on CD: (D: Teaching / Other full text materials / DeaconRadicals91.pdf (not required):

How does Deacon relate to Bozzoli and Delius’ interpretation of radical history?

How is Marxism defined and what is regarded as the main problem in Marxist inspired research?

What importance has the basis-superstructure discussion and the definition of the working class for the analysis?

Why does Deacon oppose a broad new hegemony consisting of social-liberal researchers?

More alternative literature in old Compendium: Bozzoli: Intellectuals, Audiences and Histories (not required):

How were the blacks portrayed in the former official history and with what responses was it met?

List some of the goals for the radical academics.

What kind of activities was initiated by History Workshop and what impact did they have?

How does the author differentiate between different categories of radical intellectuals?

More alternative literature in old Compendium: Lipton: Capitalism and Apartheid. (not required):

Is Lipton’s definition of apartheid adequate and is her thesis a reasonable starting point for analyses?

Where are her sympathies?

Why did white farmers need apartheid?

What negative consequences did apartheid have for the business world?

If apartheid was bad for business, why was the economy blooming?

If manufacture and trade wanted reforms, why did workers have to fight so hard for minor changes?

What shifting attitudes in the mining industry to migrant labour and reforms can be found in the text?

What needs were considered by the introduction of Separate Development?

How far did business want to go? Was capital liberal?

General questions to the discussion on Afrikanerdom:

What kind of problems were in the centre of Afrikaner mobilisation before 1948?

How was the apartheid ideology constructed and by whom?

What influence did the confirmation of apartheid by Afrikaner churches has?

How did race hygieina legitimate discrimination?

What kinds of thought complexes were characteristic for Afrikanerdom?

What similarities and differences can be established between Afrikanerdom and Nazism / fascism?

Session 5 (Friday 22/10)

Topic: The black resistance movement and the undermining of apartheid.

Literature: Dubow.

Themes of debate: What were the reasons for apartheid’s final crisis? What relative importance had globalisation, end of cold war, sanctions, and the strategies of the ANC for the dismantling of the regime? The negotiation process and the national compromise.

General questions to this session:

How did the notion and practice of democracy develop inside the ANC?

Could another strategy have been employed regarding armed struggle?

What importance did the Communists have for strategy development and non-racialism?

In the light of many biographies and autobiographies: What role did prominent personalities play?

What role did military defeat, end of cold war, sanctions and disinvestment play relatively?

When did liberation struggle end?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (5) DubowANC00.pdf:

From where did the Black Consciousness Movement (BCM) get its inspirations?

Why did the Soweto uprising become so important for the world opinion?

How did the exile situation affect the ANC and the PAC respectively?

List similarities and differentials in the domestic resistance of the 1950s and the 1980s.

What was the content of Botha’s “Total Strategy” and what were the results of his Rubicon speech?

What kind of contradictions developed between ANC and Inkatha/Buthelezi?

List some phases and problems of the negotiation process.

What were the greatest dangers to a peaceful solution?

Why did the ANC succeed?

Alternative literature on CD: (D: Teaching / Other full text materials / WordenHistoryBook / Worden6.rtf (not required):

Outline the shifting role of English and Afrikaner business interests for change.

What kinds of organisational forms did the resistance take?

What were “the pillars of strength” of the ANC strategy?

What were the differences between NF/NACTU and UDF/MDM/COSATU?

More alternative literature in old Compendium: Lodge, Tom, The African National Congress in the 1990s, South African Review, Vol. 6, From 'red Friday' to Codesa, pp. 44-78, Ravan press, Johannesburg, 1992 (not required):

What methodology does Lodge suggest for the study of the ANC? Is it sufficient?

What characteristics does Lodge pinpoint to the ANC during late apartheid?

How was the situation in the ANC at the time of the legalization?

How does Lodge see the leadership of the ANC just after 1990?

How was ANC developed later from movement to political party?

Session 6 (Friday 29/10)

Topic: Preconditions for democracy: living conditions, labour market, and social relations.

Literature: Altman; Aliber & Mokoena.

Themes of debate: Social human rights in practice. Relations between organised and unorganised workers. The relative importance of land reforms and urbanisation.

