primary leader of the movement). Early leaders of the movement such as Bennie Khoapa, Barney Pityana, Mapetla Mohapi, and Mamphela Ramphele joined Biko in establishing the Black Community Programmes (BCP) in 1970 as self-help groups for black communities, forming out of the South African Council of Churches and the Christian Institute. Their approach to development was strongly influenced by Paulo Freire. They also published various journals, including the Black Review, Black Voice, Black Perspective, and Creativity in Development. On top of building schools and day cares and taking part in other social projects, the BCM through the BCP was involved in the staging of the large-scale protests and workers' strikes that gripped the nation in 1972 and 1973, especially in Durban. Indeed, in 1973 the government of South Africa began to clamp down on the movement, claiming that their ideas of black development were treasonous, and virtually the entire leadership of SASO and BCP were banned. In late August and September 1974, after holding rallies in support of the FRELIMO government which had taken power in Mozambique, many leaders of the BCM were arrested under the Terrorism Act and the Riotous Assemblies Act, 1956. Arrests under these laws allowed the suspension of the doctrine of habeas corpus, and many of those arrested were not formally charged until the next year, resulting in the arrest of the "Pretoria Twelve" and conviction of the "SASO nine", which included Aubrey Mokoape and Patrick Lekota. These were the most prominent among various public trials that gave a forum for members of the BCM to explain their philosophy and to describe the abuses that had been inflicted upon them. Far from crushing the movement, this led to its wider support among black and white South Africans. Post-Soweto uprising: 1976–present The Black Consciousness Movement heavily supported the protests against the policies of the apartheid regime which led to the Soweto uprising in June 1976. The protests began when it was decreed that black students be forced to learn Afrikaans, and that many secondary school classes were to be taught in that language. This was another encroachment against the black population, which generally spoke indigenous languages like Zulu and Xhosa at home, and saw English as offering more prospects for mobility and economic self-sufficiency than did Afrikaans. And the notion that Afrikaans was to define the national identity stood directly against the BCM principle of the development