Intsomi Vanguard of Academic Development – Kananelo T’suene

The Intsomi Reading Programme is an excellent example of a good beginning headed for an even better prolongation. ‘A house divided against itself cannot stand’ (Lincoln, 1858) is demonstrated rather effectively by a vanguard of united representatives embodying the Vice Chancellor’s education initiative. Parents can finally share the tasks of teaching, of which teachers are – through societal standards – normally expected to carry out alone. Established in 2015, the Intsomi foundation withstands hurdles: the many hours in which parents spend at work, the limited accessibility to libraries and the shocking statistic of illiteracy amongst the South African communities yet regardless, strives to make the lives of the Rhodes University worker’s children better through means of home literacy practices and the power of storytelling.

Intsomi is a Xhosa term that directly translates into ‘fable’. This not only sounds impressive to the human ear but also appeals to a rather sentimental part of ourselves as speakers such as Lungelo Masinga –  A third-year journalism student – emphasises the importance of storytelling in an African context.

Within the initiative are bags different in colours subject to a level of education with the languages; Xhosa, English and Afrikaans. Cathy Gush – the coordinator of the literacy programme, clarifies the importance of mother tongue upon being asked about the choice of languages being taught. The bags are small and convenient, with the emblem of the organisation attached to the front and made in a colourful traditional fabric termed ‘seshoeshoe’, suggesting the already obvious appreciation for traditionalism.

“We provide books written in Xhosa, English and Afrikaans. The three languages frequently are spoken here in the Eastern Cape.” Gush explained during a press conference on Wednesday, quite familiar with the importance of education, as she is in fact, a student herself – studying towards a master’s degree.

Phumezo Dukashe – A cleaner at Rhodes University-  starts off the press conference with background information on the initiative and steers away from the conventional anecdotal speech. The will to raise awareness towards this great cause illustrates a profound involvement in the initiative, not only through commendation but through the drive to work towards the future of the Intsomi reading programme.

An underlying and quite popular shared factor was the matter of not quite having had the opportunity to engage as deeply with their own parent, and not having access to as many resources during their youth. “When I was growing up. I never got a chance, but now she is getting a chance.” Rhodes University kitchen worker Lush Mhleli admits, the story of her eight-year-old daughter and their strengthened relationship serving as the grounds for her statement. Matthews Nzuzo’s 13-year-old daughter similarly advanced her writing and reading skills through the programme.

The importance of child and parent interaction is promoted, although siblings also often play a crucial role in a child’s education in instances where the level of education the child demonstrates surpasses that of their own parent.

“Children can join the local library if they feel limited and books are available for parents to” Thobani Mesani – a Rhodes University community engagement coordinator states. “We are currently trying to form a relationship with the main library to cater for the parents as well”

The aim is to bring back the appreciation of storytelling. “We deal with different tasks such as speaking to teenage parents and we plan to expand to other places in South Africa” Amina Asma – a third-year journalism student adds.

The organisation is keen to obtain more volunteers by means of newspaper advertisements, conferences and radio broadcasts. Charity begins at home, and the Intsomi programme is a great way to start.

Education and Myers-Briggs – Danai Nesta Kupemba

When I was in high school I didn’t know what I wanted to be but, I knew Pythagoras’s theorem like the back of my hand and the Periodic table like the alphabet. Yet I didn’t even know who I was.

Education is one of the most important aspects of a person’s life, as they are at the institution for a quarter of their life. Education is one of the most powerful tools especially when it comes to the moulding of impressionable young minds. Yet the system is not as beneficial as it should be. There are certain features of the system that should be changed and remodelled to better aid the young leaders of tomorrow. Instead of feeding them information to memorise for the exam, help them learn about themselves first.

Imagine, a way in which you could take an introspective dive into your psyche. If you could understand who you are and ultimately use this to decide what degree and career would best suit you. Well, this is imaginable. The Myers-Briggs type indicator was developed by Katharine Briggs and daughter Isabell Briggs Myers and is a remarkable tool in which one can determine which one of the 16 personalities suits him or her. This can then be used to highlight how they react in circumstances including their academic, professional and personal lives. Though many may roll their eyes when personality test is mentioned, however, this is the best one to use to find your personality type because “hundreds of studies over the past 40 years” says the Myers-Briggs Foundation, “have proven the instrument to be both valid and reliable”. If this were implemented in the school system and students took the type indicator every year as they went through high school, as children are constantly changing, then the confusion many face when it comes to deciding on a career and degree would be a smaller hassle.

