Final thoughts,
Looking back, I realize that my trip to South Africa had truly been full of many once in a life-time experiences.
One of the most memorable experiences . . . This is probably the hardest question. One of the most memorable moments of that weekend was how groups of the students would be willing to break out into song and dance for us, a group of visitors. Surely I didn't know everything about their home life or school histories but I did know that they had to overcome many challenges and obstacles in both arenas and here they were loving life and sharing that passion with strangers.
What did I get from the experience . . .
The underlining mission of our project was to share American viewpoints and values with South African students and then vice versa. Diane and I were able to take a survey of South African students’ values, begin a pen pal/epal exchange, identify commonalities with American students, and a photo essay.
This trip has been most valuable in terms of opening my mind to a different way of thinking, approaching life, and appreciating the fundamentals of education. I found myself constantly asking, "What do you really need to call it a school? a classroom? fully supplied? really working/progressing?" There was no consistent answer, but just by generating those thoughts I know that I will have different outlook when I step back into Hammarskjold and my classroom. How can I not? My new perspective has reinforced how important is it not to take for granted what we have and that mindset is what I hope to share with my students.
Wednesday, September 10, 2008
experiences and observations from Amstelhof
Week of Service Learning:
The students at Amstelhof:
They loved having visitors in their classrooms! They were genuinely interested to find out about life in America. They asked about the cars, the schools, the clothes, the homes, etc.
Similar to our students here, each class had students willing to push the limits, students happy just reaching the limits, students there to socialize and tease others students, etc. However, in contrast to our students, these students were able keep the class going even if the teachers would walk out to run an errand or escort a visitor around the school. Even when the teacher left the room the students would continue with the started work. There was no fuss from either direction. That is just surprising.
Just imagine 25 teachers for 786 students! There were 2 administrators for the school, one principal and 1 deputy (our version of a vice-principal). The craziest thing was that there were no substitute teachers. So classes had to join together or the class without a teacher may have to divide up and join other classes.
The teachers at Amstelhof:
I was most impressed with how the teachers were willing to work as a family and also outside of their written obligations. The classes they taught had somewhere in the 30’s and sometimes in the 40’s number of learners per class.
There was a variety. Although I would say it paralleled what generally happens in our school. It seemed like the newer teachers were more willing to learn how to take advantage of the new technology (Internet usage for them and their students and creating an online blog) than the older teachers who had become comfortable with their ways.
Both teachers and students were curious to know how I felt and how Americans might feel about having a black president. They were certainly in support of seeing what would happen if Obama won the presidency.
Surprising comparison: Some public schools in Paarl practiced prayer within the classroom. At the beginning and end of the day students said the “Our Father” and alternated between English and Afrikans every other day. It was said as a class by everyone, even the Muslim kids in the class.
There was no heat within the school, similar to how most average homes did not have heat. It was hard to consider how much the kids had gotten used to already and what they accepted as just is. I wonder if these heating/cooling conditions are the same in all schools and how it would vary in a well privileged school.
If I could do it again I would request that I visit a predominantly white school and other more affluent schools in the area; simply so that I could draw more comparisons and get a more full picture of different expectations and backgrounds.
The students at Amstelhof:
They loved having visitors in their classrooms! They were genuinely interested to find out about life in America. They asked about the cars, the schools, the clothes, the homes, etc.
Similar to our students here, each class had students willing to push the limits, students happy just reaching the limits, students there to socialize and tease others students, etc. However, in contrast to our students, these students were able keep the class going even if the teachers would walk out to run an errand or escort a visitor around the school. Even when the teacher left the room the students would continue with the started work. There was no fuss from either direction. That is just surprising.
Just imagine 25 teachers for 786 students! There were 2 administrators for the school, one principal and 1 deputy (our version of a vice-principal). The craziest thing was that there were no substitute teachers. So classes had to join together or the class without a teacher may have to divide up and join other classes.
The teachers at Amstelhof:
I was most impressed with how the teachers were willing to work as a family and also outside of their written obligations. The classes they taught had somewhere in the 30’s and sometimes in the 40’s number of learners per class.
There was a variety. Although I would say it paralleled what generally happens in our school. It seemed like the newer teachers were more willing to learn how to take advantage of the new technology (Internet usage for them and their students and creating an online blog) than the older teachers who had become comfortable with their ways.
Both teachers and students were curious to know how I felt and how Americans might feel about having a black president. They were certainly in support of seeing what would happen if Obama won the presidency.
Surprising comparison: Some public schools in Paarl practiced prayer within the classroom. At the beginning and end of the day students said the “Our Father” and alternated between English and Afrikans every other day. It was said as a class by everyone, even the Muslim kids in the class.
There was no heat within the school, similar to how most average homes did not have heat. It was hard to consider how much the kids had gotten used to already and what they accepted as just is. I wonder if these heating/cooling conditions are the same in all schools and how it would vary in a well privileged school.
If I could do it again I would request that I visit a predominantly white school and other more affluent schools in the area; simply so that I could draw more comparisons and get a more full picture of different expectations and backgrounds.
Tuesday, September 9, 2008
Monday, July 28th Service Learning – Amsteholf Primary School
Monday, July 28th Service Learning – Amsteholf Primary School
We are in Paarl, a beautiful mountainous valley. In a wine country!
Our group has been divided into 6 groups and I will be with Nina, Diane and Chris in Amstelhof Primary School.
The expectations and procedures for us seem quite unclear. As far as I can see we will travel to different teachers of different grade levels and go with the flow of what the classroom teachers ask of us.
Some Afrikans (although according to my phonetic spelling):
Tot since = good bye
Huja mora = good morning
Huja medach = good afternoon
Huja naught = good night
There would be a different dialect/ pronunciation between J’burg and Cape town.
The kids were great and so willing to be our teachers as well!
The curriculum was bilingual. Students/learners were instructed in both English and Afrikans (more heavy on the Afrikans!). The learners in most public schools in South Africa had the following subjects: EMS (Economics Service Management), Technology, Social Science, Home Language (Afrikans or English or both), Math, Bible study, Physics, Biology, Art and Culture.
Something I had a hard time understanding and agreeing with = I was very surprised how some principals were adamant about the learners being instructed in Afrikans. I wonder: how is that going to benefit them in the long run? What professions/fields are the kids being prepared for? Are they getting ready to communicate with the world community (keeping in mind that Afrikans is really only spoken in South Africa!)?
We are in Paarl, a beautiful mountainous valley. In a wine country!
Our group has been divided into 6 groups and I will be with Nina, Diane and Chris in Amstelhof Primary School.
The expectations and procedures for us seem quite unclear. As far as I can see we will travel to different teachers of different grade levels and go with the flow of what the classroom teachers ask of us.
Some Afrikans (although according to my phonetic spelling):
Tot since = good bye
Huja mora = good morning
Huja medach = good afternoon
Huja naught = good night
There would be a different dialect/ pronunciation between J’burg and Cape town.
The kids were great and so willing to be our teachers as well!
The curriculum was bilingual. Students/learners were instructed in both English and Afrikans (more heavy on the Afrikans!). The learners in most public schools in South Africa had the following subjects: EMS (Economics Service Management), Technology, Social Science, Home Language (Afrikans or English or both), Math, Bible study, Physics, Biology, Art and Culture.
Something I had a hard time understanding and agreeing with = I was very surprised how some principals were adamant about the learners being instructed in Afrikans. I wonder: how is that going to benefit them in the long run? What professions/fields are the kids being prepared for? Are they getting ready to communicate with the world community (keeping in mind that Afrikans is really only spoken in South Africa!)?
Sunday, September 7, 2008
From J'burg to Capetown
Sunday, July 27th – day 9
Today we finally get to sleep in! Hoorah!
We are flying from Johannesburg to Cape Town today. Thank goodness it is just over a 2-hour flight! My body begins to ache when I think about the soon to be coming 18 hour flight.
Check in to the Oak Tree Lodge in Paarl. Unlike previous years we are not going to stay with a host family. Instead we will interact with the community after school hours and then arrange for a drive back to the lodge at night.
Our night activity will be at Bergendal Intermediate School. It is an evening Potjiekos.
I can't wait to once again interact with the students and hear their stories and experience their eagerness to learn.
The general atmosphere thus far has been: Education is Freedom.
A powerful message that clearly motivates the students at all ages.
Additionally, I can't wait to get to the Laundromat. We were all encouraged to pack light and now we are all starting to run out of clothing. Thank goodness we are all such an accepting group : ) [O1]
Random notes:
We have not seen many bikes. People tend to walk, take a van, or drive personal cars.
Many of us have learned to be careful of what we eat. A bug has been travelling amongst our group members!
Again, I must stress that I am becoming more and more of a fan of uniforms. Not only are they so presentable but they are a great equalizer!
[O1]Figure out whats repeated and delete accordingly
Today we finally get to sleep in! Hoorah!
We are flying from Johannesburg to Cape Town today. Thank goodness it is just over a 2-hour flight! My body begins to ache when I think about the soon to be coming 18 hour flight.
Check in to the Oak Tree Lodge in Paarl. Unlike previous years we are not going to stay with a host family. Instead we will interact with the community after school hours and then arrange for a drive back to the lodge at night.
Our night activity will be at Bergendal Intermediate School. It is an evening Potjiekos.
I can't wait to once again interact with the students and hear their stories and experience their eagerness to learn.
The general atmosphere thus far has been: Education is Freedom.
A powerful message that clearly motivates the students at all ages.
Additionally, I can't wait to get to the Laundromat. We were all encouraged to pack light and now we are all starting to run out of clothing. Thank goodness we are all such an accepting group : ) [O1]
Random notes:
We have not seen many bikes. People tend to walk, take a van, or drive personal cars.
Many of us have learned to be careful of what we eat. A bug has been travelling amongst our group members!
Again, I must stress that I am becoming more and more of a fan of uniforms. Not only are they so presentable but they are a great equalizer!
[O1]Figure out whats repeated and delete accordingly
Teaching at Teboho Trust
Saturday, July 26th – Day 8 (but whew! It definitely feels like a lot more!)
*** Teboho Trust in Soweto (The only place in the world where 2 Noble Peace Prize Winners grew up on the same street: Nelson Mandela and Bishop Tutu!)
It is an NGO that works with disadvantaged and often orphaned children. It has existed for over 7 years and now has 230 students. A place where children learn that education is freedom! During the week they go to school with a poor culture of teaching where the teachers are not passionate and not motivational. I am sure that this is one major factor which has lead a majority of the kids look down upon teaching as a future position/ profession.
Today we meet the students at the High School building. Actually our timing could not have been better. As it turns out, a teacher's mother has passed away on Friday and so as is customary of the area, friends and family come to pay their respects to those left behind for much of the day. Many ceremonies and traditions are practiced throughout the ceremony. Therefore, there were no teachers that day! All of the teachers that work with Teboho Trust are volunteers. Students have learned to be self-guided and peer leaders as well. Therefore the program continues but the primary focus and purpose of Teboho Trust is to create a safe place away from home, comfortable and supportive environment, and an opportunity to instill hope in children.
Jose Bright is an ingenious and very motivated man, but I'm sure he would have had a much more difficult day. I am blown away with how giving he is to the children and willing to go beyond his means to achieve his goals.
The kids are given the opportunity to dabble in the world of business and marketing. They promote jewelry, soaps and lip balm that had been hand made by the kids. They practice business and marketing right on the spot. Additionally, I was impressed to see their excellent packaging and labeling.
While in the classroom teaching a combined class of 6th and 7th grade I looked out the window and saw a group of women praying for at least 3 hours throughout the day. The stayed in a circular area and at one point a few women were laying on the ground. Upon asking the students who the women were we learned that they were Zionists. Furthermore, we had previously learned that Zionists are prominent in black areas and that the congregation is about 100% female while the minister is a male.
The power of cultural capital. Who ends up on top and who is not given the opportunity?
*** Teboho Trust in Soweto (The only place in the world where 2 Noble Peace Prize Winners grew up on the same street: Nelson Mandela and Bishop Tutu!)
It is an NGO that works with disadvantaged and often orphaned children. It has existed for over 7 years and now has 230 students. A place where children learn that education is freedom! During the week they go to school with a poor culture of teaching where the teachers are not passionate and not motivational. I am sure that this is one major factor which has lead a majority of the kids look down upon teaching as a future position/ profession.
