Week 18- "It's My Life" Culturally Responsive treatment of University Students, Flats, Orania, Bon Jovi, Defending the Caveman, and A Bantu in My Bathroom (McKaiser)

The Lovely Nthabiseng, My Assistant
(future doctor of education) analyzing data

May 6- I try to leave Soweto before dark, just to be on the safe side. This day was not only jam packed with students but I left a bit on the late side. One reason for my hectic day was that I was teaching the last class in a series of three classes on education to the third year students. I had assigned homework during the first and second class and many students were still filing into my office to turn it in (one week late for the first assignment) and/or pick it up because they had not attended class. The diatribe was getting shorter, but I still found myself shaking my head when they requested an assignment from 2 weeks ago or were there to find out what was due in a few hours. From 8am until the class began at 3:30, there was a line outside my door and between 3-6 students in my office. My lovely assistant, Nthabisesng, a fourth year student, was also amazed by the amount of excuses the students were giving.

The topic of the class I taught was on best practice when teaching Reading Fluency and Comprehension. I arrived at class early and stood 10 rows back from the front handing out the in-class assignment and asking everyone to sit in the rows in front of me. Then I told them the reasons I asked them to sit in the first 10 rows. First, they were going to work in partners during the class and needed to be sitting next to someone, not spread out, in order to complete the tasks. Second, over the last 3 weeks I have noticed many students not paying attention, on their phones, falling asleep (although I am sure it is not because I am not interesting enough), and not taking notes. I said this will happen in your classroom as well, so now I am modelling what to do if you notice the off-task behaviors increasing in your class- tighten up your classroom management. Have students change their seats, move closer to the front, even straightening the rows can have a powerful affect on student behavior. Third, there has been research on where someone sits in class and how successful they are…and I know each of them could be successful if they were closer, and I will do anything to aid students in finding success. And fourth, I had them move to the front so I could engage with them as learners as well. Even with my glasses, I can only interact with students who are about 9-10 feet (2 meters) from me. Although I am a professor who walks up the sides of the room and tries to get the students in the back to engage as well, it is far easier if they are closer to the front (see I am not totally altruistic).

I didn’t tell them this story, but I was reminded of a student I had, I will call him Jax. Jax had some attention issues to say the least, he also struggled with processing (auditory and visual), but he was a sweet kid. I learned after a few weeks of working with him that his hair was a good indicator on how good of a day he would have- if it was braided he was more put together, if it wasn’t, god bless us all. When he walked into class, he would grab his folder and sit down- if his hair wasn’t done I would take out the comb and holders from my desk and then I would spend a few minutes teaching from behind him as I did a quick French braid (or two). The rest of the class wasn’t phased by this routine because they too saw how effective it was for keeping the flow of the learning. Behavior management comes in many forms…

I knew that many of them had experienced my frustrations (words and non-verbal communication, i.e., the look on my face) and I wanted to begin class with a reminder for all educators…including myself. I put up the quote, “There are going to be days when giving up will seem, oh, so attractive and easy and perhaps no one will be there to save you but find that inner strength in yourself to get through today and tomorrow because this pain isn’t permanent and you are worthy and deserving of such greater things.” I let them know that part of working in education, especially with diverse learners, needs to be about reflection, perseverance, and faith…because everyone in the room is precious and doing the best they can right then. 

Rita Pierson_ Ted Talk

I reviewed the assignments that were due the week prior and that day, then reminded the handout I gave was due at the end of class so it would behove them to write the answers as we went along. The first section was a list of subjective questions about education, why they want to be a teacher, and ways education empower people. Then I reviewed information on diverse learners and best practices.  I was going to play a TED talk about teaching first, but the video would play, luckily, I also had the article that went with the talk. We talked about accessing prior knowledge and learning vocabulary, so I had the teachers skim through the article to circle any words they didn’t recognize automatically. Then as a group, we defined a few words in class. To teach about fluency and informal reading assessments, I had the partners do a 1-minute timed reading. We talked about the types of mistakes readers make and how those affect comprehension. Then I moved into a discussion of literal and inferential comprehension questions. We then, as a class, completed a short task of creating questions and graphic organizers. Finally, I had the partners administer informal reading assessments on their partners (decoding, fluency, and comprehension). I collected their in-class assignments plus the homework that was due.

