The strike that started three weeks ago is still underway…if you’ve been watching the news, you’ll know exactly how badly our government is treating teachers and all public servants for that matter. At my school, we’ve been really lucky with regards to not being intimidated by strikers, until yesterday morning. Before she even came to school, our principal received a phone call at home (which is really scary) threatening the safety of the school, pupils and teachers who are attending. She told us first thing yesterday morning.
I was seriously scared…to know that they can get the principals home number and try and intimidate us and the kids is not cool…the principal is not allowed to officially close the school without government permission who (surprise surprise) were uncontactable!!! Anyway, we got all the kids (on 50 or so of them were at school) into the hall. The principal said we could go home, but it was a decision we had to make for ourselves. I was really concerned about the safety of the kids (although they are the government’s responsibility) so I decided to stay.The principal called the cops and security companies etc, so we all felt pretty safe, but it was still nerve wracking. Anyway, we kind of stood around a while while the kids contacted parents to fetch them; you should have seen it, completely surreal, like every time someone left it was like one of those hostage scenes from the movies. About an hour later the school received another call threatening our safety and trying to intimidate us into closing the school. Quite a few of us teachers left.
I felt terrible and as I got into my car and dove away I was beside myself in tears, I was shaking and just felt so helpless. I’ve heard so much on the news over the last few weeks but you never really feel it’ll happen to you…and then it does. Anyway, I have no idea what is going to happen, we just have to watch the press and see what happens. The government and unions are not much further forward on the salary issue and negotiations have petty much failed – the government have offered teachers an ultimatum or else they go back to their previous offer and will not enter into negotiations again – this is now when things start to get violent...
Now – how democratic is our country really???
Anyway, school ends tomorrow, which will give everyone a bit of a breather…think it’s needed and well deserved all round.
Siobhan
Thursday, June 21, 2007
Monday, June 11, 2007
June 11 – Day 11 of the Public Service Strike on South Africa
So, yes…South African public sector workers have been on strike for 11 days. It seems totally ridiculous to me that after 11 days any democratic country could still be striking – does our supposedly democratic government honestly believe we don’t deserve 12% in the quest for what our country truly represents – equality???
Today was my second day at school (working) since the strike began (the days off have not been as part of the strike – rather study leave), and it was honestly one of the best and most rewarding days I’ve had as a teacher. With only 13 grade 7s at school, each of the teachers for the grade only saw the learners once, but I can honestly say in my one period with 13 children I got more done that I do in a whole day of lessons with the usual 40 in my class.
I want to reflect a little…
With the time I’ve been off (between the writing of and studying for my exams), I’ve been doing quite a bit of thinking about what exactly is going on in our beautiful country. In the past 11 days I’ve had 4 periods of actual teaching, and I won’t lie, it’s been great. Now I guess my being at school does not show any sort of solidarity for the greater cause of teachers (two justifications: I am an SGB employee and I need the money just as bad as the next person – no work no pay!!!), however I guess the reason I became a teacher is different to most – I believe in education and I believe in a better future for SA – that’s not to say that I don’t believe that teachers deserve more money, I suppose I’m just not doing this for the money at all – that’s when I’ll fall back on my real qualification – which is somewhat of a pity because I love teaching so much more that I could ever love journalism.