Today we meet the students at the High School building. Actually our timing could not have been better. As it turns out, a teacher's mother has passed away on Friday and so as is customary of the area, friends and family come to pay their respects to those left behind for much of the day. Many ceremonies and traditions are practiced throughout the ceremony. Therefore, there were no teachers that day! All of the teachers that work with Teboho Trust are volunteers. Students have learned to be self-guided and peer leaders as well. Therefore the program continues but the primary focus and purpose of Teboho Trust is to create a safe place away from home, comfortable and supportive environment, and an opportunity to instill hope in children.
Jose Bright is an ingenious and very motivated man, but I'm sure he would have had a much more difficult day. I am blown away with how giving he is to the children and willing to go beyond his means to achieve his goals.
The kids are given the opportunity to dabble in the world of business and marketing. They promote jewelry, soaps and lip balm that had been hand made by the kids. They practice business and marketing right on the spot. Additionally, I was impressed to see their excellent packaging and labeling.
While in the classroom teaching a combined class of 6th and 7th grade I looked out the window and saw a group of women praying for at least 3 hours throughout the day. The stayed in a circular area and at one point a few women were laying on the ground. Upon asking the students who the women were we learned that they were Zionists. Furthermore, we had previously learned that Zionists are prominent in black areas and that the congregation is about 100% female while the minister is a male.
The power of cultural capital. Who ends up on top and who is not given the opportunity?
1st Meeting with Teboho Trust
After visiting the Oprah Academy we move on and visit the Teboho Trust.
*** Teboho Trust
We met at a firehouse/public safety building. Jose Bright rents out the place when needed on a weekday.
Check out the amazing success and willpower of the organizers and the students: www.teboho.com
If at all possible, please think about how you could make a donation or a contribution of some sort to the success of the school. These are truly needy and passionate students that need the school and personal resources to help make their education dreams a possibility.
Again what a day of contrasts!
The biggest similarity = music and dance appears to be the guiding force that makes the soul powerful and pulls the children together. It helps make them survivors!
*** Teboho Trust
We met at a firehouse/public safety building. Jose Bright rents out the place when needed on a weekday.
Check out the amazing success and willpower of the organizers and the students: www.teboho.com
If at all possible, please think about how you could make a donation or a contribution of some sort to the success of the school. These are truly needy and passionate students that need the school and personal resources to help make their education dreams a possibility.
Again what a day of contrasts!
The biggest similarity = music and dance appears to be the guiding force that makes the soul powerful and pulls the children together. It helps make them survivors!
Saturday, September 6, 2008
Oprah's School
Friday, July 25th – Day 7
*** Oprah Winfrey Leadership Academy
Our group drove up to the double-fenced entrance way and signed in to Oprah’s all girl school. As you could imagine, due to the controversy surrounding many different issues the school is not opt to volunteer group tours (especially not during the school year). We were very lucky to get a tour through the different buildings by the executive director (principal). As we walked around we could see that Oprah truly appreciates aesthetics. She believes the positive effects of creating a beautiful environment for the girls. She has endorsed local tradesmen and craftsmen in the process. Oprah has personally hand-picked all of the artwork and gives back to the community by paying the locals. The school has two alleys: one leads to the buildings for learning and the other leads to the residential areas. The school has only been around for 3 years and so now this year will be a determining year. As the oldest class prepares to take its matric exam, the girls will be compared to other students within South Africa. Now the school can be assessed to see if this social and academic experiment truly has positive academic effects and advantages for the girls. Once Oprah can show that these girls are as achieving as other well privileged schools, hopefully the idea will spread and create more such schools for disadvantaged students and perhaps there will be less controversy surrounding the school. But then, if her girls don’t do too well, well then a lot of the structure needs to be re-examined.
How are the girls selected? Oprah personally interviews the girls and she asks such questions as: What do you read? Figures out if the girl shows inclination for leadership. Determines that the total income at home is no more than $70 dollars per month.
They are of varying faiths, including: Muslim, Hindu, Christian, ancestral worship, etc.
At school the girls’ education focuses on the maths, sciences, and performing arts in order to create an integrated experience. Wow, when we walked into their amphitheater we were blown away with the movie theater like cushioned sets, walkway for lighting connected to the ceiling, and the large stage for performances. Most impressive was the library. Again you can see that it stressed beauty and perfection. There were computer stations and side study rooms. We were glad to learn that each year the girls get to select 5 books that they can make their own before vacation. The idea is for the girls to build their own personal library and I would hope help encourage their younger siblings to also read. The girls certainly do show that they appreciate the treat of owning their own book!
Hmmm . . . As we walked around I kept thinking about the huge disconnect between the girls’ home life and the Oprah school. At the Oprah school they have a wellness center (that provides them with routine check-ups and additional eye and teeth needs), a fully stocked and connected library, clean and equipped classrooms, beautiful and well designed dorm suites, etc. It is a huge culture shock! How can the girls later go back home and see their siblings and families struggle their daily battles with simple needs such as water, electricity and heat that the girls do not have to worry about anymore? Do they become more motivated to make something of themselves through school? Do they end up less motivated and feel unfair? How could they possible feel about the disparity? How do they feel during and then after they make their phone calls home on Friday nights? Talk about resilience and ability to move between both worlds!
I wish we could have sat down with a group of girls and asked them such questions.
Imagine, a school with 225 girls and 45 clubs available to them!
I was interested to learn, after we spoke with a school administrator, that the school is looking for teaching internships, especially in the sciences and maths. I am glad to hear that they are opening their doors to foreigners, outsiders and to those who can broaden views on teaching styles and materials. Since it is a new school in a new era, these “Mandela girls” are being taught by teachers who create their own curriculum and then plan to unify along the way.
Hopefully it will not begin too much of a situation of entitlement. These girls have been given the opportunity to focus solely on school, taken out of a harmful environment, and have been promised a full ride to college/university. I hope that they will show the world how far they can go with all that they have been offered, as survivors and leaders.
Separate is not equal!
High security because these girls are celebrities when outside of the school.
My observation:
The South African student experience is very similar to an immigrant’s experience. Similar in the ways they have to struggle and the differences they face amongst other students that have more advantages at the start.
- Contrast between the generations
*** Oprah Winfrey Leadership Academy
Our group drove up to the double-fenced entrance way and signed in to Oprah’s all girl school. As you could imagine, due to the controversy surrounding many different issues the school is not opt to volunteer group tours (especially not during the school year). We were very lucky to get a tour through the different buildings by the executive director (principal). As we walked around we could see that Oprah truly appreciates aesthetics. She believes the positive effects of creating a beautiful environment for the girls. She has endorsed local tradesmen and craftsmen in the process. Oprah has personally hand-picked all of the artwork and gives back to the community by paying the locals. The school has two alleys: one leads to the buildings for learning and the other leads to the residential areas. The school has only been around for 3 years and so now this year will be a determining year. As the oldest class prepares to take its matric exam, the girls will be compared to other students within South Africa. Now the school can be assessed to see if this social and academic experiment truly has positive academic effects and advantages for the girls. Once Oprah can show that these girls are as achieving as other well privileged schools, hopefully the idea will spread and create more such schools for disadvantaged students and perhaps there will be less controversy surrounding the school. But then, if her girls don’t do too well, well then a lot of the structure needs to be re-examined.
How are the girls selected? Oprah personally interviews the girls and she asks such questions as: What do you read? Figures out if the girl shows inclination for leadership. Determines that the total income at home is no more than $70 dollars per month.
They are of varying faiths, including: Muslim, Hindu, Christian, ancestral worship, etc.
At school the girls’ education focuses on the maths, sciences, and performing arts in order to create an integrated experience. Wow, when we walked into their amphitheater we were blown away with the movie theater like cushioned sets, walkway for lighting connected to the ceiling, and the large stage for performances. Most impressive was the library. Again you can see that it stressed beauty and perfection. There were computer stations and side study rooms. We were glad to learn that each year the girls get to select 5 books that they can make their own before vacation. The idea is for the girls to build their own personal library and I would hope help encourage their younger siblings to also read. The girls certainly do show that they appreciate the treat of owning their own book!
Hmmm . . . As we walked around I kept thinking about the huge disconnect between the girls’ home life and the Oprah school. At the Oprah school they have a wellness center (that provides them with routine check-ups and additional eye and teeth needs), a fully stocked and connected library, clean and equipped classrooms, beautiful and well designed dorm suites, etc. It is a huge culture shock! How can the girls later go back home and see their siblings and families struggle their daily battles with simple needs such as water, electricity and heat that the girls do not have to worry about anymore? Do they become more motivated to make something of themselves through school? Do they end up less motivated and feel unfair? How could they possible feel about the disparity? How do they feel during and then after they make their phone calls home on Friday nights? Talk about resilience and ability to move between both worlds!
I wish we could have sat down with a group of girls and asked them such questions.
Imagine, a school with 225 girls and 45 clubs available to them!
I was interested to learn, after we spoke with a school administrator, that the school is looking for teaching internships, especially in the sciences and maths. I am glad to hear that they are opening their doors to foreigners, outsiders and to those who can broaden views on teaching styles and materials. Since it is a new school in a new era, these “Mandela girls” are being taught by teachers who create their own curriculum and then plan to unify along the way.
Hopefully it will not begin too much of a situation of entitlement. These girls have been given the opportunity to focus solely on school, taken out of a harmful environment, and have been promised a full ride to college/university. I hope that they will show the world how far they can go with all that they have been offered, as survivors and leaders.
Separate is not equal!
High security because these girls are celebrities when outside of the school.
My observation:
The South African student experience is very similar to an immigrant’s experience. Similar in the ways they have to struggle and the differences they face amongst other students that have more advantages at the start.
- Contrast between the generations
Monday, September 1, 2008
Lecture with Dr. Jonathan Jansen (former Dean of Faculty, U. of Pretoria)
Jansen (the first Dean of Education at the University of Pretoria) had suggested our day to be a stark contrast as he had done with a group of his school- aged students in the Pretoria public schools.
Sneaky, but powerful!
Our discussion began with our reactions to the 2 nationalist monuments. We compared the white memorial and the black memorial.
The white monument was a traditional structure that shows how people are holding on to their pasts. Its story parallels how the American pilgrims came to take the land from the Native Americans and how they had to revolt against the British to earn their independence; meanwhile, requesting that the Native Americans pay takes and meet their demands.
The black memorial is a modern structure that gives hope for the future. It shows the systematic racism that compares with Nazi Germany and Fascist Italy. The apartheid museum stresses that its intent is not to make white visitors feel guilty or the black visitors to feel bad, but to educate the youth and the population. (hmmm. . . why isn't there more representation for what the coloured, the Chinese or the Indians had to face during apartheid?).
It came as a surprise to learn that Jonathan Jansen did not approve of the apartheid museum.
The design of the museum would create a feeling of cognitive dissonance for many viewing an unfamiliar, unbelievable, and contrasting truth. It is truly hard to confront a believe system, a history that is different from the truths that you have been raised to believe your whole life. So imagine if a young white girl comes into the museum and here she sees such brutal and extreme living conditions of treatment of black people by 'her people', the white people. Does she automatically see it as a possible truth or something that she can learn to accept or quite simply does she refuse the idea and instead see it as a myth, a joke, something unreal? There would be shock, denial and a defensive approach. Will she take on a collective guilt? Will she feel afraid and confused because what she sees now in front of her does not match what her teachers and her parents have been telling her all along? Will she feel a strong anger because of the lies/ altered truths that she has been told all along?
What about an older person that has lived these misconceptions all of their lives and has based many of his/her decisions on these stories/beliefs all along?
There own personal narrative may be shattered. This would be scary.
That is why Jansen believes that the museum was designed for the audience of black students.
The goal and necessary mission of the apartheid museum, I believe, is to encourage visitors to suspend their previous judments and prejudices so that they can come in through the doors with an open mind and be willing to take on something unfamiliar and perhaps new.
The path of recognition to acceptance is what the fight has been about and what it will continue to be about!
Our meeting with him ran about 40 minutes longer than he had inteneded :) Both sides appeared motivated by the intellectual discussion.
Saturday's paper - he was on the front page - we were mentioned and because of our responses to our questions he was quotes as saying to us, "are you kidding?" It appears as though we were unprepared for what he said or perhaps unable to handle what it was that he was saying. However, I would like to think that we had earned his respect as a group and that we were able to give him an alternate perspective to even his own views.
Sneaky, but powerful!
Our discussion began with our reactions to the 2 nationalist monuments. We compared the white memorial and the black memorial.
The white monument was a traditional structure that shows how people are holding on to their pasts. Its story parallels how the American pilgrims came to take the land from the Native Americans and how they had to revolt against the British to earn their independence; meanwhile, requesting that the Native Americans pay takes and meet their demands.
