Emafini Primary School

August 1, 2016

Today my goal was to teach an inferencing activity with the book The Name Jar by Yangsook Choi in small groups. “It’s a new country, a new town and a new school for Unhei”  just as it is for this American teacher. The main character, Unhei has just arrived from Korea with her family.  She is anxious about making friends and worries that no one will be able to pronounce her name. As the learners gather around anxiously at the make shift table I understand Unhei’s fear as I introduce myself and attempt to pronounce their names as they strategically pronounce them for me.  Rather than introduce herself on the first day Unhei decides to pick a new name. The problem she faces is that she doesn’t know what name to choose.

I decide it will be beneficial to introduce the book in the form of a picture walk.  As I turn each page the students’ eyes appear to dance upon the pages as they take in the vivid illustrations.  I explain that when you infer you come up with your own story based on the pictures and that every learner’s story will be somewhat different.  Modeling the first page as Unhei peers out a window I begin to give detailed and varied examples that the learners can relate to. Next, I ask for their ideas.  As I have come to understand the Xhosa culture more with each passing day it is not unusual that the students just gaze back at me with no response.  Children respect their elders and rarely speak as it is not the norm.  After much coaxing and assuring them that I want to know what they are thinking a few girls express what they think Unhei is doing peering out the window. I began to read the words as the students parroted the words with each turn of the page. At the beginning of the lesson I gave a brief description of the book asking the children if they found themselves in another country like Unhei would they keep their given name or change it.  I didn’t want a quick answer, I wanted them to ponder their decision.

 

As I read the last page I could sense each child had their answer to my question. As they reluctantly shared it was unanimous that they too would keep their given name.  “I like who I am and my grandmother gave me my name,” muttered Khanya.  Me too, agreed Anganathi Nombayeka.  My name means God knowing and my mother gave it to me. “This is who we are agreed Sinomtha. I could change my name to Amanda but that wouldn’t change who I am.”

I explained that our literacy activity would be to create a visual representation of their name. They could also include its meaning, symbols or words that defined them.  With much excitement they began to create their names on the brightly chosen paper with vivid colored pencils. It was at the very best a surreal moment as they began their journey to self-expression of who they are based on someone else’s vision of who they would become.

  Next, Mrs. Khosi invited our group to watch the 5th, 6th, and 7th grade choir. As the words bean to seamlessly flow from the mouths it was a sound so indescribable that words cannot define it.  These children sang with confidence and harmony. It reminded me of many of the spirituals I heard as a child growing up in the South. The rhythm penetrated every fiber of their being effortlessly. I was briefly transformed and felt at home in the Xhosa culture surrounding by the warmth and acceptance that is humanity.

Today we had the privilege of  traveling to nearby Grahamstown for a day trip to Rhodes University. It was a beautiful campus with detailed architecture with an echo of  days gone by. We attended a lecture by Dr. Michelle Cocks who developed an educational awareness program called Inkcubek

o Nendalo Bio Cultural Diversity Education Program. Her presentation outlined how plants, animals and landscapes are reflected in local communities' their language,stories, religious  rituals and healing practices. The Xhosa culture is under threat and Dr. Cocks believes providing such information will find ways to protect and sustain cultural diversity.

We later traveled to Nombelelo Secondary School. We had the opportunity to be in the classroom with 10th grade learners and listen to a lecture by Mr. Mluleki Nkosi on South Africa's nine biomes; 6sixof which are located in the Eastern Cape of South Africa. Students were given outlines of the lecture and were extremely attentive to the presentation.  Mr. Nkosi gave much of the lecture in the Xhosa language occasionally throwing in English.  As he spoke my mind raced to identify many of the words I had a grasp of from our weekly Xhosa language lessons at Nelson Mandela Metropolitan University. Paying close attention was a must as he spoke quickly and with direct precision.  I can know understand how many of our American students must feel as we teachers parade through our lessons at a marching speed. We visited the schools Medical Plant Garden as the teachers identified many of the plants used for healing in the Xhosa culture. Plant uses ranged from de-worming dogs, skin moisturizers, and good luck beans to ensure one never runs out of money.

