The I in Education

Welcome to our blog!

Revolving around education as activism, based on our lived experiences and identity, our illustrious team is proud to present The I in Education. 

While it comes as no surprise, our articles are as diverse as our team members, and each story reflects not only the passions of the world around us, but also of the world inside of us. From the position of women in education and the “controversial” subject of natural hair, to queer-inclusive sex education and the uphill climb towards gender-neutral bathrooms, our blog has it all! (Or, most of it, at least.) 

Though our stories beat in different directions, each comes from and feeds into the same change-hungry heart. 

We hope you enjoy.

By Roxy Lincoln

Pictured: Children looking at a queer-inclusive sex education handout. Image: Martin Godwin.

 Let’s talk about sex, kids!

  We read about it all day, be it in magazines or on the walls of dirty bathroom stalls. Sex is everywhere. It sells. In fact, I’m willing to bet it sold you a thing or two. Yet here we are in 2018, and the sexual education taught in schools mimics that of your grandparents.

 Now, please don’t get me wrong; I don’t believe any high school student needs a crash course in how to be a freak between the sheets. I do, however, firmly believe that it is a duty for the education system to adequately equip young minds with the ability to practice safe sex. In saying that, I plead with the Department of Education to please include queer sexual education into the curriculum.

 According to Statistics South Africa, the total number of people living with HIV increased from 4,94 million in 2002 to 7,06 million in 2017. As terrifying as that may sound, it was reported that the rate at which the population in South Africa is being infected is estimated to be declining from 1,9% in 2002 to 0,9% in 2017. This suggests that although there has been a significant increase in cases of HIV infection, there has been a shift in the rate at which it is being spread in recent times. The sexual education students are taught in school plays an integral role in this decline as young people are better equipped with the knowledge of prevention.

  Speaking to a former high school teacher, Bird, I wanted to gain perspective on why queer sexual education is not taught in school. “I think what needs to change is the manner in which it is taught and the content to better suit the 21st century teenager.” Bird confessed. The former high school teacher is weary of introducing pleasure into the sexual education system as she believes that it would cause controversy. An understandable fear. Bird, however, does believe that queer sexual education does need to be included into the curriculum: “safe sex is safe sex, isn’t it? Regardless of whether a student is straight or queer.”

But how are queer people affected by the current climate of sexual education?

Pictured: An illustration of heterosexual and queer couples, similar to the diagrams shown in Life Orientation books. Image: Dan Evans.

  Sonny, a university student who identifies as being gay, says: “I never felt included when learning about sex, we were only really taught about condoms so I had to go the extra mile in educating myself.” As a young gay man, Sonny emphasises the importance of safe sex, “I didn’t believe I could get an STD because we were only taught about heteronormative sex.”

  Sonny, like many young queer people in the technological age, acquired his knowledge on safe sex by watching porn, which he sheepishly admits to being unrealistic, from his peers and from his own awkward experiences. Sonny isn’t alone.

 Lailaa is currently studying Law and identifies as bisexual. She believes that the current sexual education taught in schools creates an unhealthy perception for young people. “We were taught that you abstain until you get married to someone you love.” She proceeds, “I believe that people should be able to engage in consensual sexual activity without guilt or stigma.”

 Lailaa signifies the other stark problem with the current system. Sexual education revolves solely on penetration with a penis into a vagina. “It took me a long time to discover what I like because I was only taught one thing. I realise now that it isn’t wrong to be curious.” But Lailaa emphasises her biggest problem with the sexual education taught in school. It’s based on fear. Instead of exploring alternative forms of contraception students are made to fear falling pregnant or contracting an STD. It’s important that students aren't afraid to ask questions and get engaged.

I believe that we need to talk about sex. Let’s laugh about it and learn about it. People who identify as queer especially need to discuss sex more that is why I have asked an array of queer people to give me their best tips and tricks in bed to better educate the queer space on how to have safe sex.

Tips and Tricks:

Don't be afraid to communicate, it will make the experience easier.

Do as much research as possible before your first time. Don't go into it blind.

If you cut a condom down the middle you can create your own dental dam.

Make sure you’re clean (this means take a shower).

Gay men, try not to eat before but drink lots of water.

Be honest about what you want but don't be afraid to experiment.

I am Angel D Francke, an aspiring young coloured woman from Paarl, Western Cape. I am a radio presenter for for Radio KC 107.7FM, and I also have my own Instagram page named legnaish. 

