Most South African schools have enrolled a significant number of foreign learners from neighbouring countries that are experiencing political and economic instability.
But often teachers in these schools do not have the requisite skills to manage tensions that occur between foreign and local learners.
In a worst-case scenario the lack of knowledge and use of appropriate strategies may result in teachers themselves unwittingly fanning the fires of xenophobia among the learners.
Agnes Nugent, whose school was among the first in the inner city of Johannesburg to accommodate foreign learners, has developed a formula to handle foreign relations. Nugent’s school is home to between 15% and 20% of foreign learners, mainly from Democratic Republic of Congo, Nigeria, Zimbabwe, Mozambique, Burundi and Rwanda.
Despite having such a diverse community, her school has become a close-knit and cohesive entity. And this is because of Nugent’s firm belief that “every child needs to be educated” and that “it is only by empowering people through education that they can stand up for themselves”.
Nugent said the first thing teachers should do is change their attitudes. “Teachers must drop their prejudice. Often you hear some say foreign learners take opportunities from the locals. You cannot succeed if teachers hold those views,” she said.
Foreign learners should be empowered by teaching them about their rights at the same time that South African children are taught not be xenophobic, said Nugent. Foreign learners should not be separated from their local counterparts, as this tends to deepen the differences among them. Nugent recommended mixing them so they can foster friendships and better understand the English language.
Foreign learners must be reminded that they have many rights and should not feel that they are victims; they should be confident of their rights. In many instances schools turn children away because their parents cannot afford to buy uniforms or pay school fees. Instead parents should be informed about exemption policies and be made to feel they are part of the school.
The laws of the country should be adhered to by verifying the validity of each learner’s refugee status. ‘We make sure the South African Schools Act and the country’s laws are fully complied with so that we do not accommodate illegal refugees,” Nugent said.
If violence breaks out, Nugent advised, interventions should be made quickly by calling the parties to a debriefing session and ensuring that a social worker and the parents of the learners involved are part of the process.
“For schools that do not have a school-based social worker, they can use a life orientation teacher and ensure he or she inspires confidence on both sides,” she said. Schools could also come up with their own fundraising initiatives to help poor learners.
“We have our own Student Support Fund. The money raised through this is used to take care of these children. But we make sure this is done in the strictest confidence because other learners might use this to embarrass the affected learners,” Nugent said.
To help refugee learners deal with traumatic experiences from their past and integrate them fully into the school environment, schools could introduce special projects.
For instance, Nugent’s school introduced a painting project called “Suitcase”, in which foreign learners meet on Saturdays to discuss their bad experiences. This helps them overcome their pain, trauma and suffering.
Nugent also called for teachers to take initiatives and identify aid and humanitarian organisations that make a difference. Her school benefits from generous help offered by the Jesuit Refugee Service, which pays for school fees, uniforms and meals for poor children.