The black memorial is a modern structure that gives hope for the future. It shows the systematic racism that compares with Nazi Germany and Fascist Italy. The apartheid museum stresses that its intent is not to make white visitors feel guilty or the black visitors to feel bad, but to educate the youth and the population. (hmmm. . . why isn't there more representation for what the coloured, the Chinese or the Indians had to face during apartheid?).
It came as a surprise to learn that Jonathan Jansen did not approve of the apartheid museum.
The design of the museum would create a feeling of cognitive dissonance for many viewing an unfamiliar, unbelievable, and contrasting truth. It is truly hard to confront a believe system, a history that is different from the truths that you have been raised to believe your whole life. So imagine if a young white girl comes into the museum and here she sees such brutal and extreme living conditions of treatment of black people by 'her people', the white people. Does she automatically see it as a possible truth or something that she can learn to accept or quite simply does she refuse the idea and instead see it as a myth, a joke, something unreal? There would be shock, denial and a defensive approach. Will she take on a collective guilt? Will she feel afraid and confused because what she sees now in front of her does not match what her teachers and her parents have been telling her all along? Will she feel a strong anger because of the lies/ altered truths that she has been told all along?
What about an older person that has lived these misconceptions all of their lives and has based many of his/her decisions on these stories/beliefs all along?
There own personal narrative may be shattered. This would be scary.
That is why Jansen believes that the museum was designed for the audience of black students.
The goal and necessary mission of the apartheid museum, I believe, is to encourage visitors to suspend their previous judments and prejudices so that they can come in through the doors with an open mind and be willing to take on something unfamiliar and perhaps new.
The path of recognition to acceptance is what the fight has been about and what it will continue to be about!
Our meeting with him ran about 40 minutes longer than he had inteneded :) Both sides appeared motivated by the intellectual discussion.
Saturday's paper - he was on the front page - we were mentioned and because of our responses to our questions he was quotes as saying to us, "are you kidding?" It appears as though we were unprepared for what he said or perhaps unable to handle what it was that he was saying. However, I would like to think that we had earned his respect as a group and that we were able to give him an alternate perspective to even his own views.
Voortrekker Monument
Visual: pretentious, old-fashioned, huge cube of a monument made of granite.
What a day of contrasts! A well planned day! My words cannot serve justice to the experiential learning that occurred as the day went by and my thoughts and questions that will continue to follow afterwards.
The monument commemorates the Afrikaners fight for Independence from the English in the early-mid 1800's and about the struggles faces with African tribes along their settlement progression.
We had a very informative tour from a retired man who was genuinely very proud of how far he could trace his Afrikans heritage. He asked us, "Imagine if you had to pack up everything you would need for the rest of your life time in a wagon! What would you pack?" Now had we this tour before the apartheid museum I believe that I would have been more sympathetic to his cause and his claim. However, as it was I could only think: "Well, what if you had nothing to beging with it? Then what?"
I firmly believe that he had the right to be proud of his heritage and also share the struggles from his own personal perspective, but I just could not be as sympathetic/empathetic/ appreciative due to the deep contrasts of the things experienced that day!
Meaningful theme:
'We for you South Africa' = "Ons vir jou Suid Afrika" was written on a stone sarcophagus within the monument.
Hmmm . . . whose South Africa? Who is making the laws and who gets to enforce those laws?
Covers 2.1 acres (1 hecter) and looks onto a beautiful landscape of Pretoria.
What a day of contrasts! A well planned day! My words cannot serve justice to the experiential learning that occurred as the day went by and my thoughts and questions that will continue to follow afterwards.
The monument commemorates the Afrikaners fight for Independence from the English in the early-mid 1800's and about the struggles faces with African tribes along their settlement progression.
We had a very informative tour from a retired man who was genuinely very proud of how far he could trace his Afrikans heritage. He asked us, "Imagine if you had to pack up everything you would need for the rest of your life time in a wagon! What would you pack?" Now had we this tour before the apartheid museum I believe that I would have been more sympathetic to his cause and his claim. However, as it was I could only think: "Well, what if you had nothing to beging with it? Then what?"
I firmly believe that he had the right to be proud of his heritage and also share the struggles from his own personal perspective, but I just could not be as sympathetic/empathetic/ appreciative due to the deep contrasts of the things experienced that day!
Meaningful theme:
'We for you South Africa' = "Ons vir jou Suid Afrika" was written on a stone sarcophagus within the monument.
Hmmm . . . whose South Africa? Who is making the laws and who gets to enforce those laws?
Edwin Smith meeting
Kudos to Edwin Smith, a prestigious and well-educated man, who has taken the time out of his busy schedule to stop by and check in on us throughout our stay at the University. It is unbelievable how humble he is and down to earth.
Overall, I must say that I have been feeling quite pampered and super impressed with the informative and passionate tour guides, the high-status lecture presenters and generally all of the connections we have been building along the way. The intellectual power shared on this trip has certainly sparked my passion to further myself in many ways.
Overall, I must say that I have been feeling quite pampered and super impressed with the informative and passionate tour guides, the high-status lecture presenters and generally all of the connections we have been building along the way. The intellectual power shared on this trip has certainly sparked my passion to further myself in many ways.
Wednesday, July 23rd: Day 5
"The Politics of Memory: What the Past Means Today"
**** Apartheid Museum
1st point. An ironic and discombobulating fact is that the Apartheid Museum is located in the Golden Reef City, which is a center that also has an amusement park and a Casino. Which came first? Hmmmm . . . . . really no better location?
Consider: Our tour guide had been positive throughout the tour and at the end we finished with a hope and dream for a brighter tomorrow for him and for his country.
Yet, it takes 10-20 years to change the economic and social structures of a nation (at least a generation!).
n only 14 years old – want change ASAP – general theme we've been hearing from our different speakers
n
Big Q: Consider the context of the environment (decade post apartheid).
– The message of the museum?
– Does it perhaps blow out of proportion certain details or perhaps leave out certain details and pictures to paint a particular side of the story?
– I always question what is the full story and is every narrative being shared and fairly expressed along the way?
**** Apartheid Museum
1st point. An ironic and discombobulating fact is that the Apartheid Museum is located in the Golden Reef City, which is a center that also has an amusement park and a Casino. Which came first? Hmmmm . . . . . really no better location?
Consider: Our tour guide had been positive throughout the tour and at the end we finished with a hope and dream for a brighter tomorrow for him and for his country.
Yet, it takes 10-20 years to change the economic and social structures of a nation (at least a generation!).
n only 14 years old – want change ASAP – general theme we've been hearing from our different speakers
n
Big Q: Consider the context of the environment (decade post apartheid).
– The message of the museum?
– Does it perhaps blow out of proportion certain details or perhaps leave out certain details and pictures to paint a particular side of the story?
– I always question what is the full story and is every narrative being shared and fairly expressed along the way?
Sunday, July 27, 2008
Sunday, July 27th – day 9
Sunday, July 27th – day 9
Today we finally get to sleep in! Hoorah!
We are flying from Johannesburg to Cape Town today. Thank goodness it is just over a 2-hour flight! My body begins to ache when I think about the soon to be coming 18 hour flight.
Check in to the Oak Tree Lodge in Paarl. Unlike previous years we are not going to stay with a host family. Instead we will interact with the community after school hours and then arrange for a drive back to the lodge at night.
Our night activity will be at Bergendal Intermediate School. It is an evening Potjiekos.
I can’t wait to once again interact with the students and hear their stories and experience their eagerness to learn.
The general atmosphere thus far has been: Education is Freedom.
A powerful message that clearly motivates the students at all ages.
Additionally, I can’t wait to get to the Laundromat. We were all encouraged to pack light and now we are all starting to run out of clothing. Thank goodness we are all such an accepting group : )
Today we finally get to sleep in! Hoorah!
We are flying from Johannesburg to Cape Town today. Thank goodness it is just over a 2-hour flight! My body begins to ache when I think about the soon to be coming 18 hour flight.
Check in to the Oak Tree Lodge in Paarl. Unlike previous years we are not going to stay with a host family. Instead we will interact with the community after school hours and then arrange for a drive back to the lodge at night.
Our night activity will be at Bergendal Intermediate School. It is an evening Potjiekos.
I can’t wait to once again interact with the students and hear their stories and experience their eagerness to learn.
The general atmosphere thus far has been: Education is Freedom.
A powerful message that clearly motivates the students at all ages.
Additionally, I can’t wait to get to the Laundromat. We were all encouraged to pack light and now we are all starting to run out of clothing. Thank goodness we are all such an accepting group : )
Voortrekker Monument
*** Voortrekker Monument
Visual: pretentious, old-fashioned, huge cube of a granite and marble (on the inside).
From the top of the hill that the monument is on you can see a beautiful panorama of Pretoria. And thus the monument can also be seen from quite a distance away!
What a day of contrasts! A well planned day! My words cannot serve justice to the experiential learning that occurred as the day went by and my thoughts and questions that will continue to follow afterwards.
Our tour guide is a retired and passionate man who is eager to share the struggles faced by his direct Afrikaner ancestors in the 1800s.
The story of struggle and the trekkers journey presented from the Africana point of view is visually portrayed on marble slates, like a 90 meter comic strip. It shows how the white man negotiated and fought wars to get the land of the black natives. Then it focuses on the 1830s-1950’s Afrikaner’s struggle to win independence from the British.
The Afrikaner fight and unity slogan is “Ons vir jou Suid Afrika” = We for you South Africa.
Again, the mindset and notion of land ownership baffles me.
It was so frustrating to hear the story of this struggle right after the apartheid museum. How can one be so closely presented with the other!?!?! At one point the tour guide directed our attention to one scene were the Afrikaner trekker had to pack up his belongings into a wagon with a gnew (a black wildebeest that pulled the cart) and prepare his trek journey. He said, “Imagine if you had to pack up everything you would need for the rest of your lifetime in a wagon? What would you pack?”
Well jeez, what if you never even had anything to pack? What if you had no warning that you had to pack up? What a CONTRAST!
I was interested to learn that South Africa has 3 capitals: Pretoria (administrative), Cape Town, and Bellefontaine (judicial/ appeal court).
Visual: pretentious, old-fashioned, huge cube of a granite and marble (on the inside).
From the top of the hill that the monument is on you can see a beautiful panorama of Pretoria. And thus the monument can also be seen from quite a distance away!
What a day of contrasts! A well planned day! My words cannot serve justice to the experiential learning that occurred as the day went by and my thoughts and questions that will continue to follow afterwards.
Our tour guide is a retired and passionate man who is eager to share the struggles faced by his direct Afrikaner ancestors in the 1800s.
The story of struggle and the trekkers journey presented from the Africana point of view is visually portrayed on marble slates, like a 90 meter comic strip. It shows how the white man negotiated and fought wars to get the land of the black natives. Then it focuses on the 1830s-1950’s Afrikaner’s struggle to win independence from the British.
The Afrikaner fight and unity slogan is “Ons vir jou Suid Afrika” = We for you South Africa.
Again, the mindset and notion of land ownership baffles me.
It was so frustrating to hear the story of this struggle right after the apartheid museum. How can one be so closely presented with the other!?!?! At one point the tour guide directed our attention to one scene were the Afrikaner trekker had to pack up his belongings into a wagon with a gnew (a black wildebeest that pulled the cart) and prepare his trek journey. He said, “Imagine if you had to pack up everything you would need for the rest of your lifetime in a wagon? What would you pack?”
Well jeez, what if you never even had anything to pack? What if you had no warning that you had to pack up? What a CONTRAST!
I was interested to learn that South Africa has 3 capitals: Pretoria (administrative), Cape Town, and Bellefontaine (judicial/ appeal court).
Wednesday, July 23rd: Day 5
“The Politics of Memory: What the Past Means Today”
**** Apartheid Museum
1st point. An ironic and discombobulating fact is that the Apartheid Museum is located in the Golden Reef City, which is a center that also has an amusement park and a Casino. Which came first? Hmmmm . . . . . really no better location?
They did not allow cameras inside the building since they said that a lot of the exhibits and materials were not theirs, but rather a donation and so they were protective. Bummer!
Adults and school class trips crowded the Museum. We saw a racially mixed group of students from a public school waiting to get in with us. It was a mix of white, black, Chinese and Indian students with both white and black teachers. Once again I was impressed with how willing and curious the students are to come up to you and start a chat. I chatted with a group of girls who asked questions about our students and schools and vice versa. They were hysterical when they talked about their peers back home and used terms like “ghetto snobs” and then talked about their favourite singers: Beyonce, Ciera, and Usher. Of this group of 6 girls, who all spoke and learned in English, each one of them had a different home language. Once again my favorite is the languages that include the clicks within the flow of a sentence! That is skill. They are instructed in both English and Afrikaans (although this does vary among public schools).
