Cape Town

Part of my trip to South Africa was a trip to Cape Town.  The trip from the airport to our bed and breakfast was much like any trip in any other city. We traveled along a bustling freeway lined with billboards and other sites commonly seen in any metropolitan city.  However, looming over us was Table Mountain and Lion's Head Mountain. These beautiful landforms quickly reminded me I was in one of the most amazing cities in the world.  

After lunch we visited the Central Library Cape Town where we were involved in a discussion on the history of South Africa. As expected much of the discussion focused on not only the founding and development of the country but the struggle of the indigenous people for freedom and equality. The discussion took on special meaning when after wards we were able to walk to Cape Town City Hall and stand on the balcony where Nelson Mandela first addressed the people after his release from prison and after his election as president. 

As we learned and discussed at the library, the struggle for freedom and equality has been long and difficult. Cape Town is a vibrant and beautiful city, but it is also a stark reminder of the divisions in class and socio-economic status that still exist in South Africa. Up against the back drop of the tall modern buildings, historical architecture, and exquisite landscapes, are the desperately poor townships. The prejudice disposition of the owner of our bed and breakfast was also painfully obvious. Like so many countries in the world, including the United States, racial relations are strained and long for improvement. I want to bring a consciousness of this reality to my students in hopes of opening up pathways to discussions and resolutions.

Quote: As long as poverty, injustice and gross inequality persist in our world, none of us can truly rest. -                                                                                                                                              Nelson Mandela

Learning IsiXhosa

IsiXhosa is the one of the  official languages of South Africa. It is the second most common language spoken in South African homes. It is written with the Latin alphabet. IsiXhosa is spoken with three major consonant clicks. There are also many consonant sounds that are uncommon to English speakers.   

During my stay in Port Elizabeth, South Africa I had the opportunity to take isiXhosa lessons at Nelson Mandela Metropolitan University. We were learning basic conversational words and phrases. As a native English speaker I found it very difficult to make the clicks and the uncommon consonant sounds. They were all brand new to my tongue and palate.  However, with practice I was able to make the clicks with some degree of accuracy.  

The one thing that made the language more accessible was that it is written with the Latin alphabet. It is also very phonetic. There are no blends, and the language is very phonetic.  

Taking the class made it easier to communicate with the students at Emafini. Having the ability to say basic phrases like hello, how are you, and basic classroom instructions helped to break the ice and form connections. 

Salani kakuhle!  

Pictures of New Foundation Education Department
at NMMU

Teaching Revelations Part 2

While teaching at Emafini Primary School I had the opportunity to observe and teach in English class. One lesson involved reading an advertisement/article and answering questions about what was read. The advertisement was for a vacation on a cruise ship. Needless to say, the students did not have any prior knowledge about cruise vacations. And it is very likely they will never go on a cruise. I began to wonder how much of the material they were using had any cultural relevance.

I looked through the text book and found most of the material was from the perspective of white middle class. Even the illustrations were far removed from the life of a black student in South Africa. As I thought about the learning experience of the students at Emafini, it was evident that their instruction lacked any cultural relevance.  The day is spent copying form the board, choral reading, and completing assignments in the textbook. Not only is this poor pedagogy, it fails to incorporate the students' cultural strengths into the learning process.

We were impressed on more than one occasion with the musical ability of the students. One classroom sang the South African National Anthem for us and we moved by how beautifully the students sang. The school has 3 award winning choruses and we were taken aback by their talent when they performed for us. The teachers also loved to sing and would sing whenever given the opportunity. The staff meeting we attended began with a song. Our good-bye celebration was filled with the teachers singing, dancing and clapping. One teacher told us the reason they loved to sing and dance is because they were a people of rhythm.

Imagine how the learning environment could change for the students and teachers if they integrated this integral part of their culture into their teaching.  Teachers could use music to bridge the students' culture with the classroom culture. They could further engage and motivate students if students' were exposed to material that reflect their own life experiences. For example, instead of reading an advertisement for cruise ships they could read one for a grocery store, a soccer game, or clothing.