Ok, so that’s why today was such an amazing day…I had quite a bit of free time to do all my admin (so no homework for this teacher today), but more than that, I had time and the energy to give the one lesson I did have my all. I decided that there was little point in doing real work seeing that about 145 kids would miss out, but I wanted to give the kids something meaningful to take away – they should be rewarded for coming to school when no one else is as willing. I figured that the strike – being real and having a direct impact on them was a good place to start – so I linked the strike action and the concerns it’s raised to the happenings of June 16th 1976 (which we commemorate this Saturday). It was quite a hit. I had plenty of time to prep the lesson, did some research put some quotes up on the board, and then because I was so excited myself about the content and the idea of sharing something real and relevant with my learners, I was fresh and in a supped good mood when they came in. Needless to say they loved it, they were excited because it was different, but also because finally someone was informing them directly about what’s happening in SA at the moment – they were attentive and very talkative, but in a good way, they all had comments to make and questions to ask. And because there were only 13 of them I got to address all their concerns and let them all have their say, with very little time spent on discipline and telling them to keep quite (which is the norm with 40+). By the time the bell rang, we were still talking and no one wanted to leave. It really was the most amazing lesson of my life (which as a teacher has been admittedly short – but it was incredible). Although no one wrote anything in any books and despite the fact that I will never ask the work in a test, the lesson incorporated everything I’ve been taught a god lesson should include:
They learnt something – debating skills and some history
It was inclusive – everyone got to have their say
It was developmental – we all thought and reasoned
It was educational – everyone learnt something and was stimulated
AND – most importantly: it was democratic – everyone got to have an equal voice if they wanted it, we all deliberated together and we walked away enriched by the content as well as the process.
I think it’s very seldom that I teacher can walk out of just one class and say they learnt more than the kids did – but that was me today. I’ve always known that young South African’s have a lot to say, but today they shocked me – finally they spoke out and they were able to give reasoned arguments for what they thought was right and wrong about the strike – and it wasn’t all newspaper regurgitation –they were really really thinking.
After the lesson I had some more free time and I took in all their books to do what we call book control (checking that they are up to date in their exercise books) – which we usually skim (imagine – in excess of 200 books). I didn’t do book control, I actually marked their books, read through their work and gave some real feedback they can work with – an impossible task in “normal” times…
Now I ask you – what does this mean? What are we to learn from the strike – teaching is best when the numbers are smaller, I’d love 13, but even 25 would be good…but not 40…as soon as classes are smaller education in our country will return to it’s previous high standard (and probably raise above it), but classes will only get smaller when we have more teachers and there will only be more teachers when the salaries are more attractive – which will only happen when the teaching industry can actually compete with the private sector – which if the government refuse 12%, will be never…so my question is – how the hell can a government call themselves democratic and commit themselves to “education for all” when they won’t even let the nations’ educators put a decent meal on the table for their families???
Today was my second day at school (working) since the strike began (the days off have not been as part of the strike – rather study leave), and it was honestly one of the best and most rewarding days I’ve had as a teacher. With only 13 grade 7s at school, each of the teachers for the grade only saw the learners once, but I can honestly say in my one period with 13 children I got more done that I do in a whole day of lessons with the usual 40 in my class.
I want to reflect a little…
With the time I’ve been off (between the writing of and studying for my exams), I’ve been doing quite a bit of thinking about what exactly is going on in our beautiful country. In the past 11 days I’ve had 4 periods of actual teaching, and I won’t lie, it’s been great. Now I guess my being at school does not show any sort of solidarity for the greater cause of teachers (two justifications: I am an SGB employee and I need the money just as bad as the next person – no work no pay!!!), however I guess the reason I became a teacher is different to most – I believe in education and I believe in a better future for SA – that’s not to say that I don’t believe that teachers deserve more money, I suppose I’m just not doing this for the money at all – that’s when I’ll fall back on my real qualification – which is somewhat of a pity because I love teaching so much more that I could ever love journalism.
Ok, so that’s why today was such an amazing day…I had quite a bit of free time to do all my admin (so no homework for this teacher today), but more than that, I had time and the energy to give the one lesson I did have my all. I decided that there was little point in doing real work seeing that about 145 kids would miss out, but I wanted to give the kids something meaningful to take away – they should be rewarded for coming to school when no one else is as willing. I figured that the strike – being real and having a direct impact on them was a good place to start – so I linked the strike action and the concerns it’s raised to the happenings of June 16th 1976 (which we commemorate this Saturday). It was quite a hit. I had plenty of time to prep the lesson, did some research put some quotes up on the board, and then because I was so excited myself about the content and the idea of sharing something real and relevant with my learners, I was fresh and in a supped good mood when they came in. Needless to say they loved it, they were excited because it was different, but also because finally someone was informing them directly about what’s happening in SA at the moment – they were attentive and very talkative, but in a good way, they all had comments to make and questions to ask. And because there were only 13 of them I got to address all their concerns and let them all have their say, with very little time spent on discipline and telling them to keep quite (which is the norm with 40+). By the time the bell rang, we were still talking and no one wanted to leave. It really was the most amazing lesson of my life (which as a teacher has been admittedly short – but it was incredible). Although no one wrote anything in any books and despite the fact that I will never ask the work in a test, the lesson incorporated everything I’ve been taught a god lesson should include:
They learnt something – debating skills and some history
It was inclusive – everyone got to have their say
It was developmental – we all thought and reasoned
It was educational – everyone learnt something and was stimulated
AND – most importantly: it was democratic – everyone got to have an equal voice if they wanted it, we all deliberated together and we walked away enriched by the content as well as the process.