Though the education system does benefit some people one can’t deny that the system does have flaws. The system teaches children to aim for success which often seems to mean choose subjects that will make a lot of money. Choose a degree that will make a lot of money, and eventually, they choose a career that makes them a lot of money. Tom Hodgkinson, a renowned author, says even by doing all this, “It’s a tragically limited idea of what life is all about.” As a society, we seem to pummel this into their heads until they no longer know what they want from their own lives. In 2013 CNBC did a survey on global job satisfaction and the conclusion was nearly 48% of people are unsatisfied with their jobs. This is a fate that we doom the children who are in school right now if we do not address this issue as soon as possible. The education system needs to be modified. We must teach children to do what they want, not what will make them the richest or wealthiest, but encourage them to pursue a career that will leave them fulfilled and have a sense of purpose. The Myers-Briggs type indicator is sure to point them in the right direction, as a guide not a set of instructions.

Pearl Munemo, a first-year student at Rhodes University did the Myers-Briggs type indicator last year while she was still in high school. Although she’d had the idea of becoming an author her school had put pressure on her to stick to Physics and Maths because in the long run this path would lead her to a job as an engineer which would not only pay well but is considered very prestigious. However, this didn’t sit well with Pearl, and when she took the type indicator she came up with INFJ-The Idealist, and everything came into perspective for her. “Life made sense after that” Pearl simply puts it. An INFJ type is a quiet, private individual who will often turn to written word to express themselves. These are attributes Pearl saw in herself and INFJ likely career choices is either a teacher, writer or a counsellor. Pearl Munemo already knew what she wanted but the Myers-Briggs test merely confirmed what she already knew and she left the laboratories behind to major in English and Journalism all paths that lead to the career she wants, to be a bestselling author.

If the Myers-Briggs type indicator was passed in the education bill that all high schoolers must take it yearly the education system would truly be doing a justice to the children. Not only for choosing a fulfilling career path but also this could benefit the teachers and enhance the learning experience. If teachers knew that Bobby was an INFP (very introverted, highly fearful of criticism and incredibly creative) then they could adapt a learning style that would enrich his learning and they would be able to deal with him according to his personality, rather than if a child misbehaves then they get shouted at. Every child is different, unique and special, and the Myers-Briggs type indicator would allow teachers to better understand their students to help them improve greatly.

However, though MBTI has had much commercial success selling many books and being implemented in eighty-nine companies of the US Fortune 100 make use of it, for recruitment and selection or to help employees understand themselves or their co-workers. It does have its critics, as most psychologists feel it does not hold ground because Katharine Brigs and her daughter Isabell didn’t have any training in psychometrics or psychological assessment. Briggs earned a degree in agriculture and Myers in political science. However, though Briggs and Myers didn’t have any formal training psychologists Ashton and Goldberg demonstrated that individuals without psychological training can create personality scales. Another common critique is that MBTI is based off of Car Jung’s theory of types. In the psychological circles, Jung is greatly disrespected who consider him a “mystic without any ideas of scientific relevance,” said by Carlson a professor in his book Studies of Jungian typology.

The Myers-Briggs personality test though it has many critiques, one can see that despite the criticism many institutions have adopted it. One must do what they may with the information they are presented with. Whether you take the quiz at the end of the day you choose what you wish to do with what you have learned.

To take the test yourself, click here

Africa is more than the “Motherland” – Vetiwe Mamba

“In time, we shall be in a position to bestow on South Africa the greatest possible gift – a more human face.” – Steven Biko

Deemed as the continent of mystique for centuries from its diverse cultures that exist to its eccentric traditional dress codes and customs, I believe Africa has always stood out from the global crowd. Despite its bursting personality – our continent has gone through its fair share of hardships that have left it scarred in more ways than one and what I want to explore is our cultural identity as children of Africa.