General questions to this session:

Is South Africa a normal free market economy?

Outline demographic developments since 1990.

On what level of social development is South Africa on an international scale?

Could the model from the apartheid years including state control, state intervention and import substitution have been developed to a different level?

What other developmental models could have been applied?

Who have tried to picture the social situation and in what ways?

Has the black empowerment policy worked?

To what extent have the ideals of non-racialism and non-sexism been realised in social terms?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / AliberLand03.pdf:

What attitudes and procedures have slowed down the land process?

What models for the use of redistributed land were developed by the pilot projects?

What are the reasons for the difference between declared intentions and actual results?

How does the willing-buyer/willing-seller approach work in practice?

What happened to popular mobilisation in this area?

How could the traditional tenure system be developed?

How do traditional leaders fit in?

Are there any parallels to the situation in Zimbabwe?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / AltmanEmployment03.pdf:

What historical backgrounds for unemployment does Altman outline?

What are the reasons for the growing unemployment?

How can unemployment be measured?

Who are the unemployed?

How is employment distributed between different sectors?

Which factors decide wages and work conditions?

What are the most serious of the problems according to the author?

What is the cure?

More alternative literature in old Compendium (not required):

Deng, Lual / Tjønneland, Elling Njål (eds.): South Africa: Wealth, Poverty and Reconstruction, Bergen: CMI, 1996. Chapter 1: Tjønneland, Elling N.: The politics of poverty reduction and development in the Rainbow Nation - an overview, pp. 1-13. Chapter 2: Pillay, Pundy: Poverty in South Africa, pp. 15-46.

Chapter 3: Roux, Pieter le: Poverty, social policies and the reconstruction and development programme, pp. 47-76.

Lipton, Merle / Simkins, Charles (eds.): State and Market in Post Apartheid South Africa, Johannesburg: Witwatersrand University Press, 1993. Introduction, pp. 1-33.

Lundahl, Mats / Moritz, Lena: Det nya Sydafrika: Ekonomi och politik efter apartheid, Kapitel 9, Utrymmet för omfördelning: de statsliga intägterna og Kapitel 10, Kan utgifterna omfördelas?, pp. 112-141, Stockholm: SNS Forlag, 1996.

How has the income gap between whites and Africans developed over time?

How has the black middle class developed?

What different interpretations of the RDP-programme do the authors put forward?

What other objectives compete with poverty alleviation in RDP and GEAR?

Who are struggling for the poor today?

Session 7 (Friday 5/11)                                                                                     

Topic: Preconditions for welfare: strings between economy and politics.

Literature: Nattrass; Bond; (Maré).                      

Themes of debate: How to set priorities during the continued transformation process. Advantages and drawbacks of different models of redistribution.

General questions to this session:

What was the history of RDP? Why was it abandoned? Where did it fail?

What impact did globalisation have on the macro-economic path chosen?

Has the ANC deserted the poor?

Are there any alternatives to the prevailing model of political economy?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / NattrassEconomy03.pdf:

What does it take to establish “sound economic fundamentals”?

What historical reasons does Nattrass see for growing unemployment?

What main pattern of development does the author point at?

Which parts of economy have been booming and which have declined?

What was the philosophy behind the GEAR model?

What would be the effects of public works, progressive taxation and basic income grants?

Alternative literature attached to mail; BondClassMonthlyReview04.pdf:

Where is Bond situated in the political picture and how would you characterise his ideological viewpoints?

What basic choices does the author outline for SA, and where does he set the turning points?

Which problems does the author consider as the most serious?

Does he have a cure for the poverty problem?

What picture does Bond draw of the SA left?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / MaréState03.pdf (not required):

How does Maré look at the state as such?

Which different ways of characterising the apartheid state does Maré list?

What differences does the author see between the Mandela and the Mbeki eras?

Which problems does he see in connection wit the legitimacy of the SA state?

Was the National Democratic Revolution the same as a bourgeois revolution?