 My Kia with flat tires in Soweto

After class, I met with two group of 4^th year students who were planning their proposals for research. I was leaving campus at about 6:45pm and it was dark. I noticed the shuttle that takes students to the other campus I live near was off loading the bus, so I asked if a few students wanted a ride to the other campus, three young men got in my car. We were driving along the back roads of Soweto headed back to Auckland Park…and then I heard the pop, pop. One of the boys said, “Uh, this isn’t a good area for a sound like that.” And he got out to check- sure enough, both tires on the left side were blown. I reversed back into the petrol station a way back and called the rental company. They said they would send someone as soon as they could. The boys waited with me…thank goodness, it would have been stressful even in a well lite gas station without them. An hour later, the tow truck came, 20 minutes later the guy with a new car for me arrived (I tried not to notice he had shopping bags with him as well). The tow-truck driver pulled me aside before I left and warned me against coming to Soweto and also having “those” boys with me, and then looked earnest when he said, “you could get hurt.” I thank him for his concern and walked away feeling blessed to have the fine young gentlemen with me this night. And this was just Monday!!! 

 One of my research groups meeting with me "after hours"

The next two days were a blur of students coming in for missed assignments, help, and trying to get some of the papers from the four classes I had taught in the last few weeks graded. I was also staying late to work with the 4^th year research groups. I could tell I was getting tired and sensitive when an email went out reminding the faculty that 4^th year students are completing their practical teaching experience during the day so they could not be required to do extra work and I flashed back with this email:

"Thanks colleagues. And yes, I spoke with the fourth years about meeting them to discuss their project after regular hours (3-8pm), anywhere it is safe, and at their group convenience this week. This is the support I am giving because this is their first time writing an academic proposal. We are discussing how they can take the research they have found and make a feasible research paper. I let the groups know that I understood they are teaching this month, therefore, I would meet with them when they could find a time…and if they wanted the support. This is the last bit of interaction I am giving them, after this they should be able to write their proposal. I have been staying until 6pm to accommodate.  I, too, have a very full schedule, but I believe it is important (and culturally responsive) to work with preservice teachers in scaffolding their writing process. I hope the information and support has been helpful. Although I have written down who has come to my office for support, I am not giving their grade, so it is merely support.

By the way, they are doing a fantastic job researching and writing, even with fears and language issues. Many “lightbulbs” are going off.  If a student has come to you and complained, please let them know my intention (and suggested timelines) is intended as positive feedback and support only (this can be such a daunting task without someone showing you how to do it the first time)."

After I sent it, I went to the professor I work with and told him I may have overreacted…he realized my colleague was talking about having students come in during the day on Friday. I humbly sent out an apology…as others were sending me emails to thank me for my efforts. Once I spoke to the colleague it was directed towards, she said she believed everything happens for a reason so she wasn’t upset. She thought it is good that I let everyone know what I was doing with the 4^th years. I decided I needed to “take a nap and eat a sandwich” as one of my past friends once said.

Midweek Seema, Cristines, and I met for a movie at the independent film house called Bioscope. When Seema and I read the rev,iews it said something about a cultural shift, I thought I like movies with cultural shifts, let’s see it! The movie is called Orania, it is a documentary about a town in rural South Africa where the community decided to make Afrikaans only. The 800 inhabitants only speak Afrikaans there and they don’t let non-Afrikaner’s drive into the property (not even the guy who delivers food, he has to meet them at the edge of town). The premise is that they believe they are preserving their Afrikaan’s culture by not abiding to the “Rainbow Nation.” One review said it is about “cultural identity and the thin line between self-determination and discrimination.” We didn’t know what the movie was about prior to sitting in the theatre and we were all more than surprised as it unfolded.

  The Afrikaaner Flag

The rest of the week I kept working the long hours, but I would drive the main highway home (instead of backroads). On Saturday, I came back to campus for an event they were having to recruit potential students. I arrived in the afternoon and was greeted with a bright orange UJ scarf (I found out the reason everyone has so many t-shirts and sweatshirts is that when you show up to events they give them to you for participating). They also served a lunch- African stew (chicken or beef) with pap or rice. Very good.