It was interesting when we broke out into persecutions of each other’s cultures. To give me a better idea they invited me to their homes but then said they would be too scared of some of the ghetto areas and gangsters. Then they asked me, “What did you think it would be like? Did you think you would see lions in the streets?” Great questions and awareness of preconceptions and stereotypes! Again they were quick to share a warm hug. Very welcoming and friendly!
Our tour begins with Mthothesi, or Chris he tells us. The power of and need for assimilation, similar in many ways to the immigrant’s plight.
We were given either white or black pass cards, according to the opposite of what you were, and used them to get in our separate entrances.
Even before apartheid began officially in 1948, SA had a reclassification of its people according to the 4 races (white, coloured (mix), Indian, and black). The tests were done according to nose size, height (black SA’s are generally shorter), pencil against your head test, etc. Based on these tests people moved up or down according to the rank scale. As you would imagine not many people actually moved up to white statues. The whites’ pass cards confirmed their citizen status in the country whereas the blacks’ pass cards limited their travel and made them appear as temporary residents since they had to renew theirs each year, at a cost.
Consider: Our tour guide had been positive throughout the tour and at the end we finished with a hope and dream for a brighter tomorrow for him and for his country.
Yet, it takes 10-20 years to change the economic and social structures of a nation (at least a generation!).
n However the country is just an infant, only 14 years old and the general vibe shows a want for the assumed rights and equality in countries centuries old, like the US. This need and want for change ASAP is a general theme we’ve been hearing as we go along from our different speakers. Some to carry a strong a strong sense of impatience and ruthlessness, although not those that I have come in direct contact with.
n The main goal will be to open people’s minds and to change their mindsets, which can only truly happen at least a few generations after the dramatic upheavals.
n Each day is a constant battle to configure a cultural blend of a rich past and a successful tomorrow.
One of the primary exhibits was dedicated to Steve Biko’s mission and the progression of black political strategies over the centuries. Although there is a song by Peter Gabriel and various movies dedicated to Biko I was embarrassed to realize that I had not heard about him or his goals. He led a ‘quest for true humanity’, which created an intellectual movement for black consciousness. Like Malcolm X he opposed integration in order to achieve segregation with black pride. He was for Africanism.
We also watched videos along the way to help put the story together.
Historical background: In the late 1800s Johannesburg was created as a mine city in search of gold findings. As the whites arrived the demanded that blacks pay to live on their own land. However, in order to earn the money needed they needed to work the mine.
Land ownership baffles me. How can a foreigner come and self-righteously take from the original owner. What mentality is needed from the giver and the taker? Guns and weapons are powerful, but I can’t think that they were enough, **especially when the blacks remained the majority throughout South Africa’s history!
Q: What would have happened if the blacks had first thought to demand a tax on the whites? Why wasn’t this the mindset?
Parallel: It is like the pilgrims coming to take the land and resources from the Native Americans and then having them assimilate into their culture and displace them as needed. One main difference seems to be that the Native Americans were not able to handle the various diseases that the English brought with them and so they did not remain a majority. I wonder, how much this did make a different when comparing the 2 developing countries?
Then the Land Act of the early 1900s gave most land ownership to the whites and so it displaced Africans and Afrikaners accordingly. The competition for land, jobs, etc furthered the racial segregation and denial of the vote to black people and women.
1910: the Union of SA was created. It enforced racial segregation and by simply looking at the created flag one can see the political influence of the British, Afrikaners, Bohr, and Paul Kruger.
As mentioned earlier, apartheid began in 1948 and it is said that one of the main architects was Hendrik Verwoerd (again how do I not know of such a powerful figure in the development of a country!?!?). He validated apartheid by introducing policies that force the people to accept and institutionalise differences. He saw it as a spiral situation that increased the dominant political parties influence, paralleling many beliefs and actions of A. Hitler. (The video even had the soldiers marching in goose steps!)
The National government began by prohibiting mixed marriages, prohibiting living areas, systematic separation of racial communities that were enforced by racial surveillance, and then disposed and removed the groups (like the beginnings of the Holocaust).
Then in 1953 segregated education was made into policy under the Bantu Act of 1953. It deprived black learners of a quality education and of proper resources. In effect, it simply prepared blacks to become the labour force for the national government without the skill set for anything more.
I was pleased to see that the museum did show that there was white opposition to the apartheid and it showed the marches and rallies of the 1950s and also the black activists of the decades to follow. Both forms of protests ended with brutal government interference. Such brutality led to the Human Rights National holiday, celebrated on March 21st (date certainty?).
By the 1960’s the opposition was no longer peaceful in its approach, but violent.
The 1980’s there was extreme unrest with mass protests and marches that in turn resulted in mass political funerals held. ‘But why must the cost be so high?’ Expressions of defiance were organized in churches, in the United Democratic Front (connection to our political party platform?), trade unions, and the underground liberation movement of the ANC. One powerful movement was the rent boycott. Communities banded together and said if you ‘evict one, evict all’. This strike got their voices heard.
Although, President Batha then declared a state of national emergency. This declaration of war unleashed strong military and security forces to ‘control the peace’.
By 1989 the government was led to the negotiating table.
Then in 1990, Nelson Mandela is released unconditionally (after having refused an earlier release date under the condition of stopping his pro-violence broadcasts and movements).
1994 marks the first time that blacks, Indians, and women can vote in South Africa!
The 7 main pillars (diversity, tolerance, etc.) of the constitution are displayed on the outside and throughout the building.
At the closure of our tour we stand on a low bridge. On one side were is a pile of palm sized rocks and we are asked to take a rock and say of prayer for democracy in South Africa and place it on the other side of the bridge where the SA flag hangs proudly.
SA Flag color meanings:
Blue: for the sky and the water
Gold: for the gold discoveries and richness of the country
Red: for the blood lost for freedom
Black: for black people
White: for white people
Green: for the land resources, agriculture
It is y-shaped to show how apart the races and culture had been during apartheid and how they are coming together under democracy.
Many South African’s still doubt the power and progress of democracy. They do not have the equality of employment even with the affirmative actions taken that they had expected. Although women and blacks do have more people, many believe that this process is not enough.)
Symbolism of the building: Both the outside and the inside of the building are plain, sharp-edged, lack colour and beauty. The ruggedness of the structure and appearance ties in nicely to the feel and designed purpose of the museum.
The information that I am sure to hold on to longer are the stories shared by the people I personally interact with within the museum. For example, by looking at our tour guide’s facial expressions and body language, and hearing him use expressions such as “by the grace of God” and “We prevail” I am blow away by his perseverance and great act of forgiveness.
He is 24 years old and at University he studies labour law since he says there is a great need for change in this department. His humble spirit and openness to different perspectives was refreshing.
Another powerful exhibit was the hall of nooses and the solitary confinement (no light, no visitors (except for the brutal investigators), no reading, etc.) rooms where political activists were persecuted. The accusation of a political activist was used rather loosely. We also saw the huge yellow trucks (a combination of an army tank and a bulldozer), which were used by the government’s soldiers. The trucks were used to patrol areas and it did not stop for people in its way.
On another note, we realized that as we were driving in some rural areas it was hard to find or read street signs. As an act of protest and survival, black communities had painted over the street names so that the government wouldn’t know where to find them!
Big Q: Consider the context of the environment (decade post apartheid).
– The message of the museum?
– Does it perhaps blow out of proportion certain details or perhaps leave out certain details and pictures to paint a particular side of the story?
– I always question what is the full story and is every narrative being shared and fairly expressed along the way?
Kudos to Edwin Smith, a prestigious and well-educated man, who has taken the time out of his busy schedule to stop by and check in on us throughout our stay at the University. It is unbelievable how humble he is and down to earth.
Overall, I must say that I have been feeling quite pampered and super impressed with the informative and passionate tour guides, the high-status lecture presenters and generally all of the connections we have been building along the way. The intellectual power shared on this trip has certainly sparked my passion to further myself in many ways.
Our van trip over to the next monument was filled with enriching conversation and discussion. One of our group’s best conversations and opinion sharings!
It’s crazy to think that this post-apartheid has been occurring all within my lifetime.
**** Apartheid Museum
1st point. An ironic and discombobulating fact is that the Apartheid Museum is located in the Golden Reef City, which is a center that also has an amusement park and a Casino. Which came first? Hmmmm . . . . . really no better location?
They did not allow cameras inside the building since they said that a lot of the exhibits and materials were not theirs, but rather a donation and so they were protective. Bummer!
Adults and school class trips crowded the Museum. We saw a racially mixed group of students from a public school waiting to get in with us. It was a mix of white, black, Chinese and Indian students with both white and black teachers. Once again I was impressed with how willing and curious the students are to come up to you and start a chat. I chatted with a group of girls who asked questions about our students and schools and vice versa. They were hysterical when they talked about their peers back home and used terms like “ghetto snobs” and then talked about their favourite singers: Beyonce, Ciera, and Usher. Of this group of 6 girls, who all spoke and learned in English, each one of them had a different home language. Once again my favorite is the languages that include the clicks within the flow of a sentence! That is skill. They are instructed in both English and Afrikaans (although this does vary among public schools).
It was interesting when we broke out into persecutions of each other’s cultures. To give me a better idea they invited me to their homes but then said they would be too scared of some of the ghetto areas and gangsters. Then they asked me, “What did you think it would be like? Did you think you would see lions in the streets?” Great questions and awareness of preconceptions and stereotypes! Again they were quick to share a warm hug. Very welcoming and friendly!
Our tour begins with Mthothesi, or Chris he tells us. The power of and need for assimilation, similar in many ways to the immigrant’s plight.
We were given either white or black pass cards, according to the opposite of what you were, and used them to get in our separate entrances.
Even before apartheid began officially in 1948, SA had a reclassification of its people according to the 4 races (white, coloured (mix), Indian, and black). The tests were done according to nose size, height (black SA’s are generally shorter), pencil against your head test, etc. Based on these tests people moved up or down according to the rank scale. As you would imagine not many people actually moved up to white statues. The whites’ pass cards confirmed their citizen status in the country whereas the blacks’ pass cards limited their travel and made them appear as temporary residents since they had to renew theirs each year, at a cost.
Consider: Our tour guide had been positive throughout the tour and at the end we finished with a hope and dream for a brighter tomorrow for him and for his country.
Yet, it takes 10-20 years to change the economic and social structures of a nation (at least a generation!).
n However the country is just an infant, only 14 years old and the general vibe shows a want for the assumed rights and equality in countries centuries old, like the US. This need and want for change ASAP is a general theme we’ve been hearing as we go along from our different speakers. Some to carry a strong a strong sense of impatience and ruthlessness, although not those that I have come in direct contact with.
n The main goal will be to open people’s minds and to change their mindsets, which can only truly happen at least a few generations after the dramatic upheavals.
n Each day is a constant battle to configure a cultural blend of a rich past and a successful tomorrow.
One of the primary exhibits was dedicated to Steve Biko’s mission and the progression of black political strategies over the centuries. Although there is a song by Peter Gabriel and various movies dedicated to Biko I was embarrassed to realize that I had not heard about him or his goals. He led a ‘quest for true humanity’, which created an intellectual movement for black consciousness. Like Malcolm X he opposed integration in order to achieve segregation with black pride. He was for Africanism.
We also watched videos along the way to help put the story together.
Historical background: In the late 1800s Johannesburg was created as a mine city in search of gold findings. As the whites arrived the demanded that blacks pay to live on their own land. However, in order to earn the money needed they needed to work the mine.
Land ownership baffles me. How can a foreigner come and self-righteously take from the original owner. What mentality is needed from the giver and the taker? Guns and weapons are powerful, but I can’t think that they were enough, **especially when the blacks remained the majority throughout South Africa’s history!
Q: What would have happened if the blacks had first thought to demand a tax on the whites? Why wasn’t this the mindset?
Parallel: It is like the pilgrims coming to take the land and resources from the Native Americans and then having them assimilate into their culture and displace them as needed. One main difference seems to be that the Native Americans were not able to handle the various diseases that the English brought with them and so they did not remain a majority. I wonder, how much this did make a different when comparing the 2 developing countries?
Then the Land Act of the early 1900s gave most land ownership to the whites and so it displaced Africans and Afrikaners accordingly. The competition for land, jobs, etc furthered the racial segregation and denial of the vote to black people and women.
