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?
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