Western media and propaganda have infiltrated its way into our African society and altered the way we view other Africans, in and out of Africa, and tends to cloud our judgement at times. So, what makes a person African? As told by Africans themselves, I surveyed thirty people between the ages of 17-22 from various backgrounds in hopes of providing a seasoned assessment. The complexities of this question are obvious however, I only wish to spark a small fire in the minds of the reader, and let it grow as it may.

People naturally assume that the best way to determine your nationality is to name your place of birth, however, only 18% of participants believe that to be true. One responder says that if a person is born in Africa but is raised in America, they are still African; just raised in a different culture but conversely, the majority feels that the country in which a person is raised in – is what truly makes them belong to that country. Kwame Nkrumah once said, “I am not African because I was born in Africa but because Africa was born in me.” which reinforces the idea that people are shaped by whom they are constantly surrounded with, terms such as ‘morals’ ‘values’ and ‘ancestry’ are associated with the connection one has to their upbringing and thus refutes the aforementioned response. It appears culture is the very crux of what makes an individual African and we must value that.

Historically, Africa was referred to as the Dark Continent (Jarosz, 1992 ) not only because it was technologically wayward but also because its inhabitants were of a far darker complexion and undoubtedly, this stereotype has prevailed throughout the ages. Poet Gabriel Ramirez writes “I am black and full of stars, I am not the absence of light…” so, inspired, I put it to my participants to tell me whether the pigmentation of a person’s skin makes them ‘more African’ and 86 percent responded ‘No’ – testifying that being African is more than skin deep, in fact, the colour of one’s skin doesn’t change who they are and where their ancestry lies. With this understanding, I moved on to query their thoughts about black Americans and Europeans claiming Africa as the “Motherland”.

  Pan-Africanist movements originated in America but were strongly supported by Africans during the ‘60s and ‘70s. The belief was that African people, both on the African continent and in the Diaspora “share not merely a common history but a common destiny.” (Ackah, 2011) Hence such movements call for the unification of all ‘African’ people yet the respondents seem largely opposed to the notion. Many can accept that black Nationals have a claim to Africa because their ancestors were definitely African and that they do experience their own forms of prejudice and difficulty in their respective geographical locations but the argument that seems to prevail is the fact that they have not borne the ‘African Experience.’

In a poem titled ‘Black’- Thuli Zama personifies the colour by saying “Everything I know about love is held in the hues of earth and night and dirt and soil and blood and black because I am the dream.” Can African Americans and Afro-Europeans say the same? Maybe not. They have not been raised with the culture and tradition that all of us share – one could say – they

lack that African outlook. Furthermore, not a lot of them concern themselves with the political and social issues within Africa; with so much missing it seems their only ‘claim to fame’ is the colour of their skin, yet we have already concluded that race plays no role in classifying someone’s nationality. So I feel that while we can fully acknowledge that they are descendants of Africans, they no longer identify with the African vision we all hold.

The concept of Ubuntu is widely thought to be an African ideal but it must be noted that this ideology does exist elsewhere in the world. Its meaning: “a person is a person through other people” resonates to many cultures within our continent and promotes a culture of inclusivity and family – to treat everyone around you with love and respect because we are all results of what someone else has accomplished. Respondents who say it’s relative to Africa believe that it is an African-bred ideal and Africans epitomise it best in sayings such as “It takes a village to raise a child.” Whereas the West generally has a utilitarian approach and its every man for himself. However, it is true that the concept is practised by other ethnic groups around the world who believe that harmony within the community maintains peace and can only result in success.

At this point, you might be thinking there is no solution and truthfully; this topic is far too complex and dynamic to ever have a concrete solution but from the responses I received and from my own personal view, I believe the silver thread that binds us all is pride in our culture and heritage.