We bid farewell to our gracious hosts and returned to Rhodes University for a specially prepared lunch, The botanical plant garden was the perfect backdrop for our lunch.  The warm enveloping us as we sat on the porch with a view quite similar to the Hidden Garden. Once again we were on the move an anticipating the long awaited walk in the forest.  As we drove steeply up the winding row higher and higher we all noticed that there was no forest anywhere to be seen. Several of the learners from the school accompanied us and as we stepped from the van we followed them down the gravel row.  As if it appeared out of no where they descended onto a path. As we followed closely behind we found ourselves in the bush. It was unsuspected and magical all at the same time.  The stones led deep into the forest as one might feel traveling down a rabbit hole with no specific destination in mind.  As we approached our landing place Dr. Michelle Cocks was sitting anticipating our descent. The students were perched upon rocks like fixtures in the forest.  As we all took our seats Mr. Nkosi began unraveling the importance of the forest to the Xhosa culture. "We must protect nature if we are to preserve our culture." As we all breathed in his compassion for his words we finally began to understand that our traditions, people and beliefs define our very existence. If we neglect nature what are the consequences for ourselves and future generations?

As a teacher you work to instill a work ethic, encourage creativity, and recognize and develop talent in the students you teach.  Today we were fortunate to visit Solomon Muhlangu High School in the eastern Cape of Africa.  Five 10th grade students presented a PowerPoint about the success their school has experienced since 2012 and the factors that have been critical to their continued growth.The students collaborative efforts were beyond their years. I was impressed with their boldness, sense of pride in their school and in themselves.  It was so refreshing to to watch students who live in less than ideal situations become the navigator of their own destiny when given the tools to become successful, encourage their efforts and challenge them to make a difference.  Ms. Carson and the leadership of Solomon Muhlangu High School have successfully accomplished producing young men and women who will truly make a difference in their community and in the world.  It was an honor and a privilege to share their collective vision for the future.

Today we were reminded of the personal sacrifices that Nelson Mandela made in the collective struggle of his people.  We were reminded of his unwavering and tireless efforts that paved the way for the liberation and democratization process in South Africa. 

This illustrious son of Africa dedicated 67 years of his life to public service in his country. His struggle and commitment inspired people around the globe, far beyond his own country of South Africa. Nelson Mandela International Day is an annual call to action for people around the world to make a difference in the communities where they live and work by taking time to serve others. Our group was afforded the wonderful opportunity to spend the day at Love Life Center reflecting on the sacrifices of this man who believed "to be free is not merely to cast off one's chains, but to live in a way that respects and enhances the freedom of others.” 

Love Life is a youth focused prevention initiative in South Africa. The not-for-profit organization promotes AIDS-free living among South African youth aged between 10 and 23 by employing a holistic approach to youth development and behavior change that motivates adolescents to take charge of their lives for brighter futures. 

The theme throughout our day was Nelson Mandela’s life was his unshakable belief that one human being can change the course of history dramatically for the better. A candlelight vigil was held to honor all those who have suffered HIV and those who have died.  

The late Nelson Mandela remains an international symbol of hope and humility; spanning across generations, races and religions. Being a part of today was life changing.

The Great Show of Hands PROJECT at Ntlemeza Primary School

 "Children raised in poverty today will grow up in circumstances that, the data tell us, will give them a small, if not negligible, chance of following a path that will lead them to a markedly better place than where they began."

Our first day in Port Elizabeth was most definitely monumental and life changing.  We began by traveling to a local primary school in Port Elizabeth.  The Volkswagon Company is sponsoring a revitalizing effort to refurbish the school. Volunteers, staff, and locals helped by retilling, painting designing murals, and landscaping.  The students have been on holiday and will return for their academic school year on Monday.  Teachers are excited about the enthusiasm and joy the amazing changes in the school environment will bring to the students.

Tomorrow is fast approaching and I could not be more excited.  I will be traveling to South Africa with ten of my colleagues to participate in a project, entitled, South African Culture, History, & Literacy (SACHL) is a study abroad experience to South Africa  

As part of the project, we will engage in a four week cultural immersion in Port Elizabeth and Cape Town, South Africa. The objectives of the project are (1) To improve the cross-cultural competence of U.S. teachers, (2) To study the culture and history of South Africa using a critical literacy framework, (3) To investigate how South African teachers teach the culture and history of South Africa, and (4) To create and disseminate curricular resources that can be used to teach about South African culture and history in U.S. schools. 

While in South Africa, we will study with faculty from Nelson Mandela Metropolitan University and engage in a three week intensive field experience in a township school in Port Elizabeth. During this field experience, we will observe classes to understand how teachers integrate culture, history, and literacy in their instruction. In addition, we will meet with South African teachers to discuss how U.S. teachers teach culture, history, and literacy. Our group will create online curricular modules that U.S. teachers can use to teach about South African history and culture.