More alternative literature in old Compendium (not required):

Deng, Lual / Tjønneland, Elling Njål (eds.): South Africa: Wealth, Poverty and Reconstruction, Bergen: CMI, 1996. Chapter 1: Tjønneland, Elling N.: The politics of poverty reduction and development in the Rainbow Nation - an overview, pp. 1-13. Chapter 2: Pillay, Pundy: Poverty in South Africa, pp. 15-46.

Chapter 3: Roux, Pieter le: Poverty, social policies and the reconstruction and development programme, pp. 47-76.

Lipton, Merle / Simkins, Charles (eds.): State and Market in Post Apartheid South Africa, Johannesburg: Witwatersrand University Press, 1993. Introduction, pp. 1-33.

Lundahl, Mats / Moritz, Lena: Det nya Sydafrika: Ekonomi och politik efter apartheid, Kapitel 9, Utrymmet för omfördelning: de statsliga intägterna og Kapitel 10, Kan utgifterna omfördelas?, pp. 112-141, Stockholm: SNS Forlag, 1996.

How has the black middle class developed?

What different interpretations of the RDP-programme do the authors put forward?

What other objectives compete with poverty alleviation in RDP and GEAR?

Who are struggling for the poor today?

Session 8 (Friday 12/11)

Topic: The process of democratisation: civil society, local government, and party hegemony.

Literature: Southall; Fullard & Rousseau; Habib; Atkinson.

Themes of debate: Who constitute the forces of change in South Africa and how can social pressure be canalised most constructively? What is the role of the church? How to make decentralisation democratic. How to involve and control elites.

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / FullardRousseauTruth03.pdf:

Who wanted the Truth Commission and why? Which were the interests and motives behind the TRC?

What were the ultimate functions of the TRC?

What kinds of human rights violations were in focus?

Which problems were solved by the TRC? And which were not solved?

What contradictions did the TRC-Report contain?

What other organs constituted to the complex that the TRC was part of?

Why was the work of the TRC so prominent in the media picture compared to other parts of the transformation process?

Name some of the central criticisms of the TRC.

What limitations were there in the powers of the TRC?

How many were meant to receive personal reparations, and who should be punished?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / SouthallParty03.pdf:

What kind of analysis is this?

What impression does the article give of the freedom of discussion inside the ANC?

Would a break up of the tripartite alliance be good for democracy?

Would it be good for the poor?

What does Ottaway, Cronin (according to Southall) and the author himself regard as the main problems in transforming a liberation movement into a government?

How does he assess the shift from RDP to GEAR philosophy?

Has ANC betrayed the ideals and the aims of the liberation struggle?

In which different ways are ANC accused of restraining democracy?

What lines does Southall draw from the Aids debate and the Zimbabwe debate to party democracy?

Would the Communist Party contribute better to the social struggle outside of the ANC?

How does Southall view the changing balance of power between ANC, Cosatu and SACP?

How should the changing relations between ANC, NNP, and DA be viewed?

How has ANC been handling the floor-crossing rules and why?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / AtkinsonLocal03.pdf:

What kind of traditions did apartheid create for local governments?

What phases does Atkinson list for the transformation of local governments?

Could there be any seamy sides of decentralisation of power?

What practical problems resulted from the implementation of new local structures?

To which extent should responsibility lie at district municipalities or respectively at local municipalities?

What mechanisms could best secure further development at local level?

Could there be other approaches to this debate besides the technical/organisational?

What could be the role of the ward committees?

What was the political importance of the December 2000 local elections?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / HabibCivil03.pdf:

Name some different expectations to the role of the civil society.

Is Habib’s definition of civil society sufficient?

Is his periodisation of the NGO history satisfactory?

What civil society theories does he deploy and how are they used?

Can Botha take credit for the growth of civil society?

Are the NGOs using the new SA state or is it the other way around?

How close should the relationship be between state and NGOs?

What kinds of NGOs are necessary in democratic society and in what roles?

How has neo-liberalist politics reconstituted civil society?

More alternative literature in old Compendium (not required):

Ottaway, Marina: Liberation Movements and Transition to Democracy: The Case of the ANC.  Journal of Modern African Studies, Vol. 29, No. 1, pp. 61-82, 1991.

Villa-Vicencio, Charles: A Theology of Reconstruction: Nationbuilding and Human Rights, Cambridge University Press, 1992, pp. 204-230.