Cultural theorist Stuart Hill suggests that 3 concepts of identity exist in a person and one of them is the Sociological Subject which is formed in relation to ‘significant others’ who impact our lives. (Hall, 1992) Essentially our identity is formed in the interaction between ourselves and society. When asked about whether they identify as Africans, the respondents asserted with the utmost pride that they are indeed Africans – the love for their language, the pride in their anthem, their admiration for the awe-inspiring landscapes and the abundance of culture and tradition in this continent will always make Africa home irrespective of where they are in the world. They are living the African dream and loving it and intend to share this truth with honour wherever they may go in the future. Not because they call Africa as the motherland, but because they call it home.

The Battle between grades and mental health – Yandiswa Calane

Mental illness is nothing to be ashamed of, but stigma and bias shame us all. The most common types of mental illnesses known by the society are depression, anxiety and bipolar whereas there are more. Depression is a state of having the low mood and the strong dislike of activities. This condition can affect the person’s thoughts, behaviour and feelings.

The South African Federation for Mental Health (SAFMH) states the rates of depression and anxiety among teenagers have increased by 70 percent in the past two years. In South Africa, the statistics say there are 1 into 4 pupils in a classroom that suffer from mental illnesses but the students are still uneducated and don’t have enough information about this. This increase rates among children and teenagers might mean this issue is getting worse and severe. If young people are illiterate about such conditions then what are schools for?

  Doctor Thara, R a specialist on mental health states, there is poor education about mental disorder and the reason behind this it is considered as an illness for “others” not everyone. Students who suffer from these are afraid to talk about their conditions, they are scared of being rejected by peers and bullied. This shows that mental health issues are still poorly understood and often surrounded by prejudice, ignorance, and fear. There was a survey at the Johannesburg high schools about the understanding of mental illnesses and 82 percent of the students said they rather die than admit they suffer from it.

The reason is because of the stereotype that “if a person has a mental disorder they are out of control, with the crazy look in their eyes and they are highly dangerous.” This is a shocking statement because in schools we are taught Life Orientation which should cover such life crises. The question is, does this way of teaching limit Life Orientation as a subject? There is also a large number of students who go to university and they suffer from depression, anxiety and more because they are not prepared in high schools about managing university life. There is a little evidence that the governments are trying to improve this education system.

  They should really improve it, learners can’t even help friends with such illnesses because of lack of information the only thing they were taught are the cells that cause mental disorders but not how to deal with it. Even the parents can’t see what their children are going through because they have no information about. The only information that people have they got it from the movies and myths.  I had an interview with Mellissa Holmes, who is a young girl full of dreams with the burning passion for journalism but you can see she is not well emotionally. Sometimes you will find her talking alone. Others say that what depressed people do on the other side that what geniuses do.

One day she stood up at the residence meeting and admitted she is going through the bipolar test and her family has a history of bipolar including her 12 years old sister.  Her residences mates were surprised. With the questions in mind like if you have a mental disorder, how did you make it to the third year?  How do you get those golden marks?  That brought something to my attention that yet we at the university and the society believe that we see through the walls and we are walking encyclopaedias which is not true. We don’t know anything about life matters and life skills.

When she was 15 years old she started to harm herself and she always had a feeling of wanting to harm others. This didn’t happen every day that why her parents never took it seriously. They thought it was just a passing phase until she came to Rhodes University. She felt so lonely and the school pressure was too much for her. The feeling of wanting to kill her herself was an everyday thing. She didn’t think it might be anxiety, depression or any disorder. She is at the phase where she can’t wait for her tests results to come out so she can start taking the right medication.  This might stop the people from being scared of her. One of her goals is to open a program that will educate people about this mental disorder.

As I was doing my research I realised the public only focuses on the negativity of this crisis and neglect the positive effects. Such as the crime rates.  The governments also have an impact on this. They should employ people with such illnesses so that the society will stop the stereotype that they are less productive. The fact that learners who are suffering from mental disorders have their isolated schools that cause the stigma and discrimination. The government should do an upgrade in “normal” schools and put facilities that will be suitable for them. Which better than building schools separately.  I also realised that people combine different mental illnesses as the same type and they didn’t know it can be treated. Some believe you are born with it and you will die with it.

There are people who don’t bother themselves with going to the therapy, they say it’s a waste of time because at the end of the day you have to take a pill. Your life depends on a pill.

Let us be educated about life matters in Life Orientation.  If we are taught enough the number of suicides will decrease since there will be many ways of getting help.