By Lindani Donyeli

  Sport is seen in many circumstances as a unifier and an education tool. Many schools throughout South Africa enforce a sporting policy, with the majority of schools in Grahamstown participating avidly in sports themselves. Phumlani and Unathi Khongwana are two brothers who are passionate about the development of young athletes in town, with Unathi coaching at Nathaniel Nyaluza and Phumlani at Fikizolo Primary.

The brothers' passion for sport started in primary school, under the tutelage of their coach and ward councillor Ramie Xhonxa, when they began playing rugby for the Andrew Moyake Public Primary School team. At Nyaluza, the pair were quickly moved from the under 15 sides into the first team, where they excelled.

  The Khongwanas had also started playing club rugby when they were in grade nine. Rushed into the first division teams, the brothers never played any lower than top-level rugby while playing for the Easterns Rugby Football Club under the guidance of Phumelelo Mvula.

Pictured:  Unathi Khongwana and members of his team during practice.

  In 2010, Phumlani, the older of the two brothers went to play in the Western Cape for. He moved back to the Eastern Cape just two years later to play for the Swallows in East London. He was not content with staying in one place for too long. He met up with his brother in Port Elizabeth, where they played for the Bombers under head coach Qondakele Sompondo. It was while they were playing for the Bombers that they decided to test the waters overseas.

Phumlani was given the opportunity to coach and play at the same time while in England. He played while he coached players from under 13 to under 19′s. Phumlani remained in the UK for three years, before returning home.

  In 2016 he went to East London before returning home (Grahamstown) in March 2017. They went to the UK twice. After returning they decided to give back to their former high school by coaching at the school; under 15 and the first team. They were coaching under 15 in Nyaluza and Phumlani in Fikizolo coaching under 15.

  When Nathaniel Nyaluza played their first team, the brothers came together and coach the team.

 Phumlani has confirmed that the numbers of players are decreasing. For instance, one Sunday when the two brothers had arranged a training session, the students did not attend as they had stayed up drinking the night before.  

 Private schools need people from the township, but these students often cannot make it due to academic skills and alcohol abuse. Furthermore, his club Easter does not have an under 15 team due to the shortage of players. There is also no respect and or support from the parents.

  Phumlani said he feels pain for the township youth: "The boys sit in the corner or at spaza shops and the youth after school play wheels carts in the road, they are going to have an accident, whereas the field is empty. There is no support, even the parents do not support the children”.

  The brothers don’t only engage in sports; they often sit with the players and speak to them about what they want in life and advise them about the importance of education. The happiness does not end, you must read your books and do your homework.

  Phumlani confirmed that rugby is slowly dying, that it is going to end. While alcohol abuse is prevalent, Phumlani also blames the Eastern Province Rugby Union for these issues; they don’t participate or even send referees to matches. “That is one of the many problems with the township sports,” said Phumlani.

Pictured: Unathi Khongwana’s team during practice.

 When he was growing up, he grew up with clubs very different from the ones available today. There were many clubs and even women were involved in rugby. He can only confirm one all-female club, Lili White.

 He believes that if the Department of Sports were to get involved, things might get better. If they were to collect the kids that might at least be something to encourage them. These children come are from disadvantaged homes and need encouragement! “Some of the children leave their homes without eating and others don’t have playing equipment,” said Khongwana. He said there used to be lots play, but it does not exist anymore.

  Zakunzima Tyala, the principal of Nathaniel Nyaluza, said: “The brothers have been involved with sports for many years especially, in Nathaniel Nyaluza. They have been helping the students, mentoring them and encouraging them. They are deeply involved in sports and are giving back to the school. They are encouraging the kids who are coming from the disadvantage homes.”

  If you are not good at academics, sports can help you and carry you. They encourage the students to stand tall and do well in sport. “However, the school could benefit more if the Department helped the brothers by encouraging them,” said Tyala. They are committed to building up the sports department, the carrier of the school, in helping out especially with regards to rugby.

  Not everyone excels academically, some people are good at sports or art. This is why it is important that sports in our townships be taken seriously, so that kids can be groomed physically. These days sports can carry one and some people can make a living through sports.

  When compared to other schools around the township, Tyala recommends his school. He is proud of his school and says that they are outdoing all other schools, all because of the presence of these two brothers.

  Their being at the school allows Tyala to see a future of success for his school and the children. They have a vision of taking Nyaluza to a great place and the school appreciates their contribution to the rugby at Nyaluza and for the Grahamstown community at large. The two brothers represent not only Nathaniel Nyaluza, but the whole of Grahamstown.

 Warren Senscher, Assistant Director of School Sport, and Tyala should engage the department about such people, they need to make the department aware.