1910: the Union of SA was created. It enforced racial segregation and by simply looking at the created flag one can see the political influence of the British, Afrikaners, Bohr, and Paul Kruger.
As mentioned earlier, apartheid began in 1948 and it is said that one of the main architects was Hendrik Verwoerd (again how do I not know of such a powerful figure in the development of a country!?!?). He validated apartheid by introducing policies that force the people to accept and institutionalise differences. He saw it as a spiral situation that increased the dominant political parties influence, paralleling many beliefs and actions of A. Hitler. (The video even had the soldiers marching in goose steps!)
The National government began by prohibiting mixed marriages, prohibiting living areas, systematic separation of racial communities that were enforced by racial surveillance, and then disposed and removed the groups (like the beginnings of the Holocaust).
Then in 1953 segregated education was made into policy under the Bantu Act of 1953. It deprived black learners of a quality education and of proper resources. In effect, it simply prepared blacks to become the labour force for the national government without the skill set for anything more.
I was pleased to see that the museum did show that there was white opposition to the apartheid and it showed the marches and rallies of the 1950s and also the black activists of the decades to follow. Both forms of protests ended with brutal government interference. Such brutality led to the Human Rights National holiday, celebrated on March 21st (date certainty?).
By the 1960’s the opposition was no longer peaceful in its approach, but violent.
The 1980’s there was extreme unrest with mass protests and marches that in turn resulted in mass political funerals held. ‘But why must the cost be so high?’ Expressions of defiance were organized in churches, in the United Democratic Front (connection to our political party platform?), trade unions, and the underground liberation movement of the ANC. One powerful movement was the rent boycott. Communities banded together and said if you ‘evict one, evict all’. This strike got their voices heard.
Although, President Batha then declared a state of national emergency. This declaration of war unleashed strong military and security forces to ‘control the peace’.
By 1989 the government was led to the negotiating table.
Then in 1990, Nelson Mandela is released unconditionally (after having refused an earlier release date under the condition of stopping his pro-violence broadcasts and movements).
1994 marks the first time that blacks, Indians, and women can vote in South Africa!
The 7 main pillars (diversity, tolerance, etc.) of the constitution are displayed on the outside and throughout the building.
At the closure of our tour we stand on a low bridge. On one side were is a pile of palm sized rocks and we are asked to take a rock and say of prayer for democracy in South Africa and place it on the other side of the bridge where the SA flag hangs proudly.
SA Flag color meanings:
Blue: for the sky and the water
Gold: for the gold discoveries and richness of the country
Red: for the blood lost for freedom
Black: for black people
White: for white people
Green: for the land resources, agriculture
It is y-shaped to show how apart the races and culture had been during apartheid and how they are coming together under democracy.
Many South African’s still doubt the power and progress of democracy. They do not have the equality of employment even with the affirmative actions taken that they had expected. Although women and blacks do have more people, many believe that this process is not enough.)
Symbolism of the building: Both the outside and the inside of the building are plain, sharp-edged, lack colour and beauty. The ruggedness of the structure and appearance ties in nicely to the feel and designed purpose of the museum.
The information that I am sure to hold on to longer are the stories shared by the people I personally interact with within the museum. For example, by looking at our tour guide’s facial expressions and body language, and hearing him use expressions such as “by the grace of God” and “We prevail” I am blow away by his perseverance and great act of forgiveness.
He is 24 years old and at University he studies labour law since he says there is a great need for change in this department. His humble spirit and openness to different perspectives was refreshing.
Another powerful exhibit was the hall of nooses and the solitary confinement (no light, no visitors (except for the brutal investigators), no reading, etc.) rooms where political activists were persecuted. The accusation of a political activist was used rather loosely. We also saw the huge yellow trucks (a combination of an army tank and a bulldozer), which were used by the government’s soldiers. The trucks were used to patrol areas and it did not stop for people in its way.
On another note, we realized that as we were driving in some rural areas it was hard to find or read street signs. As an act of protest and survival, black communities had painted over the street names so that the government wouldn’t know where to find them!
Big Q: Consider the context of the environment (decade post apartheid).
– The message of the museum?
– Does it perhaps blow out of proportion certain details or perhaps leave out certain details and pictures to paint a particular side of the story?
– I always question what is the full story and is every narrative being shared and fairly expressed along the way?
Kudos to Edwin Smith, a prestigious and well-educated man, who has taken the time out of his busy schedule to stop by and check in on us throughout our stay at the University. It is unbelievable how humble he is and down to earth.
Overall, I must say that I have been feeling quite pampered and super impressed with the informative and passionate tour guides, the high-status lecture presenters and generally all of the connections we have been building along the way. The intellectual power shared on this trip has certainly sparked my passion to further myself in many ways.
Our van trip over to the next monument was filled with enriching conversation and discussion. One of our group’s best conversations and opinion sharings!
It’s crazy to think that this post-apartheid has been occurring all within my lifetime.
Saturday, July 26, 2008
Industry:
Car Industry: Within Johannesburg there are a lot of high end and impressive car dealers: BMW, Honda, Citroen, Volkswagon, James Bond cars, Toyota, all sorts of jeeps and trucks, etc. Driving along the main road we see stores similar to ours such as ToyZone, Shoprite, Hotels, restaurants, Woolworths, McDonalds (which has ostrich hamburgers!).
Music on the radio:
A lot, if not all that I have heard has been American music. The music is mainly from now to back a few decades. There is a bit of variety. For instance, in one car ride we heard Cold Play’s “vida vida”, Donna Summer, Josh Grobin, etc.
Tuesday, July 22nd
Greetings!
Driving through the surrounding areas of the university one would see various home grouped into shacks, like ‘matchboxes’, with tin roofs and homes without plaster. A variety is key; there are various types of homes grouped together. Around other businesses or larger private homes we saw a noticeable amount of barbed wire along the borders. There are many drastic contrasts throughout the country and much of these are seem looking from the right to the left side of the street or simply driving a few moments down the main roads.
South Africa in the winter: most days feel like a late October or early November. When the sun is out it is truly pleasant to walk around outside, I feel the chill early in the morning and late at night. I still haven’t had to bring out the winter jacket. But from what I hear the Western Cape is supposed to be colder and wet. We shall see. Also, the main surprise I had in terms of landscape was how dry and dead looking the grass was. I guess our grass would look like that at times throughout the winter, but it is frequently covered by snow. So when you look around on the sides of the road or into the fields it just looks barren.
Today’s trips were right up my alley!
6th grade social studies teachers pay close attention! J I would also suggest checking out the following web site for more information: www.cradleofhumankind.co.za/
We started our 1st tour through the Cradle of Humankind museum and then the natural cave. This site has been accredited as a World Heritage Site in 1999. The anthropological geek in me may be coming out a little now (beware). Paleo-anthropologists located 15 major fossil sites within the area and the most important fossils were found in the Sterkfontein caves. They found fossils of hominids, “Mrs Ples” (which after further research they were able to discover that it was really a young male, not a mrs, so now Master Ples) and “Little Foot”, and those of plants and animals.
These archaeological sites provided many intact skulls, jaws, and other limbs. I was also interested in the tools exhibit of the Old and Middle Stone ages and the traces of mankind’s development as they learn to use fire, make vocal sounds, use tools, communicate, work in groups, etc. They did a real nice job of connecting the past to modern advancements in those same categories (This was primarily stressed and displayed in a kid friendly way in the Maropeng museum nearby).
As you would imagine I took a whole lot of pictures and will have to come up with ways to integrate them into our power point and SMART board lessons!
Just wondering and perhaps over thinking, but the underlying message of the museum does draw a lot of connections to what we teach about diversity and tolerance and the acceptance and equality that South Africa is trying to reach. Throughout the Cradle of Humankind museum the messages on the walls and within the exhibits stressed that we come from the same scientific background and genetic background. As a human species we have developed and learned how to survive. The message is to stress similarities and connections, even at the most basic and simple root. I wonder if the school groups coming through that day or other days are being taught this message along the way. Along the way these questions of diversity, acceptance, assimilation, and how they are tied to us coming from the same ancestor continue to arise.
A visible sign of acceptance and integration today. Not to offend anyone, but I saw an inter-racial couple with a baby. I learned that it is more common to see as you go further away from the city of Pretoria and closer to Johannesburg.
[As of Saturday night, that was the only inter-racial couple that I have seen in SA.]
Next, we went within the Sterkfontein cave, a limestone cave that is 18 degrees C all year round. There were plenty of times where we had to “watch our heads” and bend over or limbo to get through the tight or low areas. It was similar to some of the caves Ania and I visited in Poland. I got nicknamed the ‘miner’ because I wore Brendan’s head lamp, which did help us look into the cracks and far out (thanks B!).
· Kudos to our tour leader for inviting our bus driver, Thabo, along with us to many of the historical sites and museums. Places that he had not seen and was all smiles about exploring J
Once we arrived back at the Rugby House we went into their theater and watched Molly Blanks’s movie, “Testing Hope”. Her research was to follow a group of 11 and 12th grade students preparing to take their matric exams in the Capetown area. Matric exams are similar to our SAT exams in that they determine what college or university you can go to. The same exam is given to all students on a national level. Just imagine the discrepancy between the public and private schools and the resources available for tutoring and extra resources (similar battle in our country as well!). The other great struggle is that the matric exam is only given in either English or Africana (the ‘white language’). Again the question of fairness and possibility arises, especially when many of the teachers themselves in black schools do not know how to speak either language. If students do not pass they can reenroll in the grade level again and try again next year. The test results are published in the local paper and posted on national TV and so students know who passed and who did not and by how much. The 6 weeks that these students wait are anxiety filled and a time to lay out the future possibilities. And what if you don’t pass ever? What jobs are available to you? What happens next?
· I’m not sure if I mentioned this or not already, but there is definitely no shortage of food on this trip! Jeeez!
Cheers!
Driving through the surrounding areas of the university one would see various home grouped into shacks, like ‘matchboxes’, with tin roofs and homes without plaster. A variety is key; there are various types of homes grouped together. Around other businesses or larger private homes we saw a noticeable amount of barbed wire along the borders. There are many drastic contrasts throughout the country and much of these are seem looking from the right to the left side of the street or simply driving a few moments down the main roads.
South Africa in the winter: most days feel like a late October or early November. When the sun is out it is truly pleasant to walk around outside, I feel the chill early in the morning and late at night. I still haven’t had to bring out the winter jacket. But from what I hear the Western Cape is supposed to be colder and wet. We shall see. Also, the main surprise I had in terms of landscape was how dry and dead looking the grass was. I guess our grass would look like that at times throughout the winter, but it is frequently covered by snow. So when you look around on the sides of the road or into the fields it just looks barren.
Today’s trips were right up my alley!
6th grade social studies teachers pay close attention! J I would also suggest checking out the following web site for more information: www.cradleofhumankind.co.za/
We started our 1st tour through the Cradle of Humankind museum and then the natural cave. This site has been accredited as a World Heritage Site in 1999. The anthropological geek in me may be coming out a little now (beware). Paleo-anthropologists located 15 major fossil sites within the area and the most important fossils were found in the Sterkfontein caves. They found fossils of hominids, “Mrs Ples” (which after further research they were able to discover that it was really a young male, not a mrs, so now Master Ples) and “Little Foot”, and those of plants and animals.
These archaeological sites provided many intact skulls, jaws, and other limbs. I was also interested in the tools exhibit of the Old and Middle Stone ages and the traces of mankind’s development as they learn to use fire, make vocal sounds, use tools, communicate, work in groups, etc. They did a real nice job of connecting the past to modern advancements in those same categories (This was primarily stressed and displayed in a kid friendly way in the Maropeng museum nearby).
As you would imagine I took a whole lot of pictures and will have to come up with ways to integrate them into our power point and SMART board lessons!
Just wondering and perhaps over thinking, but the underlying message of the museum does draw a lot of connections to what we teach about diversity and tolerance and the acceptance and equality that South Africa is trying to reach. Throughout the Cradle of Humankind museum the messages on the walls and within the exhibits stressed that we come from the same scientific background and genetic background. As a human species we have developed and learned how to survive. The message is to stress similarities and connections, even at the most basic and simple root. I wonder if the school groups coming through that day or other days are being taught this message along the way. Along the way these questions of diversity, acceptance, assimilation, and how they are tied to us coming from the same ancestor continue to arise.
A visible sign of acceptance and integration today. Not to offend anyone, but I saw an inter-racial couple with a baby. I learned that it is more common to see as you go further away from the city of Pretoria and closer to Johannesburg.