So the teaching revelation for me is cultural relevance is more than having books in my classroom library and using ethnic names in word problems. It is having an understanding and knowledge of my students' lives outside of the classroom and using that information to make learning more meaningful.

Teaching Revelations part 1

Teaching in South Africa has given me the opportunity to reflect upon my teaching in an entirely new way. The first is through the eyes of an English Language learner. While here, there have been many occasions when the teacher I have been working with has spoken to me or explained something in English. However, because of the heavy accent I did not understand what she was saying. Sometimes I would ask for clarification and other times I would simply act as if I understood what she said. It made me pause and wonder, "How many times has one of my ELL students pretended they understood what I was saying? How often did I take their word that they understood and then move on leaving them lost and confused?"  

I have attended several staff meetings that were completely in isiXhosa. I felt excluded and self-conscious. I know it was not the intent of the Emafini staff to make me feel that way. They had an agenda to get through and needed to return to their students. Therefore, they did not have time to stop and translate. I am sure in my diligence to make sure I get through a lesson, there were times I did not stop to make sure the ELL students were keeping up. Like the teachers at Emafini, it was not my intent to exclude them. However, whether it was my intent or not the result was the same; students who were excluded and left behind.  

It is my desire to carry this insight back to my classroom and use it to better meet the needs of my English Language Learners.  

Quote: Empathy is seeing with the eyes of another, listening with the ears of another, and feeling with the heart of another.― Alfred Adler

Cultural Differences Between Schools in South Africa and the United States: Part 2

Student Monitoring - In all of the schools I have observed, students are not as closely monitored as in the United States. For example, during breaks and lunch students are released from class to play, eat and socialize. During this time students are not monitored by teachers or other adults. This is a time for teachers to also take a break.   

Students are also left without adult supervision at times during the school day. If the teacher has to use the restroom, talk to a parent or other teacher, or has a meeting, the class is left unattended. It is the expectation that students will continue with their work under the supervision of student monitors. 

When students are left unsupervised  they do act like typical children; talking, getting out of their seat, and goofing off. During break students can be observed wrestling, grabbing things from each other,  kicking, hitting, etc. This behavior is excepted as play and students do not tattle or tell on one another. 

In the United States, all student free time is micro-managed by adults. There is an expectation from parents that teachers and adults should have eyes on their children at all times and are responsible for preventing any injuries or unkindness toward their child.  

Lunch - In the United States, school lunches are highly regulated by the federal government. Lunches are prepared by cafeteria workers and eaten in the school cafeteria. If students do not want to purchase lunch they bring a lunch from home. Lunch and breakfast are provided at a free or reduced rate for students who are from financially disadvantaged families. 

At Emafini primary school, students with financial means often bring a lunch from school. However the large majority of students, eat lunch that is prepared at school. No breakfast is provided. Emafini is a fee free school and lunch is provided by the government. However, there is not a cafeteria. There is a small kitchen where women from the community come in and prepare the lunch. They receive for a stipend for doing this. Government regulations require the lunch consist of a starch, a protein and a vegetable. To ensure all students receive a lunch, the lunch is brought into each classroom in a large bucket like container. Plastic bowls are also brought in and the lunch is dished up and distributed to the students. Students must bring their own spoon from home. It is not uncommon to see students sharing spoons.  

In the United States there are tight restrictions on snack food sold to students. In the South African schools I observed, snacks are sold to the students during lunch and break. Chips, candy, breads and fruit are sold. At two schools I observed women selling chicken feet and chicken heads. 


Quote: You cannot achieve environmental security and human development without addressing the basic issues of health and nutrition.  - Gro Harlem Brundtland

chicken and feet for sale 

Students buying snacks

High school students playing
soccer during break.

Local woman selling snacks
to high school students
during break.