  Sive Gogela, a grade 11 learner and rugby player, now plays for the first team at Nathaniel Nyaluza. With humble beginnings in rugby at Archie Mbolekwa Higher Primary School, he ended up being coached by Unathi Khongwana.

 “He practices [with] us at Egazini battlefield,” says Gogela. “He teaches us how to play rugby and give us skills. It is such a great pleasure for us as rugby players to have him within our school to teach us rugby. He is still looking young, but he teaches us discipline and to respect the elders.”

  Thuso Makotwana, another grade 11 learner, spends most of his time on the field with the coach. He is glad to have Khongwana coaching them, as it keeps them busy. “There are lots of things happening in the township, so we are fortunate to have Unathi as our coach,” said Makotwana.

  “Our coach Unathi gives us an unexpected training that we don’t know or how to play and he treats us very well,” said Simamkele Madinda, a grade 11 student. “He gives us tactics and when we use them, we succeed [in] the games. He encourages us to play rugby in order [that] if we do not make it academically, we can still use sports as our carrier.”

 Maasdorp Cannon from the Department of Sports in Education mentioned a shortage in responsibility from the whole school, that the teachers were not taking responsibility for sport either. He further believes that a certain amount of money is supposed to be used for the sports code. Cannon does not believe in a Messiah who is going to come from heaven. He also thinks the municipality does not take responsibility.

  The Principal should send a letter to the department and give the department a brief of the sports program detailing the volunteers work. This would enable them to decide how to help the school. Their budget for this year has already begun to improve. They can only help next year but the consultation should start this year, so that whatever is needed can be organised by next year. They are servicing 300 schools; however, the obligation is not on DSRAC to go to each school; schools should come to DSRAC, then they can form a programme to help. “We are aware that Nyaluza is playing under our programme. They should come and produce themselves; our obligation is to watch the schools and the school must in return introduce these volunteers,” said the Assistant Director of School Sport.

 The schools should have people like Unathi and Phumlani who are really passionate about sports, schools should make it a sure thing that there is an income, encouragement and use their time as an occupation not volunteers.

By Andile Fani

   A fundamental biological function becomes complicated and painful. These students are required to put great effort and thought into the simple act of urinating often experiencing trauma,” said Kelly*, a student at the University of Cape Town, in an interview with the Mail and Guardian. The discussion was about gender-neutral toilets on campus.

  After UCT opened their first gender-neutral bathroom in March 2014, the move was met with mostly negative reactions from students. Some students were reportedly uncomfortable with sharing a bathroom with people of other genders.

 Sandile Ndelu, a transgender female student at the time and a transgender activist, was quoted in a Mamba article, and said:  “The ironic thing is that those UCT students who are uncomfortable with the idea of having gender-neutral toilets are the very same people who are uncomfortable with sharing gender-coded toilets with transgender and intersex people. So then what must happen?”

  UCT is not the only university in South Africa to introduce gender-neutral toilets. The University Currently Known as Rhodes (UCKAR) and Wits also welcomed gender-neutral toilet policies on their campuses.

  Phumelele Nkomozake, a transgender female student at UCKAR and the SRC Activism and Transformation Councillor, recalls the lack of gender-neutral toilets when she first came to the university. “There were no gender- neutral bathrooms that I knew about at the time”. Adding to the issue, Nkomozake also said: “I think that [UCKAR] does not have facilities for transgender students. However, I think there is not enough work to make those facilities available to all students.”

Pictured: Phumelele Nkomozake. Source: My Trans Evolution

 In 2017, Ndelu conducted a research of transgender students from seven South African universities, including the University of the Witwatersrand (Wits) and UCKAR, amongst others. This report found that only ten percent of transgender students who participated in the discussion feel like there are enough gender-neutral bathrooms on their university campus. During this discussion, Wits students also voiced out their frustration after the university turned their previously disability bathrooms into gender-neutral bathrooms.

 “Yay, Wits threw out a carrot to us to try and pacify us by gender-neutral bathrooms but they have done it in a terrible way,” said a transgender postgraduate student at the university. “They have bunched us with the disabled toilets that were already gender neutral. And even the idea of having a sign becomes problematic because once again that creates a situation of over visibility, especially the sign. It’s a toilet. If you live in a household with people of different genders you are going to go to the same loo that your dad or your sister or your gran goes. Jea I use a gender-facility when there is one close by-because the benefit is that they are cleaner-but otherwise then I go to a female one-I don’t give a damn anymore. I really don’t.”