[As of Saturday night, that was the only inter-racial couple that I have seen in SA.]
Next, we went within the Sterkfontein cave, a limestone cave that is 18 degrees C all year round. There were plenty of times where we had to “watch our heads” and bend over or limbo to get through the tight or low areas. It was similar to some of the caves Ania and I visited in Poland. I got nicknamed the ‘miner’ because I wore Brendan’s head lamp, which did help us look into the cracks and far out (thanks B!).
· Kudos to our tour leader for inviting our bus driver, Thabo, along with us to many of the historical sites and museums. Places that he had not seen and was all smiles about exploring J
Once we arrived back at the Rugby House we went into their theater and watched Molly Blanks’s movie, “Testing Hope”. Her research was to follow a group of 11 and 12th grade students preparing to take their matric exams in the Capetown area. Matric exams are similar to our SAT exams in that they determine what college or university you can go to. The same exam is given to all students on a national level. Just imagine the discrepancy between the public and private schools and the resources available for tutoring and extra resources (similar battle in our country as well!). The other great struggle is that the matric exam is only given in either English or Africana (the ‘white language’). Again the question of fairness and possibility arises, especially when many of the teachers themselves in black schools do not know how to speak either language. If students do not pass they can reenroll in the grade level again and try again next year. The test results are published in the local paper and posted on national TV and so students know who passed and who did not and by how much. The 6 weeks that these students wait are anxiety filled and a time to lay out the future possibilities. And what if you don’t pass ever? What jobs are available to you? What happens next?
· I’m not sure if I mentioned this or not already, but there is definitely no shortage of food on this trip! Jeeez!
Cheers!
Monday continued . . .
Follow-up on Monday
· Embedded misleading of history; it is seen through the eyes of the professors, the deans, and the students.
· Today our 12th member of the group joins us. He was brave enough to go through the traveling process on his own by arranging a taxi to the University. That experience gave him the opportunity to hear the cab driver’s passionate response to seeing an “Africana” sticker on a car. Apparently the driver had screamed, “Apartheid is still alive”. This statement comes from a man who does have a job, although he is still working to service the needs of others. What are others thinking who are in more service type jobs and what about those that do not have a job? Also, it makes me think about the power or a label, a group of people, and entitlements and connotations that come along with the package.
· Side note: The high performance lodge is truly a state of the art high tech gym. They even had the high tech body muscle pulser: the next generation, which is supposed to be a full body workout in 10 minutes. It is where the some of the South African Olympians have trained before heading over the Beijing a few weeks ago. There are large rugby and cricket fields and swimming pools inside and outside. I watched a few male and female rugby games going on outside and heard them start practice or dropping weights in the gym way, way too early in the morning! Much of what was playing on the TV was sports related (go figure!).
· We were supposed to have an internet connection here at the Rugby house but they had technical problems and so I apologize for the delays in my blog posts :)
· Embedded misleading of history; it is seen through the eyes of the professors, the deans, and the students.
· Today our 12th member of the group joins us. He was brave enough to go through the traveling process on his own by arranging a taxi to the University. That experience gave him the opportunity to hear the cab driver’s passionate response to seeing an “Africana” sticker on a car. Apparently the driver had screamed, “Apartheid is still alive”. This statement comes from a man who does have a job, although he is still working to service the needs of others. What are others thinking who are in more service type jobs and what about those that do not have a job? Also, it makes me think about the power or a label, a group of people, and entitlements and connotations that come along with the package.
· Side note: The high performance lodge is truly a state of the art high tech gym. They even had the high tech body muscle pulser: the next generation, which is supposed to be a full body workout in 10 minutes. It is where the some of the South African Olympians have trained before heading over the Beijing a few weeks ago. There are large rugby and cricket fields and swimming pools inside and outside. I watched a few male and female rugby games going on outside and heard them start practice or dropping weights in the gym way, way too early in the morning! Much of what was playing on the TV was sports related (go figure!).
· We were supposed to have an internet connection here at the Rugby house but they had technical problems and so I apologize for the delays in my blog posts :)
Random interesting telling of time:
Try it. On an analog wrist watch, put the hour hand in line with the direction of the sun and then in order to figure out where North is located, cut the angle with the 12 on the watch.
Consider: Do you go in the opposite direction (cut the angle with the 6) below the equator?
What do you think would happen?
(this was tested and an answer proved at the sundial at the caves and then again at the Vootrekker monument – right Diane & Don!)
Consider: Do you go in the opposite direction (cut the angle with the 6) below the equator?
What do you think would happen?
(this was tested and an answer proved at the sundial at the caves and then again at the Vootrekker monument – right Diane & Don!)
Quotes
Quotes that make you stop and think (pro-offered by Dr. Jonathon Jansen)
· “The nightmare . . . is not knowing what’s true. Imagine if you had suddenly learnt that the people, the places, the moments most important to you are not gone, not dead, but what is, had never been. What kind of hell would that be?”
· “The challenge reside[s] in the old and recurrent tightrope walk: how to adopt the knowledge of the victor without damaging the soul.”
· “The price of sanity for Minnie Pretorius, of suddenly seeing things the way they really are, would be complete breakdown and despair.” FEEL FREE TO ADD YOU OWN J
· “The nightmare . . . is not knowing what’s true. Imagine if you had suddenly learnt that the people, the places, the moments most important to you are not gone, not dead, but what is, had never been. What kind of hell would that be?”
· “The challenge reside[s] in the old and recurrent tightrope walk: how to adopt the knowledge of the victor without damaging the soul.”
· “The price of sanity for Minnie Pretorius, of suddenly seeing things the way they really are, would be complete breakdown and despair.” FEEL FREE TO ADD YOU OWN J
Fun translations
Ag man! = Oh man!
Aikona! = No way!
Howzit? = How are you? (not too hard to figure out J )
Izzit? = Really?
Jolling = Having fun
Trek = Journey
Lekker = Great Yebo = Yes
Aikona! = No way!
Howzit? = How are you? (not too hard to figure out J )
Izzit? = Really?
Jolling = Having fun
Trek = Journey
Lekker = Great Yebo = Yes
Arriving at High Performance at University of Pretoria:
After settling in a group of us went to the gym to work out.
* Top-notch gym with the most interesting equipment and machines. For example they have the pulse plate-next generation!
Interesting observations:
· People walk up and down the steps on the left side.When swimming laps in the pool, people always swim on the left side as well!
* Top-notch gym with the most interesting equipment and machines. For example they have the pulse plate-next generation!
Interesting observations:
· People walk up and down the steps on the left side.When swimming laps in the pool, people always swim on the left side as well!
Common South African spirits:
· Hunter’s Dry (the sweeter of the two – for the apple cider lovers out there)
· Hunter’s Gold
· Castle (a sponsor of many of the rugby teams seen on TV)
· Various chardonnays – seem to be a hit – ex. Vinters Amarula – creamy liquor
· Hunter’s Gold
· Castle (a sponsor of many of the rugby teams seen on TV)
· Various chardonnays – seem to be a hit – ex. Vinters Amarula – creamy liquor
Movies to see
Movies I hope to see . . .
· Killing of Steve Biko or Cry of Freedom (with Denzel Washington)
· 6 degrees of separation (Will Smith’s)
· Killing of Steve Biko or Cry of Freedom (with Denzel Washington)
· 6 degrees of separation (Will Smith’s)
Books I will read to broaden my horizons . . .
~ Please feel free to add you own~
· Kaffir Boy by Mark Mathabane
· Diversity High by Jonathon Jansen (perhaps truly just skim)
· Privilege of being a photographer – by Ernest Cole
· . . .. . bondage – by Ernest Cole
· I write what I think – Eva Hoffman *
· Lost in Translation – “-“
· Exit into History
· After Such Knowledge
· Schetel
· All under heaven – by Daryl Accone (unsure of spelling)
· Knowledge in the Blood (New book –soon to be published) - Jonathon Jansen
· Reading the Holocaust – Inga Clendinnin
· Pumela (author) – interviewed Eugene (‘pure evil’) and developed empathy
· The Scandalous Gospels of Jesus – Gomes/z
· Pedagogy of the oppressed - ?
· Inequities - ? Kozol?
· Memoir of Matabane’s Sister
· Mother to Mother – Amy Biel’s story!
· Kaffir Boy by Mark Mathabane
· Diversity High by Jonathon Jansen (perhaps truly just skim)
· Privilege of being a photographer – by Ernest Cole
· . . .. . bondage – by Ernest Cole
· I write what I think – Eva Hoffman *
· Lost in Translation – “-“
· Exit into History
· After Such Knowledge
· Schetel
· All under heaven – by Daryl Accone (unsure of spelling)
· Knowledge in the Blood (New book –soon to be published) - Jonathon Jansen
· Reading the Holocaust – Inga Clendinnin
· Pumela (author) – interviewed Eugene (‘pure evil’) and developed empathy
· The Scandalous Gospels of Jesus – Gomes/z
· Pedagogy of the oppressed - ?
· Inequities - ? Kozol?
· Memoir of Matabane’s Sister
· Mother to Mother – Amy Biel’s story!
My wishes for this trip . . .
My wishes for this trip . . .
*Learn how to use/integrate the click into my speech.
* See and perhaps even partake in a traditional song and/or dance.
*Attend a church service.
* See a variety of wildlife (although not necessary too close) at a safari/ game reserve.
*Climb Table Top Mt. in time to see a sunset over the Atlantic.
*See the jackass penguins.
* Be at the most southern part of the continent of Africa where the Indian Ocean meets the Atlantic Ocean.
* Swim with sharks, well remain in the protective cage (potentially a possibility, depending on wave currents, temperature, etc.)?
*Visit a local’s home and enjoy a traditional meal with the family. * . . . .
*Learn how to use/integrate the click into my speech.
* See and perhaps even partake in a traditional song and/or dance.
*Attend a church service.
* See a variety of wildlife (although not necessary too close) at a safari/ game reserve.
*Climb Table Top Mt. in time to see a sunset over the Atlantic.
*See the jackass penguins.
* Be at the most southern part of the continent of Africa where the Indian Ocean meets the Atlantic Ocean.
* Swim with sharks, well remain in the protective cage (potentially a possibility, depending on wave currents, temperature, etc.)?
*Visit a local’s home and enjoy a traditional meal with the family. * . . . .
Day 2: Monday - 1st Full Day in South Africa
We started our day with a full complimentary breakfast. I have been strongly advised by many to be careful with the water and with the fruits and vegetables that I eat and drink. It’s certainly something I will be observant of and discuss with my group leader and others.
While in the Johannesburg/ Pretoria area our group will be shuttling about with Thoba. This trip (the 7th for Rutgers SAI) our leader has arranged for our can to have a GPS due to the past trips’ roaming experiences.
· 1st official stop: U.S. Embassy briefing in Pretoria (the governmental headquarters for the area).
- The greatest disappointment of this visit was that no cameras were allowed inside or outside of the embassy. Now I can understand why this would be the case, but that doesn’t mean I didn’t try and then also get threatened to lose my camera. Ooops!
Our group meet with different representatives of the Cultural Affairs department. The purpose of the meeting was a combination of US protocol and for our own educational benefit. *Special note to mom and dad: I was impressed to learn that our leader gave the representatives a copy of our itinerary so that if our group needs to be reached by the embassy or if someone from our group needs to reach the embassy due to an emergency. So if anything happened they would know where to find us and how to contact us to help us.
A representative from the educational department shared with us the disparities found in the South African schools amongst the 9 provinces. Each of the 9 provinces has its own department of education (similar to how each of our states has its own). At the national level, one policy (one curriculum) is expected to be implemented by each province, although each province dictates that policy within its own parameters. It is not as federal of a system as it is in the United States; South African education was explained as more utilitarian. In South Africa, each province is not as autonomous as each state in the U.S.
We learned that a lot of the attention in the educational system is to focus on improving in the maths and sciences. Therefore the focus has been to improve the content knowledge, teaching styles, and preconceived conceptions of the teachers towards both subjects. In most black schools, he explained that the teachers tend to shy away from the maths and sciences due to their own personal insecurities and thus this conception and lack of opportunity is passed on to the students. The government is trying to create training programs using technology to better equip the teachers in order to better prepare the students. Another focus is to attempt to make it more gender balanced so that girls can also achieve in these subjects (another connection to America). On a side note: interesting enough, SA has a high percentage of women in politics and so will provide excellent models for girls in various communities. Universities and government agencies try to train a group of teachers who can then be sent out to other districts to provide similar training to other schools. This South African model is actually being used in Kenya.