I think it’s very seldom that I teacher can walk out of just one class and say they learnt more than the kids did – but that was me today. I’ve always known that young South African’s have a lot to say, but today they shocked me – finally they spoke out and they were able to give reasoned arguments for what they thought was right and wrong about the strike – and it wasn’t all newspaper regurgitation –they were really really thinking.
After the lesson I had some more free time and I took in all their books to do what we call book control (checking that they are up to date in their exercise books) – which we usually skim (imagine – in excess of 200 books). I didn’t do book control, I actually marked their books, read through their work and gave some real feedback they can work with – an impossible task in “normal” times…
Now I ask you – what does this mean? What are we to learn from the strike – teaching is best when the numbers are smaller, I’d love 13, but even 25 would be good…but not 40…as soon as classes are smaller education in our country will return to it’s previous high standard (and probably raise above it), but classes will only get smaller when we have more teachers and there will only be more teachers when the salaries are more attractive – which will only happen when the teaching industry can actually compete with the private sector – which if the government refuse 12%, will be never…so my question is – how the hell can a government call themselves democratic and commit themselves to “education for all” when they won’t even let the nations’ educators put a decent meal on the table for their families???
E-mail read on Morning Live 5 June 2007
Dear Vuyo, Leanne and Viewers
In response to your question this morning, is 12% too much, is 6% too little:
I am a young South African educator in my first year of teaching. Being younger and less experienced, my salary is somewhat less that that of my colleagues who have been teaching for 10 years plus – the majority of them take home in the region of R6300 – now you can imagine what I get. My decision to become a teacher is one of choice, and there is no other job in the world I could imagine myself doing. However, I have it in the back of my mind that at least I have another qualification to fall back on once teaching can no longer pay the bills.
I am very fortunate that being only 22 and single that I have only myself to support, but there are those dedicated and committed teachers who have houses and cars to pay off, children to educate and food to put on the table.
We work everyday with children of the nation, they are amazing youngsters, but with 40+ in a class and the changing dynamics of the youth ( incorporating bad attitudes, violence, disrespect, indifference to education, etc), teaching leaves much to be desired.
The Department of Education insists on life-long-leaning, so many of us educators continue to study while we teach (it's one way to get an increase too) – so there are University bills to pay, as well as the added stress of studying and completing assignments.
The total number of learners that I teach is in the vicinity of 280. I think it's about time South African's sit up and take action – a strike draws attention, yes, but this should be a concern for the whole country, if we don't have good educators (which will only increase with better pay) and sound education, I must ask, what is the future of society really?
Yours in Education
Kind regards
Siobhan Louw
200715152
083 566 6332
Email: siobhan.louw@gmail.com
Blog: http://teach-learn-educate.blogspot.com/
"Technical skill is the mastery of complexity, while creativity is the mastery of simplicity"
In response to your question this morning, is 12% too much, is 6% too little:
I am a young South African educator in my first year of teaching. Being younger and less experienced, my salary is somewhat less that that of my colleagues who have been teaching for 10 years plus – the majority of them take home in the region of R6300 – now you can imagine what I get. My decision to become a teacher is one of choice, and there is no other job in the world I could imagine myself doing. However, I have it in the back of my mind that at least I have another qualification to fall back on once teaching can no longer pay the bills.
