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 Community Information | School Resources |  |
| Tackling Harassment | Strategic Information
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Race Equality
19 to 27 April 2003
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Introduction
The aims of the visit were to exchange ideas about the way that Citizenship is taught and practised in relation to Race Equality in both Johannesburg and Warwickshire. The initial focus of the visit was to explore:
- How all aspects of the curriculum (taught and informal) can be delivered from a global, anti-racist perspective.
- How schools can provide a safe learning environment for all students by tackling racial harassment and valuing cultural diversity.
- How schools can attract and develop an ethnically diverse staff and governing body, on the basis of merit.
- Strategies used to raise the attainment of Black and Minority Ethnic (BME) students.
The expected outcomes from the visit were:
- A greater awareness of how the South African Education system promotes race equality, particularly poignant because of the turbulent history of apartheid and the struggle for freedom.
- Links between individuals, schools and community organisations e.g. Aids orphanage, from Johannesburg and Warwickshire to share information and dialogue about educational practices.
- Sharing the artistic heritage of South Africa with Warwickshire students through music, dance and the wider creative arts e.g. Nbdele patterns and figures.
- Making students in both countries aware of the challenges and benefits of diverse communities (valuing linguistic, ethnic and cultural diversity in the context of nation building and transforming education).
- An opportunity to reflect on our educational practice by comparing it with another country.
The outcomes were identified through group discussion and recorded via reflective diaries, photographs, videos, audiotapes of conversations with ordinary people – market stall holders, people in Soweto and educators and through the collection of resources and materials from the Gauteng Department of Education, Schools and Museums. Probably the most powerful learning experiences were the conversations with individuals during the course of our study visit – shop keepers, taxi drivers, orphanage workers, students, educators, drivers and British Council staff.
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Report of the experience
The visit was judged to be a success on many levels – and all members of the group were profoundly affected personally and professionally. To quote from participating teachers:
“ This visit has changed my life. Thank you for the opportunity”
“ The visit gives me more confidence to articulate the history of the South African struggle for political rights and human dignity based on the factual experience of talking to individuals involved in events e.g. Soweto Uprising which we have only read about.”
“I will be able to challenge the stereotypical view some Warwickshire children hold of Africa”
The group was greatly impressed by the concept of Ubuntu (human dignity, compassion, respect for fellow beings) and the way that this value has been embedded throughout the education system from the top (in the Gauteng Department of Education’s Strategic Plan), through the Anti-Bias training programmes for educators, and the proactive celebration of diversity and identity in the classroom. The idea that “It takes a village to raise a child” encapsulates the collective responsibility of all people in the community to nurture Ubuntu and contribute to building the rainbow nation envisaged by Nelson Mandela.
The Warwickshire teachers felt the emphasis on Ubuntu in schools explains how respectfully the group were treated by students and staff throughout the visit. The teachers also commented on the lack of bitterness black Africans had for the gross injustices of the past and their willingness to participate in building a new South Africa. However, some members of the group felt that the white communities in South Africa were resentful of the post-Apartheid changes and were waiting for things to go wrong under a black administration. There was also a feeling of impatience in that the changes promised for black people were taking too long.
The group were also appreciative of the excellent organisation of the British Council, particularly the way the programme was tailored to meet the specific interests of group members e.g. visiting schools across all phases and with different ethnic mixes, going to the Aids orphanage and helping one teacher to visit a relative in Soweto.
In summary, the group felt that the visit had been a massive success, but at a much deeper personal level than had been envisaged. It was a powerful experiential learning opportunity about the ability of educators to implement equality. Group members were humbled by the passion, ingenuity and commitment of teachers and learners, working in challenging circumstances with few resources e.g. schools growing vegetables for use in Food Technology lessons, teachers creating kites from old wire hangers and tights. The group will always remember the warmth of the hospitality we received.
Innovative educational methods observed included:
- Visiting schools like Sunnyridge Primary School where the Head teacher had proactively developed a school that was a microcosm of South Africa in which cultural diversity was proactively celebrated amongst the staff and students, across the curriculum and in the community with the active support of the Gauteng Department of Education. It was a privilege to visit a school which demonstrated how respect for race equality and citizenship could infuse all aspects of school life; in the composition of the staff and students, through the curriculum and in engaging the community.