Pieterse, Edgar: South African NGOs and the Trials of Transition, Development in Practice, Vol. 7, No. 2, pp. 157-165, 1997.

Ginsburg, David: The Democratisation of South Africa: Transition Theory Tested, Transformation, Critical Perspectives on Southern Africa, No. 29, pp. 74-102, University of Natal, Durban, Dept. of Economic History, 1996.

Session 9 (Friday 19/11)                                                               

Topic: The outside world: the history of international solidarity.

Literature: Morgenstierne; Ribeiro-Kabulu; Suttner; Mabuza.

Themes of debate: Contradictions of politics, trade, and sanctions in western countries. The importance of global social movements.

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (7) Ribeiro-KabulaSolidarity99.pdf:

What kind of paper is this?

What do you think of the authors’ attempt to establish a common experience for the peoples of Southern Africa?

What significance did NATO membership have on the solidarity issue in the Nordic countries?

Is there any substance in his high estimate of the value of South-South solidarity?

How does he look at the solidarity history book project?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (8) SuttnerSolidarity99.pdf:

Is the author's praise of the Nordic government support to the exiled too undifferentiated?

How does he distinguish between governments and peoples?

How does he distinguish between East, West and the Nordic countries?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (9) MabuzaSolidarity99.pdf:

What weaknesses does the author see in the research around the book series?

What strategy did ANC want the solidarity organisations to deploy?

Were there any differences between Denmark and Sweden in the strategies used?

How qualified is the picture drawn of the situation in the Nordic countries?

What is the difference between charity and solidarity?

Were there any concrete common interests in overthrowing the apartheid regime?

Name one case of Swedish support which Denmark could not have allowed itself.

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / (6) MorgenstierneForthcoming.pdf:

When and how did boycotts become sanctions in the Danish case?

What do you think about Morgenstierne’s distinction between political versus humanitarian intervention?

From where did the author get the main part of his sources?

What was most important: popular political campaigns, sanctions, or government aid?

To which extend was the politics of the social democrats influenced by its status as opposition?

What concerns influenced the official Danish policy?

Was Hækkerup instrumental for the 1962 Nordic policy on sanctions? Why did Denmark then impose general trade sanctions in 1985 unilaterally?

What effects did the Nordic Action Programme of 1978 have in Denmark?

What period gets most attention by the author?

Did anti-communism have any influence on the structure of the AAM?

Were the large Danish political parties a driving force for support or did they just follow international developments?

Alternative literature on CD: (D: Teaching / Other full text materials / The Anti-Apartheid Movement Conference 1999.mht (not required).

Session 10 (Friday 26/11)

Topic: Denmark and the international community during the transformation process.

Literature: Danida publications.

Themes of debate: The role of donors and foreign NGOs. Nordic influence on attitudes and administrative practice. Problems of corruption. What are the effects of investment, trade, and aid?

General questions to this session:

Does development aid help the poor?

What kind of development theory is the aid strategy build on?

How has the overall picture changed in the area of development research?

Is there a Danish aid debate?

Questions to common syllabus literature: Danida, Country strategy for South Africa, Strategy for Danish-South African Development Co-operation, Serie: Danida Sydafrika, Serienummer: 015, Danida, Udenrigsministeriet, 2003, pp 1- 31:

Is the introductory description of the South African situation accurate?

What do you think about the literary stile used?

Is there information to which we are not getting access?

What are the main developmental needs in SA?

How is the international aid contributions for SA distributed between the different donor countries?

How has the aid composition changed from the period before 1994?

Is the original country strategy’s official aiming at local and private organizations still constructive?

Which primary objectives does the Danish transitional aid have and how does it differ from other countries’ aid policies?

Are the areas of priority the right ones?

Is it possible to imagine a different focus or different priorities?

What kind of practical implementations would you expect in the future in areas such as Danish and other foreign business involvement, use of advisers, and private organizations?

How did South Africa qualify for development aid as a higher middle income country?

Is the assistance important for South Africa? Why was it continued?

In which different ways are the continued NGO-support significant?