 Despite this report, Birgit Schreiber, the acting Director at the Centre for Student Support Services, believes that universities are making progress in including gender-neutral bathrooms on their campuses.

   “At Stellenbosch University, gender-neutral bathrooms are now an addition for all the bathrooms and toilets where the opportunity offers itself,” says Birigit Schreiber, the senior director of student affairs at Stellenbosch. “When bathrooms are revamped or remodelled, especially in residences, student hubs, clusters and student communities, we offer a range of choices so that gender neutrality is supported and gender binaries are supported.”

 Kim*, a Stellenbosch University student, says that the introduction of more gender-neutral bathrooms will help make transgender students feel safe. “Transgender men, women and gender non-conforming people are frequently ridiculed, insulted, physically attacked and sometimes arrested when they use public bathrooms.” says Kim. “Consequently they are often forced to plan visits to the bathroom carefully.”

 When speaking of her experience with using gendered toilets, Nkomozake said: “I have used both male and female [toilets]. You receive a lot of discomfort from the various gendered bodies in that bathroom. They were both violent experiences from stares to sexual assault or infringement”.

  Nkomozake also voiced out her frustration at the Department of Higher Education for their failure in forcing universities to introduce more gender- neutral toilets on their campuses “the Department of Higher Education is not doing enough. They are not doing anything.” she said.

Pictured: A sign for the restroom at The Regent Theatre in Dunedin, New Zealand. image:  Facebook / The Regent Theatre.

By Shilika Chisoko

Like any Rhodes University students, Rochelle Bessinger and Tutsirayi Zimwandei hate morning classes. The combined stress of assignments seemed to weigh them down as they walked to their 07:45 class. On top of having to get up for these early morning classes, they have practicals four times a week from 14:00 to 17:00. By the time they get to the dining hall for suike mapper, they have the energy of a tortoise.

Pictured: Rochelle Bessinger and Tutsirayi Zimwandei.

“You Journalism kids have no idea what we have to go through to achieve the bare minimum”, says Bessinger. She carries on for 15 minutes talking about the difficulties of pursuing a science degree whilst Zimwandei supports her with a series of ‘mmmm’s’ and ‘ahhhhs’. They do not realise that they are a part of a demographic that defies stereotypes that have been placed upon women for centuries.

In most of human history, women have been discouraged from pursuing careers that are intellectually challenging on the grounds that they cannot handle the pressure. The argument that females are the ‘fairer sex’ is what has been used to bar them from entering the various fields of academia. However, the 20th century saw the emergence of the feminist movement as females were tired of being pushed to the side-lines. Among other things, they fought for the right to be welcomed into workspaces that had been exclusively for men.

A lot of progress has been made since then. Women begun to penetrate work spaces that were predominantly male. Marie Curie was one of the first women to do so. In 1903 she became the first woman to win a Nobel Prize in physics and later won another one in chemistry. She is the only woman to have ever won a Nobel Prize two times. Her ground- breaking achievements set the precedent for many women who wanted to pursue predominantly male careers.

In present day, women are still fighting for acceptance in these spaces. One third year student from the University of Cape Town, who requested to remain anonymous, says that she experiences prejudice from her male counterparts. Chanda* is pursuing a degree in Actuarial Science, a degree that requires a lot of hard work. She says that being  female in a predominantly male space is challenging. She does not receive respect from the males who think she is too weak and some of the females. Thus her contributions are often shot down, slowing her academic progress. Women are also subject to being sexualised and objectified in these spaces. On the 4th of May, a poster was put up in the main library at the University of Zambia which read:

“Notice to all female students: It has come to our attention that some female students dress half naked as they use the library, a situation which is disturbing the male students. We advise you to dress modestly as you use the university library.” The head Librarian has since issued a statement disassociating the library from any sort of misogynistic conduct.

She states that the University was not responsible for the poster and an investigation would be carried out. Despite these atrocities that are still happening, there has been an increase in the women that are pursuing predominantly male careers. According to an article published on Wunsystems in 2018, the number of women going into male dominated work spaces is on the rise. Institutions like Rhodes University admit more females than males. In addition to this, in 2018 nearly 65% of the graduates at Rhodes University were women. This is a huge step in enabling women to be welcomed in all academic circles. Degree courses such as Pharmacy and Science have been traditionally male dominated spaces. However, this initiative undertaken by the University gives women a chance to operate on an even playing field.

 “I mean it’s literally a sea of females in Maths 1, with like your occasional boy here and there, and even in the line for my chemistry practical there were a million girls and one boy”, says Bessinger, in-between fits of laughter. This statement, despite being made in a nonchalant manner, is reflective of the changes that are taking place in our society.

