Introduction 1
I N T R O D U C T I O N
ated themselves from the apartheid state ernment’s policy of establishing homelands
and engaged in varying degrees of critique, for each ethnic group. Hence, the University
dissension and protest. of Zululand was established to serve the
Zulu community, the University of Bophut-
These divisions soon spilled over into a hatswana to serve the Tswana ethnic group,
form of internal academic isolation which and so on. The HBUs were also viewed as
was most clearly manifested in the social predominantly teaching institutions, with
sciences. Academics in such fields as soci- little scholarly investment and little en-
ology, anthropology, psychology and edu- couragement to engage in postgraduate
cation split along ideological lines, while studies, research and scholarship.
liberal and progressive scientists refused to
apply for funding from government or to Because of international bans and boycotts,
collaborate with conservative academics. A many South African scientists had little
number of professional societies split over scientific contact with their international
issues of membership of black academics,
colleagues during the 1970s and 1980s.
which led, during the 1960s and 1970s,
Equally, if not more serious, however, was
to the establishment of separate profes-
the lack of contact within the scientific
sional societies respectively for anthropol-
community in South Africa. Collaboration
ogy, sociology, education and psychology.
with colleagues across political and racial
In each case, one society would not allow
divides was minimal to non-existent, lead-
black academics to join and would often be
ing to an internally isolationist scientific
closely aligned to the political leadership of
culture in a system that was compartmen-
the day; the other society (more liberal and
talised in the extreme.
critical) would be open to all within the re-
spective disciplines, and would encourage
The tide turns – transition to an inclusive
critiques of the apartheid state.
democracy
The late 1980s were associated with an
Apartheid-driven academic engineering increasing liberalisation of government
The creation in the 1960s of the HBUs and policies. Sustained international pressure
their systematic marginalisation and mis- (sanctions, boycotts) and internal politi-
management under government control cal and economic realities made it inevita-
led to a different kind of polarisation, i.e. ble that the apartheid government would
between ‘privileged’ white universities eventually accede to demands for a demo-
and ‘disadvantaged’ black universities. The cratic state. By the beginning of the 1990s,
HBUs in their conception and implementa- it was clear that change was imminent. On
tion were aligned with the apartheid gov- 27 April 1994 the first democratic election
43
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