Barbara Johannesson
reviews
Spirit of the Nation —
Reflections on South Africa’s Educational Ethos
edited by Kader Asmal and Wilmot James
(New Africa Education and the Human Sciences Research Council in association with the Department of Education, R92.90)
The attainment of democracy in 1994 did not bring an end to the struggle, least of all in our education institutions. The 25 papers in this book challenge us to work together to create conditions in our schools for realising human dignity and social cohesion. The book reflects on and debates the values in South Africa’s education system.
Spirit of the Nation is divided into five parts. The first part on ‘Foundations” looks at the nature and meaning of values and outlines basic guiding principles for education. The second part on ‘The Way We Learn” analyses the many ways through which we learn. The third part on ‘What we learn” focuses on the content of education. Parts four and five take a look at ‘Transforming Lives” and ‘Looking Ahead”.
Even if it is a bit of a heavy read it is worth selecting one or two articles that interest you from the selection — whether it be patriotism, the influence of television, the value of learning history, the difficulties of teaching religion, adolescent sexuality, language issues and so on.
As educators our role in society is often underestimated. Our leadership (or lack thereof!) has an important impact on those we teach. Here is a challenging quote from Nelson Mandela’s foreword to the book to assist us to reflect on our classroom practice: ‘One of the most powerful means by which children and young adults acquire values is seeing individuals whom they admire and respect exemplify those values in their own being and conduct … [Teachers] who say one thing and do another send mixed messages to those in their charge, who subsequently learn not to trust them. The question of
leadership generally, and in the educational sphere particularly, is therefore of vital importance.”
Teaching in a school can easily sap even an inspired teacher’s energy. When we feel fatigued, and sometimes lose sight of why we are bothering to teach at all, it is worth reflecting on our values. Reading a book like Spirit of the Nation is an opportunity to reflect, and be reminded that: ‘If teachers do not want learners to be absent they must not be absent. If teachers expect homework to be completed, they must complete their homework. As the dedicated teacher well knows, a relationship of trust and fellowship develops when educators and learners become partners in the vocation of schooling.” (Department of Education, Report of the Working Group on Values in Education, 2000).
Barbara Johannesson
reviews
Tracking Tradition — a practical resource for teaching about indigenous knowledge
by Ruth Versveld
(New Africa Education, R36.25)
Indigenous knowledge is an important part of our cultural heritage and our revised national school curriculum. This book is an innovative and imaginative resource with creative activities that develop critical thinking skills and build an appreciation of indigenous knowledge. Appropriate for Grade 8 and 9 learners, this book can be used across the curriculum to help unpack aspects of just about every learning area, but is especially useful in Arts and Culture lessons. By completing the activities, learners will achieve many of the specific and critical outcomes that underpin all learning areas.
Museum visits are often unsuccessful, as pupils learn very little substantive and simply enjoy the break from school routine. Tracking Tradition provides material for use before and after a museum visit and many units also suggest activities while at the museum. It saves the teacher a lot of preparation!
The book encourages learners to think about and reflect on things that originate in southern Africa, and to recognise that there are many different ways
of seeing and interpreting. Learners are encouraged to be less judgmental, more open-minded and more informed about the depth of knowledge and experience from our
pre-colonial heritage.
The book asks thought-provoking questions and encourages learners to complete their responses carefully. The following kinds of questions are dealt with:
– What do you know and how do you know it?
– What is culture and how do cultures change?
– Where do our medicines come from?
– What are our attitudes to social practices that differ from our own?
Here is an extract that illustrates the spirit in which the book is written where the author encourages us not to be judgmental: ‘Understanding another group of people or culture is not easy, especially if you don’t speak their language … we have to keep our minds open and not jump to conclusions or make judgements based on our own beliefs and practices.”