- Practical teaching strategies for large classes (42 – 90 students) including physical warm up exercises before handwriting classes, constant positive reinforcement and affirmation about the value of different languages and cultures
- The sensitive and respectful way in which teachers supported students with Aids/HIV through respecting confidentiality, supporting students practically through the illnesses to death, burying students and helping class mates and the community to grieve.
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Unexpected outcomes
Teachers were deeply affected by the integrity of all the people we met – and their willingness to share their experiences so generously. Teachers were particularly impressed with the motivation and pride of students, even in poorer schools where their appearance was immaculate and conduct fantastic – something that students in Warwickshire would do well to emulate!
Everyone was humbled by the lack of bitterness and the commitment to building a new South Africa for all. The group also reflected on how fortunate we are materially in contrast to the richness of self-esteem that the South Africans displayed, and their sense of community underpinned by Ubuntu. One teacher was so moved she has decided to change her job to work in a more international setting. Many of the group are eager to re-visit South Africa, as part of a school link or for further travel and exploration.
Evaluation
Key educational outcomes include:
- Incorporating the concept of Ubuntu in Warwickshire schools whereby students and staff are explicitly valued as individuals through positive reinforcement.
- Proactively valuing diversity in the curriculum through organising whole school days on Cultural awareness and bringing students from different ethnic backgrounds together through Sports activities. In classrooms, the use of posters and other resources from South Africa which proactively value ethnic, cultural and linguistic diversity. These give positive messages about racial harmony, and the right to be different, but equal.
- Consulting with all community stakeholders (parents, governors, community and religious organisations) about designing and delivering an appropriate curriculum for learners which enables students to be active global citizens.
- Greater awareness of overt and covert racism, and the role that education can play in assisting all students, regardless of their ethnic background, to realise their holistic potential. Teachers have a critical role in making equality a reality in the classroom by proactively valuing every individual student, delivering a global anti-racist curriculum and modelling behaviour which respects diversity.
The findings from the visit could be applied to the UK context in a variety of ways:
- Peripatetic teachers from the Intercultural Curriculum Support Services (ICSS) and County Music Service used the South African arts (music, sculptures, designs) as the focus of their work with schools across Warwickshire making students aware of the cultural heritage of South Africa.
- The ICSS Community Languages Team Leader organised an event with Warwickshire community language tutors to share how South Africa values 11 official languages
- Class teachers gave assemblies, and talked to governors and staff about their experiences of race equality and citizenship in South Africa.
- All the teachers brought back a variety of resources which could be used in the classroom to stimulate learning and challenge misconceptions about South Africa.
- The experience of the TIPD visit would enable all teachers to ensure that their School Race Equality Policies are implemented and lead to discernible change in the way that the curriculum is delivered from a global perspective.
- Many of the TIPD participants have established email links with individuals and schools in South Africa which will enable an on-going exchange of information.
- The LA Officer gave presentations to Warwickshire County Council Officers, Councillors and Community groups about the way that South Africa is building a new national identity based on respecting cultural diversity.
The findings of the visit were disseminated through:
- A group report and a summary of the visit including digital photos was available on the Race Equality Website.
- The dissemination event on 21 May 2003 to which all Warwickshire Head teachers, Chairs of Governing Bodies, Officers, Members and Community groups were invited.
- Displays, meetings and talks in schools across the county.
- Articles in the local press.
- Speaking to Community organisations at the regional level e.g., Development Education Centre in Birmingham, Soroptomists International, The Rotary Club, churches.
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Conclusion and Thanks
The TIPD visit was a fantastic learning opportunity which really made all members of the group think about their role in implementing equality. Contacts made in South Africa will ensure that a professional and personal dialogue about valuing diversity in education will continue. Many of the teachers were keen to return via the British Council’s school determined programme.
A sincere thank you fwas extended to all colleagues at the British Council, especially Zandile Ntshangase, Gaza Westfall and Adriana Polito for putting together such an exciting programme visit – our professional and personal understanding of respecting diversity had been enormously enriched.
Heartfelt thanks was also given to colleagues at Warwickshire LA – Eric Wood, (Former Chief Education Officer), Judith Berry (European and International Development Officer) and Lynne Upton (Continuing Professional Development Officer) for giving the group an opportunity of a lifetime. The active support of Head teachers, line managers and governing bodies in releasing their teachers was also much appreciated – I am sure Warwickshire will feel the impact of this visit at the classroom, school, LA and community level for many years to come.
Rohini Corfield
Former Education Officer (Race Equality)
Warwickshire LA
(Adapted from her report in May 2003) |
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