Dyslexia in the South African Schooling System – Bethany Meyer

Dyslexia is a learning condition that affects a person’s ability to recognise and read written words. It is believed that dyslexia affects 1 in every 10 people in the world, but many remain undiagnosed. Dyslexia in children disadvantages them during their schooling and can lead to them underperforming despite their mental capabilities. The South African school system offers concession in order to help children who suffer from these types of disadvantages. However, the process of diagnosis and application of theses disabilities and applications is not always straight forward. Daisy and Larry Jackson, a mother and son, recounted their experiences with the private IEB education system.

Daisy explained that the process of diagnosis began when Larry was in grade 1, when the school recommended it. He was diagnosed with inattentive ADD and attended occupational therapy. In grade 2 he began Ritalin treatment to prevent his failing the grade. This assessment seemed accurate until he reached grade 9 and his school recommended he be re-diagnosed.

However, despite the school’s recommendations they did not always provide assistance with finding licensed educational psychologists to perform the assessment and Daisy had to rely on her neighbours and friends to provide her with information. Eventually, Larry received his dyslexia diagnosis and they could begin the application process.

The South African Government provides a range of concessions for disabilities ranging from blindness, neurological -like epilepsy and Tourette’s syndrome- to medical conditions like seizures. Those more specific to dyslexia are extra time per hour on tests and exam papers, scribes and sometimes exemption from compulsory subjects. All of these concessions have to be processed through the school. Information about this process is not readily available online and those resources that are often several years out of date.

Daisy was grateful that the school was efficient in the way it helped them compile the paperwork needed to apply for the concessions. However, when they first sent in the application forms it was rejected because the diagnosis by the educational psychologist was not on the top of the pile. This resulted in a delay in Larry getting his concessions and the family had to pay to send in the application again.

Although Larry eventually received the concessions for extra time and a scribe Daisy had also applied for exemption from a required subject, Afrikaans. Which was denied because the tests proved he could read adequately in English. Daisy recounted this with a furrowed brow and barely masked irritation, ‘They reasoned that because he could read he didn’t need the concession. But all the tests were done in English. The tests had no bearing on whether he could function the same in Afrikaans.’

This displayed an overall lack of understanding by the official education system into the difficulties a dyslexic learner has when reading anything written down. In Larry’s psychological assessment the educational psychologist stated that it could take him up to 5 times longer to read and understand something compared to a child who doesn’t have dyslexia.

This type of ignorance was not limited to just the education officials, some of the teachers at the school also failed to comprehend the severity of his condition. Daisy remembers how anxious he used to get when it came to homework, ‘He would refuse to go Judo practice because he was worried he wouldn’t be able to finish his maths homework.’ He would spend hours completing twenty maths questions when other students were completing it in half an hour.

When Daisy tried to explain this to his maths teacher she was told that reducing his number of questions would be unfair to the other students. Daisy wanted to respond angrily by shouting, ‘You wouldn’t force a clubfooted child to run a 10km cross country course so why are making my child do his equivalent!’ Other complications with the school occurred when his heads of grade failed to tell his individual teachers about his disability leading to more misunderstandings.

Larry’s situation with dyslexia occurred in a well-funded, private, South African school. With fully qualified teachers that actively noticed when something was different about their students. Even with all this it still took almost 9 years for Larry to be properly diagnosed and able to receive the concessions he required.

Many rural schools in South Africa are underfunded, underequipped and understaffed. The teachers there are overwhelmed by their responsibilities to the class as a whole and find it difficult to give a student the individual attention required to notice a learning disability. Even when a disability is noticed it would be difficult for parents and teachers to find the required information to help their child through the education system. There are very few resources available online about concessions and the way to apply for them, Daisy even commented that her informal network was sometimes more useful than the schools and the internet. Also, if second language speakers have to apply for concession in the same way Daisy did they could be rejected just as easily and might not be able to afford to submit again.

Overall more research needs to be done into the diagnosis of dyslexia in school children in South Africa and what resources are the best to help them use the system of education to its fullest to ensure a child can achieve a matric result despite having a disability.