I am very fortunate that being only 22 and single that I have only myself to support, but there are those dedicated and committed teachers who have houses and cars to pay off, children to educate and food to put on the table.
We work everyday with children of the nation, they are amazing youngsters, but with 40+ in a class and the changing dynamics of the youth ( incorporating bad attitudes, violence, disrespect, indifference to education, etc), teaching leaves much to be desired.
The Department of Education insists on life-long-leaning, so many of us educators continue to study while we teach (it's one way to get an increase too) – so there are University bills to pay, as well as the added stress of studying and completing assignments.
The total number of learners that I teach is in the vicinity of 280. I think it's about time South African's sit up and take action – a strike draws attention, yes, but this should be a concern for the whole country, if we don't have good educators (which will only increase with better pay) and sound education, I must ask, what is the future of society really?
Yours in Education
Kind regards
Siobhan Louw
200715152
083 566 6332
Email: siobhan.louw@gmail.com
Blog: http://teach-learn-educate.blogspot.com/
"Technical skill is the mastery of complexity, while creativity is the mastery of simplicity"
Assembly Message – Youth Day (11 June 2007)
This Saturday, the 16th of June is national Youth Day. On Youth Day we celebrate the heroic actions of young people who took to the streets of Johannesburg in protest of an oppressive system of government 31 years ago, in 1976.
In the face of apartheid's brutality, these learners joined together, voiced their unhappiness and set in motion the march towards the freedom which we finally received in 1994.
The struggle for freedom was fought by students, parents, teachers, workers and the broader community, who supported the students in their demand for a political voice. Armed with placards, a strong will and determination, they fought the might of armed police and soldiers.
It is so important that in remembering what happened 31 years ago, we continue to celebrate our freedom and reflect on how far we have come as young South Africans in reversing the damage caused by apartheid. I want to urge you as the future of South Africa, as our future leaders, politicians, educators and business men and women, let us rededicate ourselves to the achievement of the democratic ideals which the youth of 1976 stood up for. Let us be as strong willed and as determined to stand up for what we believe in. Let us stand united, peacefully and whole-heartedly against the evils in our society, in our homes, on our playgrounds and in our hearts. Florida Primary learners, the South Africa we live in today is still the beautiful land it has always been, but is littered poverty, crime, racism and violence. In 1976 South Africans just like you and me fought extremely hard for the democratic education that we receive today. Your education and your democracy is you right, a right that thousands of people suffered for. Our rights give us wonderful opportunities which will become powerful tools that will serve us our whole lives. But with this great power, we must remember the great responsibilities, to serve ourselves, our country, our parents, and most of all the democracy for which we fought so hard.
In the face of apartheid's brutality, these learners joined together, voiced their unhappiness and set in motion the march towards the freedom which we finally received in 1994.
The struggle for freedom was fought by students, parents, teachers, workers and the broader community, who supported the students in their demand for a political voice. Armed with placards, a strong will and determination, they fought the might of armed police and soldiers.
It is so important that in remembering what happened 31 years ago, we continue to celebrate our freedom and reflect on how far we have come as young South Africans in reversing the damage caused by apartheid. I want to urge you as the future of South Africa, as our future leaders, politicians, educators and business men and women, let us rededicate ourselves to the achievement of the democratic ideals which the youth of 1976 stood up for. Let us be as strong willed and as determined to stand up for what we believe in. Let us stand united, peacefully and whole-heartedly against the evils in our society, in our homes, on our playgrounds and in our hearts. Florida Primary learners, the South Africa we live in today is still the beautiful land it has always been, but is littered poverty, crime, racism and violence. In 1976 South Africans just like you and me fought extremely hard for the democratic education that we receive today. Your education and your democracy is you right, a right that thousands of people suffered for. Our rights give us wonderful opportunities which will become powerful tools that will serve us our whole lives. But with this great power, we must remember the great responsibilities, to serve ourselves, our country, our parents, and most of all the democracy for which we fought so hard.
Friday, May 25, 2007
News
So, just a quick post to let you (whoever that may be) know what’s new in my life – as an educator…
First off, university is over for the semester. I write my first exam in a little over a week – crunch time!!! Actually looking forward to it – the stimulation of studying and immersing myself in academia… I plan to get a good deal of studying done this weekend..hehe, we’ll see.