Boys playing during lunch break

                         

Moms selling snacks during break
at Grey School

Students at Emafini during break

Cultural Differences Between Schools in South Africa and the United States: Part 1

Over the past two weeks I have spent my days at Emafini Primary School in 7th grade classrooms. During this time I have observed cultural differences between South African Schools and Schools in the United States.

Time -  In the United States the school day runs on a very strict schedule.  School begins and ends at a certain time and classes last for a very specific duration. Time is considered a precious commodity that is not to be wasted. Schedules are strictly maintained. In Africa, there is a more relaxed and indifferent attitude toward time.  Time  moves at a slower pace. At Emafini classes are scheduled to begin at 8:00am and that is when teachers begin to arrive at school. However, they do not always go directly to class and class does not start until the teacher arrives. Sometimes the teacher may have a meeting at 8:00 that lasts until 8:30 or later.  The teacher may stop on her way to class to make a cup of coffee or discuss something with another teacher.  Class periods have a scheduled time. However classes may go longer if the teacher needs more time or be cut short if the planned lesson has been completed. The fact that there are no visible clocks in the classroom speaks to the fact that time is not a priority in the daily routine. 

Substitutes – In the United Sates when a teacher is absent they call in and a substitute is secured for their classroom. At Emafini, and other South African schools, there is not a substitute system. If a teacher is sick they do not come to school and their class is unattended for however long she is absent. Student monitors make an effort to make sure students are working. 

Cleaning on Fridays - In the United States custodians clean the classrooms and the school building and grounds. At Emafini, different students are assigned to sweep the classrooms daily. Friday is cleaning day. At 12:00 the students clean the classrooms. All the desks are moved to one side of the room. The students sweep, mop, clean the chalkboards, and straighten up all areas of the classroom. 

Inkcubeko nendalo

Dr. Peter Giovannini defines bio-cultural diversity as a term that describes the link between the cultural and biological diversity on the planet.

Today we spent the day at Rhodes University in Grahamstown, South Africa.  We attended a lecture given by Dr. Michelle Cocks on Bio-cultural diversity. Dr. Cocks and her husband Dr. Tony Dold have conducted research and studies on bio-cultural diversity in and around Grahamstown for the past decade. They have written a book Voices in the Forest which explores the link between people and nature in Xhosaland. From their studies, along with Mr. Mluleki NKosi, they have developed a curriculum for high school students.

The program Inkcubeko nendalo ( culture and nature) is based on the premise that students need to take ownership of conserving natural resources to prevent future lose of culture and biodiversity. Students learn that if natural resources are not protected and used wisely the ultimate cost is not only the lose of resources but also of indigenous knowledge systems and ultimately South Africa's heritage (Cock and Dold).

After the lecture we were able to visit Nombulelo Secondary School and sit in on a tenth grade class. Mr. NKosi was giving a lesson that is part of the Inkcubeko nendalo program. The program focused on the 9 biomes of South Africa, six of which are accessible from Grahamstown. We then toured the medicinal garden planted on the school grounds. The school gardens gave students the opportunity to see and learn how to identify indigenous medicinal plants. I thought it very interesting when I learned that 80% of the population used medicinal herbs.
Our final stop was a short hike into the forest. The native Xhosa people believe the ancestors are found in nature and in order to connect with them you must go into the forest and sit quietly and listen. We were accompanied by 12 students who were led by Mr. NKosi in an exercise to help them connect with nature. He had them sit quietly, close their eyes and use all of their senses to experience the nature around them.
I had a previous understanding of how people depend on nature for their basic needs and how proper management of our natural resources are necessary for our future survival. The trip to Grahamstown led me to the understanding of how not only do our basic needs depend on nature but our cultural diversity is interweaved with the diverse nature found on our planet.

Quote of the day: Cultural heritage and cultural identity are reliant on continual access to plants, animals, places, and spaces that in there entirety make up indalo (nature and biodiversity). - Michelle Cocks and Tony Dold