That evening I had agreed to meet at Cristines’ apartment for a pre-Bon Jovi concert party, last minute I decided to get a ticket as well. Thiago cooked “caldo” for everyone (basically, bean soup with bacon) and Cris made caipirinhas. I have to say I had a lot of fun at the concert. I was impressed Jon played for about 3 hours…we sang, we danced, and took pictures. What a night.

 

Sunday afternoon Cristines and I met up with Nancy (the American lawyer) and Constantine (German cook) at Montecasino to watch a one-man performance called, “Defending the Caveman.” The play describes ways men and women relate to each other…by explaining how men (hunters) and women (gatherers) are playing their role in the existence and support of society. Hilariously done…I would recommend seeing it if possible.

                  The actor reminds me of my good friend, Joel...

One of the pass times I pick up when I am working too much is to read books that have little to nothing to do with education…When I would return home this week, I ended up reading three books. Here are two of books I found of interest with descriptions, quotes, and my thoughts:

 

A Bantu in My Bathroom: Debating race, sexuality and other uncomfortable South African topics by Eusebius McKaiser

University of Johannesburg library was promoting this book and the student in my “carpool” said she was reading it and getting inspired. Hence, I had to read it. The book is split up into various topics that are spoken about on the radio, written about in the newspapers, and brought up in some dinner conversations as unpacked using reflective self-awareness and community influence. Eusebius writes that 46% of South African whites “believe other South Africans enjoy the same quality of life as them.” I have seen and heard this same sentiment during my time here. He goes on to say compassion is the key to understanding others' experience and if you never understand the journey they have been then how can you truly have compassion. “But there is a difference between actively participating with ignorance and without a sense of history or social justice, and actively participating in full awareness of the structural injustices that still persist, and knowing the historic origins of these injustices. Whites who are active citizens but who live without a sense of history and justice are shameful. They lack compassion.” Many of the White South Africans I have spoken to are not ignorant of the history, but their own history is the power they hold onto when relating to their experience…and the experience of other South Africans.

The book begins by relating a story of the author trying to find an apartment in Johannesburg and finding an ad for someone who was looking for a White roommate. McKaiser reaction is, “she internalised the racial hierarchy of apartheid that assigned certain roles to different race groups and instilled in whites a sense of superiority and in blacks a sense of inferiority. We were legally forced, as members of different race groups, to live apart in geographically segregated areas. We socialised in reasonably homogenous groups for a large period of time. It goes without saying that as both co-conspirators and victims of this system, many of us hardened our attitudes towards members of other groups…the preference is a product of our racist past… geographically, socially, materially, and psychologically.” Now, although I have been fascinated by these same concepts worldwide, this book nicely organizes them for South Africa- the topics that stood out for me were race, education, affirmative action, language, violence, and comedy.

He talks about the need for affirmative action in South Africa, but also the importance of scaffolding (my word, not his) the people to fill the roles. When speaking about language he says, “language is about more than mere communication. Language is also about identity…One consequence of this is that the linguistic divides in the country inadvertently also reinforces racial, class and cultural divides.” My experience with this divide is the extent that people code-switch- switch from one language to another. It is a demonstration of pride in their cultural identity, but also an opportunity for them to express themselves in their mother-tongue, which, I would assume, is more reflective of them as a person.

The high rates of HIV/AIDS and domestic violence, especially in the townships, are discussed as well. He speaks about unemployment, low education, and feelings of inferiority as the precursor to these events. After writing about his love for Bon Jovi (evidently, Bon Jovi is a cross-cultural icon), McKaiser finishes with an explanation of comedy as a healing tool to the post-traumatic stress disorder of the country. “We laugh at our traumatic past. And we laugh at the traumas and imperfections of post-democratic South Africa. Being hijacked or smash-and-grabbed is horrible. It is not less unacceptable when it is turned into comedy material, but there can be little doubt that it is good for your sanity, and for your immune system, to learn to deflate the anxiety and post-traumatic stress.” I agree that a good laugh is healing.