Alternative literature Danida: Evaluation. Danish Transitional Assistance to the Republic of South Africa, 1998/2, Danish Ministry of Foreign Affairs, 1998 (not required):

Why make an evaluation when the Danish government had already decided to continue the aid?

How comprehensive has the overall Danish aid been until now and how was it distributed?

Did Denmark have any specific advantages as donor country?

Has the official intentions been carried out in practice?

What problems does the evaluation see in reforming the administration?

How are the NGOs considered?

How has the business-to-business programme worked?

How does the relation: flexibility in ownership demands, support of PDIs, and black empowerment work?

Name some of the important concrete activities financed by the aid in each of the main areas.

Alternative literature on CD: (D: Other full text materials / NorwegianSAaid.pdf (not required).

How does the Norwegian aid differ from the Danish in size, scope and priorities?

How does the evaluation differ from the Danish?

Session 12/13 (Friday 10/12)

Topic: The transformation process in the educational sectors and developments in race and gender relations.

Literature: Chrisholm; Jansen; Mangcu; Mbali; Amoateng & Richter.

Themes of debate: The legacy of Bantu basic education. The language question. Relative academic freedom and the role of the intellectuals. What kind of reconstruction could bring real educational equality to the black majority? Connections between culture and mentality. The impact of Aids. What tradition means for gender problems and violence.

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / ChrisholmCurriculum03.pdf:

Why is the curriculum discussion considered to be so important?

Name some of the different phases of the development of the new curriculum.

What were the initial basic elements of the curriculum?

From which angles could this discussion be taken?

What were the main problems inherited from apartheid in this area?

From which views has outcomes-based education been discussed?

What values and characteristics are outcomes-based educations meant to produce?

Name some good and some not so good effects of outcomes-based education.

What did macro-economic change mean for the education area?

What went wrong in the implementation process?

Additional questions on basic education:

How could a periodisation over SA education during apartheid look?

Were the main reasons for the earlier apartheid Bantu education system ideological, political or economic?

To what extent was Bantu education a success or a failure from respectively a black and a white viewpoint?

How did Africans react to Bantu education?

How has the agenda of the liberation movements to education changed over time?

What did the concept of peoples' education contain?

Why could it be more difficult to get past the apartheid heritage in education than in other areas?

Which conflict areas can be mapped inside education after 1994?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / JansenHigherEdu03.pdf:

How was the chronology of the development of higher education after 1994?

What were the main differences between expected and de facto development in the area of higher education?

What is the meaning of the concept of massification in this area?

Where did massification actually happen?

Why did the expected expansion of higher education not appear?

Has there been any resistance against the mergers?

Are mergers the best solution to the diverse situation of the universities?

Additional questions on university education:

What kind of educational mechanisms discriminated blacks during apartheid?

How was tertiary education in SA structured at the end of apartheid?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / AmoatengFamily03.pdf:

What are the most important functions of family historically and today?

Are the authors deploying their theoretical apparatus in the right way?

Are there any particular threats to the functionality of the family in SA?

Why are so many Africans unmarried?

Why is the divorce rate so low?

Why and how should the state support family structures?

Will African family structures develop to “normal” nucleus families or can this stage be skipped?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / MbaliAids03.pdf:

Name some of the most serious problems of the AIDS crisis.

Why should SA women be more vulnerable to HIV than other women?

Why has government response been so weak?

What are the most serious obstacles in the fight against AIDS?

Which events have been the most important leading up to the present situation?

Have there been any successes so far in the AIDS campaigns?

Is there any sense at all in Mbeki’s position connecting AIDS and poverty?

Could denialism be seen as a reaction to colonialism and racism?

How has civil society responded to government policies? What are the conflict areas?

Questions to common syllabus literature on CD (D: Teaching / Common syllabus literature / MangcuRace03.pdf:

What importance does Mangcu give Mandela in the strive for non-racialism?

How did the black elite react to the lack of white response to the reconciliation process?

In which way has Mbeki’s approach been different from Mandela’s?

When did the racial honeymoon end?

How deeply rooted is non-racialism in the ANC?

Was the SAHRC inquiry into racism in the media wisely carried out?

Is it necessary to create new conflicts?