 This change is also seeing men being more accepting of women in these spaces. Chimwemwe Phiri, is a first year student at Asia Pacific University of Technology and Innovation in Malaysia, studying actuarial science. “It was strange working with women, more so when they possess more knowledge than you”, said Phiri. He went on to state that in the beginning this intimidated him but as time continued he began to see women as equals.

 Vincent Punabantu, a first year civil engineering student, says that as opposed to the belief that engineering is a course for males only. There are a good number of women in his class. Women are no longer subjected to fulfilling gender roles imposed on them.

Pictured: Vincent Punabantu.

One prominent Nigerian author, Chimamanda Ngozi Adichie in a 2012 TED talk entitled ‘We should all be feminists’ highlights the importance of education in ensuring that young girls and women are able to pursue their ambitions.

At Rhodes University women are taking prominent positions in predominantly male departments. This is seen in the case of Mrs Joyce Sewry, who is the Deputy Dean of Science. Another female lecturer who holds a position that usually would go to males is Dr. Sue Marais, who is the head of the English department. The registrar of Fairer Rhodes University Dr. Adele Moodly is also one of the females breaking the stereotypes imposed on women.

 Although a bias is imposed on women as they pursue certain fields of study, more schools should take an active role in encouraging them to pursue their dreams. This will ensure a better future for the learners of tomorrow, just as the early feminists facilitated change for the empowerment of women.

By Mixo Delight Makhosani

There is a saying that goes "Where you come from doesn't matter, what matters is where you are going." But what happens when where you are from is the hindrance to you moving forward because the system failed to provide you with your most basic of needs? And that need being Education. There are schools in South Africa that lack the essential resources to actually provide the best education for the students in the school. And these are schools founded under the Public Sector or the Government.

Schools are all expected to produce the best result by the department, but then how is that  possible if they lack the essential resources and human resource. Schools found in the rural areas are the most affected by this problem, and even though the situation is as such they are expected to perform very well. And not that their performance will bring in a change but instead more pressure on the short-staffed school. 

I spoke to Maria Mafanato Mashimbyi, the principal of Gawula High School found in Gawula Village, Limpopo. This is one of the schools that suffer because of the lack of teachers. "We are a school of 380 students, 17 different subjects to be taught, 10 classes and we have only 12 teachers to facilitate these subjects and classes,” says Mashimbyi. “And I am also part of the teachers, and the fact that I am a principal means I am not always in school. And a Mathematics teacher, the class is the one that suffers the most. And even though this may seem like it's a normal thing for a school of a low capacity of students to have a a low number of teachers, at the end of the day we are all tired and you need to go to class.” 

But that's not the only problem they faced. In 2013 they started to build better classes but that project took close to 3 full years and it was completed in 2016. And that meant they had to have a class of close to a 100 students in one room that didn't have proper ventilation. Mashimbyi continued to talk about how the department expects results that are very great instead of the ones that reflect the condition of the school.  

Pictured: A girl walking to school. Image: GroundUp.

"Unlike some schools that have internet access and are taken to career guidance, we didn't have any of that,” says Benevolence Maluleke, a former student. “Having to do research on an assignment, you needed to travel to the library on a gravel road. And if you're lucky it might take you an hour to get there and be able to use the library. But if you couldn't use the computer then you had another thing coming your way. We are so stuck with the idea that applying to a university means you have to post the application. And of course, you can do anything you want. But we forget that you need good grades and how do you acquire those when you come to school and spend the whole day not seeing one teacher? How do you acquire these good grades in classes that need to be done practically like Mathematics? And now you suffer for something that is not even your fault." 

The emotion that such a statement carries just shows you how badly affected these students are with the conditions they had to study under. Maluleke goes on to talk about the small foundation they have started to go around and offer guidance to their former school and the villages around. “We are basically trying to give back what we never had but experience first-hand.”

A SANGONet article was written on 6 February 2011 about how South Africa is still obsessed with how good the matric results should be. The writer of the article, Phumla Pearl Mhlanga, says: "The debate around how matric results could be improved in South Africa often excludes the issue of career guidance. Without career guidance, some of these matriculants will not be able to make informed choices when it comes to their future career paths.” 

Motivational speaker Jay Shetty gave two speeches that spoke of such a matter. In the first speech, he read a letter written by the principal of a school found in Singapore. The principal explained how students differ and how parents should not pressure them to be what they are not. The second video spoke about how a student should not be conformed to use other people's timing when it comes to setting their career.

Video: Motivational speaker Jay Shetty.