SA schools have been installing new and higher teacher expectations. Over the past few years, post-apartheid, teachers now have to register with the government and show that they have completed a form of accreditation. Before, anyone could be a teacher.
SA expectations for educational administration have also changed. In terms of accountability, each of the governing bodies in the 9 provinces is now responsible for hiring adequate teachers and firing non-adequate. Although, my concern is that in many rural cases the classrooms are very overpopulated where one class may have 50-80 students! Studies show that one major indicator of a better education is to lower the class size in addition to well trained teachers. This just makes me wonder where they can strike a balance so that the class size goes down and teachers become better trained. The administration is also responsible for allocated resources, which creates many changes for many schools post-apartheid. Now all public schools are supposed to be possible for all students, but due to allocations provided they still need to charge an admittance fee. Therefore, it should not be a great surprise that there is still a great disparity between the predominately white (that charge a higher fee) and predominately black schools.
We also heard from the Deputy Press from the Public Affairs Department and is only advice when asked about safety was to “be alert and aware of your surroundings”. No different from what we do anyway.
Additionally, we heard from another representative about the BIG 5 Health challenges faced in South Africa: pregnancy and childbirth complications, newborn illnesses, childhood illnesses, malnutrition, and HIV/Aids (the biggy). We learned about the 5-year plan called PEPFAR (the US President’s emergency plan for aids relief). South Africa has received a large amount of funding, millions, to work with families and communities on treatment and prevention plans. In this next fiscal year they will be receiving $560 million! About $200 million goes to research. It is now the 5th year of this 5-year plan and their main objective is to create a plan for sustainability and to also get reauthorization, which may be interesting this election year. They divide the resources in order to battle the effects of influenza, TB (the % of the total population in South Africa affected by TB is ranked as 2nd highest in the world!), HIV and chronic diseases such as heart and kidney diseases (which is the #3 killer in SA). Overall 19% of the population has HIV and in some areas as much as 40% are affected. About 50-60% of those that have HIV also have TB (due to their already weakened immune system). The emphasis is on prevention and yet how can they measure this prevention for the necessary statistics? They teach the following ABC’s: Abstinence, Be Faithful, and Consistent use of condoms. One great struggle in reaching out to the affected communities is the question: “What does it mean to be faithful?” The answer varies amongst different people and different cultures. For example, how does an American group of activists try to teach a new way of life to men who have been indoctrinated in a culture that allows them to have multiple external relations outside of their marriage? All in all, this epidemic has completely restructured the family. For instance, in many cases both parents die and the children are left raising themselves. The government has needed to change policy as a response to these great changes. The SA government has now made it legal for a child under the age of 18 to apply for housing and government aids if both parents have passed away. Ultimately, as in other countries, HIV/AIDS still carries a strong social stigma that is difficult to break down.
When we asked what is the general view of Americans by the South Africans we were told that South Africans generally separate the person from the politics of the country. As in the states, the media criticizes American policy. For instance, there is opposition to our use of genetically modified food, Bush is not popular, nor is the war in Iraq, they feel our impact on climate change and the use of fossil fuels, energy, etc. There is a general excitement about Obama’s role as president, with also an idealistic hope that he can change America’s view of Africa.
South Africa’s ANC will be electing their own president in 2009 and it appears that Zuma has a strong chance. Traditionally the ANC president becomes the South African President. Although, there is controversy over Zuma’s election, we were told that America’s stand will go along with the victory as long as the election process is democratic.
Interesting enough, Mandela (‘Madiba’ as he is called here, in reference to his clan name) just celebrated his 90th birthday on Friday, July 18th. He is the most loved person in South Africa and perhaps beyond. There were many parties and celebrations by everyone throughout the country. The media even interviewed the driver that took him to prison, the cook who prepared his first meal in prison, etc. Due to the new policies and integration efforts in the country, its continental peers consider South Africa as the “Africa light”.
Mandela is truly a strong figure of dignity and perseverance. So in many ways I feel that I can make connections between his impact and leadership in South Africa and the impact of Pope John Paul II on Poland post World War II.
· Our next visit was to the University of Pretoria where we met with the Director of Mamelodi Campus, Edwin Smith (a Rutgers’ alum!).
We learned a great deal about the intricate merges of the Universities post-apartheid in order to standardize the degree qualifications and such. SA Universities are modeled after the British Universities. The departments within most universities include: school of education, medicine, business, veterinary sciences, law, social sciences, etc. Before all the merges there were 32 universities and now there are 23 public universities. The policies and rules of the game are always different when it comes to private schools. The At the university level, as on the other levels, education is a contested terrain. It is an area of great transformation and unfortunately also a concern due to the “brain drain” of the nation. As mentioned earlier, there is a great emphasis of increasing science and math scores and abilities, especially amongst the disadvantaged groups. Dr. Smith explains that to improve science achievements the educational system needs to change the mindset of the kids from the K-level all the way up. Kids need to break the negative connotations they carry by seeing that they ‘do science’ on a daily basis (in the kitchen, in their backyards, etc.). Similarly, by looking at the patterns, professors have also noted that black students do not go into accounting (since it is too closely tied to math). Take this as an example of the disparity between the academic levels of different schools in the Pretoria area. Of the 17 black and coloured high schools in the community about 200 students are accepted into the science program in the university; yet, the 1 white high school in the community gives about 200 students to the university. Perhaps not too surprising and yet what is the solution? How can this become more balanced? They need to reach out to the high school teachers, especially, in order be more confident in the content and improve their pedagogy of teaching style to better equip the students for higher learning. So the university needs to reach out more and come out to the high schools with teacher training programs and also provide them with the materials and packets that would make the learning more possible and on target. Additionally, we all know that given the right role models we can be more motivated and receptive to higher possibilities. For instance, the university is renaming its science and reading center as the May Jemeson center in honor of the 1st African American women to reach outer space. Talk about dreaming big. But what is even more powerful is when influential guest speakers come in, like how a well-respected black astronomer from NASA came in to talk to high school students about his achievements and the possibilities of their achievements. Kids automatically become engaged!
All in all,
P.s. every time I say students (in my American mindset still), I mean learners!
Another struggle is that of the disadvantaged students that make it to university level many drop out within or by their first year. How to keep them in and better equipped to handle the higher course load and intensity of the learning expectations? Well it has now become university policy not to allow any student to drop out after their first year. They have engineered programs and support to better ground the students and help them through their 2nd year and so on. They are all given another chance to get better familiar with the notion of being a student (i.e. taking notes, attending classes, etc.) and getting the support to move on.
· E.S.’s remarkable story of perseverance and humility! His stories of imprisonment, abuse, family struggle, struggle for an education nationally and abroad, etc. The institution of apartheid had led him to face suspicions and battle with trust issues in both personal and professional field. He truly has a remarkable personal narrative that rips at the heart and makes you realize what people do when they want the power and control and how extreme and brutal oppression can become. He is an excellent model of a strong human being and a man that truly makes you stop and think about equality, fairness, and the progress you have made in your life. This is a story that would not be fairly shared on line or in the written word and so if you’re interested I would gladly share it with you orally. Interesting side note: Just this year, Mandela has finally been taken off the U.S. terrorist list. That is after being the President of the ANC, SA, and an internationally diplomat.
While in the Johannesburg/ Pretoria area our group will be shuttling about with Thoba. This trip (the 7th for Rutgers SAI) our leader has arranged for our can to have a GPS due to the past trips’ roaming experiences.
· 1st official stop: U.S. Embassy briefing in Pretoria (the governmental headquarters for the area).
- The greatest disappointment of this visit was that no cameras were allowed inside or outside of the embassy. Now I can understand why this would be the case, but that doesn’t mean I didn’t try and then also get threatened to lose my camera. Ooops!
Our group meet with different representatives of the Cultural Affairs department. The purpose of the meeting was a combination of US protocol and for our own educational benefit. *Special note to mom and dad: I was impressed to learn that our leader gave the representatives a copy of our itinerary so that if our group needs to be reached by the embassy or if someone from our group needs to reach the embassy due to an emergency. So if anything happened they would know where to find us and how to contact us to help us.
A representative from the educational department shared with us the disparities found in the South African schools amongst the 9 provinces. Each of the 9 provinces has its own department of education (similar to how each of our states has its own). At the national level, one policy (one curriculum) is expected to be implemented by each province, although each province dictates that policy within its own parameters. It is not as federal of a system as it is in the United States; South African education was explained as more utilitarian. In South Africa, each province is not as autonomous as each state in the U.S.
We learned that a lot of the attention in the educational system is to focus on improving in the maths and sciences. Therefore the focus has been to improve the content knowledge, teaching styles, and preconceived conceptions of the teachers towards both subjects. In most black schools, he explained that the teachers tend to shy away from the maths and sciences due to their own personal insecurities and thus this conception and lack of opportunity is passed on to the students. The government is trying to create training programs using technology to better equip the teachers in order to better prepare the students. Another focus is to attempt to make it more gender balanced so that girls can also achieve in these subjects (another connection to America). On a side note: interesting enough, SA has a high percentage of women in politics and so will provide excellent models for girls in various communities. Universities and government agencies try to train a group of teachers who can then be sent out to other districts to provide similar training to other schools. This South African model is actually being used in Kenya.
SA schools have been installing new and higher teacher expectations. Over the past few years, post-apartheid, teachers now have to register with the government and show that they have completed a form of accreditation. Before, anyone could be a teacher.
SA expectations for educational administration have also changed. In terms of accountability, each of the governing bodies in the 9 provinces is now responsible for hiring adequate teachers and firing non-adequate. Although, my concern is that in many rural cases the classrooms are very overpopulated where one class may have 50-80 students! Studies show that one major indicator of a better education is to lower the class size in addition to well trained teachers. This just makes me wonder where they can strike a balance so that the class size goes down and teachers become better trained. The administration is also responsible for allocated resources, which creates many changes for many schools post-apartheid. Now all public schools are supposed to be possible for all students, but due to allocations provided they still need to charge an admittance fee. Therefore, it should not be a great surprise that there is still a great disparity between the predominately white (that charge a higher fee) and predominately black schools.
We also heard from the Deputy Press from the Public Affairs Department and is only advice when asked about safety was to “be alert and aware of your surroundings”. No different from what we do anyway.
Additionally, we heard from another representative about the BIG 5 Health challenges faced in South Africa: pregnancy and childbirth complications, newborn illnesses, childhood illnesses, malnutrition, and HIV/Aids (the biggy). We learned about the 5-year plan called PEPFAR (the US President’s emergency plan for aids relief). South Africa has received a large amount of funding, millions, to work with families and communities on treatment and prevention plans. In this next fiscal year they will be receiving $560 million! About $200 million goes to research. It is now the 5th year of this 5-year plan and their main objective is to create a plan for sustainability and to also get reauthorization, which may be interesting this election year. They divide the resources in order to battle the effects of influenza, TB (the % of the total population in South Africa affected by TB is ranked as 2nd highest in the world!), HIV and chronic diseases such as heart and kidney diseases (which is the #3 killer in SA). Overall 19% of the population has HIV and in some areas as much as 40% are affected. About 50-60% of those that have HIV also have TB (due to their already weakened immune system). The emphasis is on prevention and yet how can they measure this prevention for the necessary statistics? They teach the following ABC’s: Abstinence, Be Faithful, and Consistent use of condoms. One great struggle in reaching out to the affected communities is the question: “What does it mean to be faithful?” The answer varies amongst different people and different cultures. For example, how does an American group of activists try to teach a new way of life to men who have been indoctrinated in a culture that allows them to have multiple external relations outside of their marriage? All in all, this epidemic has completely restructured the family. For instance, in many cases both parents die and the children are left raising themselves. The government has needed to change policy as a response to these great changes. The SA government has now made it legal for a child under the age of 18 to apply for housing and government aids if both parents have passed away. Ultimately, as in other countries, HIV/AIDS still carries a strong social stigma that is difficult to break down.
When we asked what is the general view of Americans by the South Africans we were told that South Africans generally separate the person from the politics of the country. As in the states, the media criticizes American policy. For instance, there is opposition to our use of genetically modified food, Bush is not popular, nor is the war in Iraq, they feel our impact on climate change and the use of fossil fuels, energy, etc. There is a general excitement about Obama’s role as president, with also an idealistic hope that he can change America’s view of Africa.
South Africa’s ANC will be electing their own president in 2009 and it appears that Zuma has a strong chance. Traditionally the ANC president becomes the South African President. Although, there is controversy over Zuma’s election, we were told that America’s stand will go along with the victory as long as the election process is democratic.
Interesting enough, Mandela (‘Madiba’ as he is called here, in reference to his clan name) just celebrated his 90th birthday on Friday, July 18th. He is the most loved person in South Africa and perhaps beyond. There were many parties and celebrations by everyone throughout the country. The media even interviewed the driver that took him to prison, the cook who prepared his first meal in prison, etc. Due to the new policies and integration efforts in the country, its continental peers consider South Africa as the “Africa light”.
Mandela is truly a strong figure of dignity and perseverance. So in many ways I feel that I can make connections between his impact and leadership in South Africa and the impact of Pope John Paul II on Poland post World War II.
· Our next visit was to the University of Pretoria where we met with the Director of Mamelodi Campus, Edwin Smith (a Rutgers’ alum!).
We learned a great deal about the intricate merges of the Universities post-apartheid in order to standardize the degree qualifications and such. SA Universities are modeled after the British Universities. The departments within most universities include: school of education, medicine, business, veterinary sciences, law, social sciences, etc. Before all the merges there were 32 universities and now there are 23 public universities. The policies and rules of the game are always different when it comes to private schools. The At the university level, as on the other levels, education is a contested terrain. It is an area of great transformation and unfortunately also a concern due to the “brain drain” of the nation. As mentioned earlier, there is a great emphasis of increasing science and math scores and abilities, especially amongst the disadvantaged groups. Dr. Smith explains that to improve science achievements the educational system needs to change the mindset of the kids from the K-level all the way up. Kids need to break the negative connotations they carry by seeing that they ‘do science’ on a daily basis (in the kitchen, in their backyards, etc.). Similarly, by looking at the patterns, professors have also noted that black students do not go into accounting (since it is too closely tied to math). Take this as an example of the disparity between the academic levels of different schools in the Pretoria area. Of the 17 black and coloured high schools in the community about 200 students are accepted into the science program in the university; yet, the 1 white high school in the community gives about 200 students to the university. Perhaps not too surprising and yet what is the solution? How can this become more balanced? They need to reach out to the high school teachers, especially, in order be more confident in the content and improve their pedagogy of teaching style to better equip the students for higher learning. So the university needs to reach out more and come out to the high schools with teacher training programs and also provide them with the materials and packets that would make the learning more possible and on target. Additionally, we all know that given the right role models we can be more motivated and receptive to higher possibilities. For instance, the university is renaming its science and reading center as the May Jemeson center in honor of the 1st African American women to reach outer space. Talk about dreaming big. But what is even more powerful is when influential guest speakers come in, like how a well-respected black astronomer from NASA came in to talk to high school students about his achievements and the possibilities of their achievements. Kids automatically become engaged!
All in all,
P.s. every time I say students (in my American mindset still), I mean learners!
Another struggle is that of the disadvantaged students that make it to university level many drop out within or by their first year. How to keep them in and better equipped to handle the higher course load and intensity of the learning expectations? Well it has now become university policy not to allow any student to drop out after their first year. They have engineered programs and support to better ground the students and help them through their 2nd year and so on. They are all given another chance to get better familiar with the notion of being a student (i.e. taking notes, attending classes, etc.) and getting the support to move on.
· E.S.’s remarkable story of perseverance and humility! His stories of imprisonment, abuse, family struggle, struggle for an education nationally and abroad, etc. The institution of apartheid had led him to face suspicions and battle with trust issues in both personal and professional field. He truly has a remarkable personal narrative that rips at the heart and makes you realize what people do when they want the power and control and how extreme and brutal oppression can become. He is an excellent model of a strong human being and a man that truly makes you stop and think about equality, fairness, and the progress you have made in your life. This is a story that would not be fairly shared on line or in the written word and so if you’re interested I would gladly share it with you orally. Interesting side note: Just this year, Mandela has finally been taken off the U.S. terrorist list. That is after being the President of the ANC, SA, and an internationally diplomat.
Day 1: Arrival on Land
“Sawubona” = Welcome! (this is what I have added to my vocabulary thus far)
Interesting observations:
*South Africa appears to be very excited in its preparation for the 2010 World Cup. There are billboards and advertisements in the airport and on the major roads highlighting this soccer competition, which is to be held in Cape Town. I am curious to see the advertising and preparation that is developing in the Cape Town area; where we will be in about a week and a half.
* Similar to how it is done in Britain and Australia, South Africans drive on the left side of the road. This has taken some getting used to. Additionally, in order to get into a van or a coach bus the passengers enter on the left side of the vehicle.
* As we drove through the outskirts and the down town area, I would compare the city of Johannesburg as a combination of Washington D.C. and Philadelphia. There are lighted sky rises throughout the landscape, as well as an un-crowded appearance to the buildings, and a clear divide for where the commercial/governmental buildings end and where the urban like dwelling begins.
* Amongst the group we are certainly going to have a lot of photo sharing to do. There is certainly a lot of photo taking and videotaping going on.
It is unremarkable to meet so many beautiful people. Although, I know I could have read many more articles and books in preparation for my experience, knowing what I know, I am amazed that on the surface there does not appear to be a disadvantaged and frustrated mix of people and cultures. We have arrived at the Hilton in Sandton City to stay for one night. In my opinion, everything is certainly first class. I will be rooming with the same person at each of our different lodgings throughout the trip.
Interesting observations:
*South Africa appears to be very excited in its preparation for the 2010 World Cup. There are billboards and advertisements in the airport and on the major roads highlighting this soccer competition, which is to be held in Cape Town. I am curious to see the advertising and preparation that is developing in the Cape Town area; where we will be in about a week and a half.
* Similar to how it is done in Britain and Australia, South Africans drive on the left side of the road. This has taken some getting used to. Additionally, in order to get into a van or a coach bus the passengers enter on the left side of the vehicle.
* As we drove through the outskirts and the down town area, I would compare the city of Johannesburg as a combination of Washington D.C. and Philadelphia. There are lighted sky rises throughout the landscape, as well as an un-crowded appearance to the buildings, and a clear divide for where the commercial/governmental buildings end and where the urban like dwelling begins.
* Amongst the group we are certainly going to have a lot of photo sharing to do. There is certainly a lot of photo taking and videotaping going on.
It is unremarkable to meet so many beautiful people. Although, I know I could have read many more articles and books in preparation for my experience, knowing what I know, I am amazed that on the surface there does not appear to be a disadvantaged and frustrated mix of people and cultures. We have arrived at the Hilton in Sandton City to stay for one night. In my opinion, everything is certainly first class. I will be rooming with the same person at each of our different lodgings throughout the trip.
Departure/ Plane Flight
WOW! I can’t believe that I am on my way to South Africa! My first time below the equator!
I am perhaps slightly over packed, but I am hoping that with all the goodies that I brought I will be prepared for all of our adventures and the South African winter. Therefore the weather will be sunny and in the 60’s during the day and around the 40’s at night. We are 6 hours ahead of American time.
Imagine an 18 hour plane flight. Jeeez! We flew with South African Airlines from JFK into Johannesburg, SA with a stop in Senegal in order to refuel and change flight staff. We are a group of 12 plus one leader. Unfortunately, one member from our group did not make the flight out of JFK and so he had to take the next flight out on the following day at the same time. He met with us on Monday night after arranging his own taxi ride to lodging. That was certainly an experience he will never forget.
The plane itself was impressive. Each person had their own television touch screen that came with a remote control that could be used when playing the games available. There were about 12 various movies to choose from (I was able to watch 4 films!), TV shows, music, etc. Ania you would have been in heaven! They feed us 3 full, balanced meals, which I enjoyed and provided South African spirits. It was very difficult to fall asleep, even with a blow up pillow and melatonin/chamomile sleep aids. Therefore upon leaving the plane and for the next day my bum was sore and felt bruised. It appeared that most of the group had some sort of stiffness/soreness and we were all ready to get into a bed ASAP.
Simply getting to know the stories, achievements, and goals of my peers has already been such an eye-opening part of this experience. I have enjoyed hearing about how some have been able to truly overcome personal struggles and develop altruistic means of sharing their talents with others and coming to peace with has happened to them. Additionally, each person comes from such a different educational background and teaching exposure. It was fascinating to hear how one of my peers will begin her teaching career in a truly differentiated environment where the students in the tech school learn their curriculum via group-based projects. What a privileged opportunity!Lesson learned: By listening and watching others today, I have learned that I need to learn how to be more ‘in the moment’ as I go through my daily activities. In order to better understand my environment and the people that I am interacting with I need to think less of mapping out future plans and stop and be where I am at that moment.
I am perhaps slightly over packed, but I am hoping that with all the goodies that I brought I will be prepared for all of our adventures and the South African winter. Therefore the weather will be sunny and in the 60’s during the day and around the 40’s at night. We are 6 hours ahead of American time.
Imagine an 18 hour plane flight. Jeeez! We flew with South African Airlines from JFK into Johannesburg, SA with a stop in Senegal in order to refuel and change flight staff. We are a group of 12 plus one leader. Unfortunately, one member from our group did not make the flight out of JFK and so he had to take the next flight out on the following day at the same time. He met with us on Monday night after arranging his own taxi ride to lodging. That was certainly an experience he will never forget.
The plane itself was impressive. Each person had their own television touch screen that came with a remote control that could be used when playing the games available. There were about 12 various movies to choose from (I was able to watch 4 films!), TV shows, music, etc. Ania you would have been in heaven! They feed us 3 full, balanced meals, which I enjoyed and provided South African spirits. It was very difficult to fall asleep, even with a blow up pillow and melatonin/chamomile sleep aids. Therefore upon leaving the plane and for the next day my bum was sore and felt bruised. It appeared that most of the group had some sort of stiffness/soreness and we were all ready to get into a bed ASAP.
Simply getting to know the stories, achievements, and goals of my peers has already been such an eye-opening part of this experience. I have enjoyed hearing about how some have been able to truly overcome personal struggles and develop altruistic means of sharing their talents with others and coming to peace with has happened to them. Additionally, each person comes from such a different educational background and teaching exposure. It was fascinating to hear how one of my peers will begin her teaching career in a truly differentiated environment where the students in the tech school learn their curriculum via group-based projects. What a privileged opportunity!Lesson learned: By listening and watching others today, I have learned that I need to learn how to be more ‘in the moment’ as I go through my daily activities. In order to better understand my environment and the people that I am interacting with I need to think less of mapping out future plans and stop and be where I am at that moment.
Disclaimer
Disclaimer: One of the main reasons behind this blog is to force myself to reflect upon my experiences as I journal the highlights along the way. Hopefully you will be able to find some parts that are particularly interesting to you. Apologies if this turns out not to be the case. And as you know I can be a bit wordy at time. :) This has become a once in a lifetime opportunity for me to interact with a culture that truly has a rich current and past history.
I find it interesting that it is possible to make many connections to America’s development and to our current policies and trends. Additionally, there are many connections to the struggles experienced in Europe, Middle East, etc.WOW! I can’t believe that I am really on my way to South Africa!
I find it interesting that it is possible to make many connections to America’s development and to our current policies and trends. Additionally, there are many connections to the struggles experienced in Europe, Middle East, etc.WOW! I can’t believe that I am really on my way to South Africa!
Wednesday, July 16, 2008
background about the program
SAI is an interdisciplinary program that facilitates international contacts among United States and South African educators. The Seventh Anniversary Study Tour to South Africa consisted of 19 days of hands-on learning, volunteer work and cultural excursions, which began mid-July and concluded August 6.
*The opportunity to do research in a different nation is one I could not pass up. I am excited to work toward building a better cultural awareness of the similarities and differences between our students and the South African students.*
While in South Africa, I hope to keep an open mind as I study the expectations placed on students both inside and outside the classroom, and compared the values important to South African to those of American students.
In addition to working directly with a South African school in Paarl, I am preparing to be immersed in South African culture, see diverse landscapes ranging from deserts to mountains, visit a safari, and visited museums depicting the history of South Africa.
Expect to see pictures galore upon my return :)
*The opportunity to do research in a different nation is one I could not pass up. I am excited to work toward building a better cultural awareness of the similarities and differences between our students and the South African students.*
While in South Africa, I hope to keep an open mind as I study the expectations placed on students both inside and outside the classroom, and compared the values important to South African to those of American students.
In addition to working directly with a South African school in Paarl, I am preparing to be immersed in South African culture, see diverse landscapes ranging from deserts to mountains, visit a safari, and visited museums depicting the history of South Africa.
Expect to see pictures galore upon my return :)
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