Have posted a copy of my most recently returned essay (85%) – YAY – hope it makes for interesting reading.
This weekend I also have a HUGE pile of making to get through, hope to get it all done tomorrow.
BUT THE REAL NEWS:
One of the learners in my class today told me he hates me. WOW – of all the things you become a teacher for – hearing something like that from a 13 year old is not one of them. Basically I confiscated his cell phone (he was text chatting in class) and I took it away as is school policy. It was pretty hectic, and being a teacher at the school I’m at, enforcing rules is always a necessity but can be a risk too. He’s quite a good kid – disruptive and doesn’t work, but he’s well intended (a typical 13 year old???) and I felt a bit bad, but rules are rules and I’m tired of being the nice person who always let’s the kids be kids… - they need to grow up and realize that actions have consequences. Anyway, the principal heard about the him hating me incident and called us both in – of course it wasn’t a great experience, but I think it needed to happen. I’m just getting increasingly concerned as to why I’m an educator – do I want to be unreasonable – NO – in fact that’s exactly what I don’t want!!! I want to be pat of a teaching process where I reason with them. They need that, especially in today’s society. It’s messed up, and so many of the educators teaching alongside me have conflicting views. I believe it’s a process, they always seem more concerned with a means to and END!
Will keep you posted.
First off, university is over for the semester. I write my first exam in a little over a week – crunch time!!! Actually looking forward to it – the stimulation of studying and immersing myself in academia… I plan to get a good deal of studying done this weekend..hehe, we’ll see.
Have posted a copy of my most recently returned essay (85%) – YAY – hope it makes for interesting reading.
This weekend I also have a HUGE pile of making to get through, hope to get it all done tomorrow.
BUT THE REAL NEWS:
One of the learners in my class today told me he hates me. WOW – of all the things you become a teacher for – hearing something like that from a 13 year old is not one of them. Basically I confiscated his cell phone (he was text chatting in class) and I took it away as is school policy. It was pretty hectic, and being a teacher at the school I’m at, enforcing rules is always a necessity but can be a risk too. He’s quite a good kid – disruptive and doesn’t work, but he’s well intended (a typical 13 year old???) and I felt a bit bad, but rules are rules and I’m tired of being the nice person who always let’s the kids be kids… - they need to grow up and realize that actions have consequences. Anyway, the principal heard about the him hating me incident and called us both in – of course it wasn’t a great experience, but I think it needed to happen. I’m just getting increasingly concerned as to why I’m an educator – do I want to be unreasonable – NO – in fact that’s exactly what I don’t want!!! I want to be pat of a teaching process where I reason with them. They need that, especially in today’s society. It’s messed up, and so many of the educators teaching alongside me have conflicting views. I believe it’s a process, they always seem more concerned with a means to and END!
Will keep you posted.
An Academic Essay
The text below is an essay I submitted for my Education and Philosophy course. Should you use any of the information herein, please be sure to reference either the original authors or me...Thanks
TITLE: DELIBERATIVE DEMOCRACY
Ms S.J. Louw
Student number: 200715152
Course: PGCE
Module: Education A: Philosophy of Education
Lecturer: Mr Dirk Postma
Due date: 7 May 2007
Word count: 4 796
Task:
How would you educate students on the issues of a deliberative democracy? Provide a critical account of the conception of a deliberative democracy and explain in detail how students could be enabled in the classroom to participate in this kind of democracy.
Abstract:
This essay initially takes an objective stance towards the deliberative form of democracy, detailing the nature and characteristics of deliberative democracy and providing a critical definition of the concept. The text goes on to look at practical ways in which to educate learners on the issues around deliberative democracy, giving a detailed application of deliberative democracy suitable for the South African classroom.
Plagiarism Declaration:
I hereby declare that this essay is my own work. I have acknowledged all other authors’ ideas and referenced direct quotations from their work. I have not allowed anyone else to borrow or copy my work.
Signed: ……………………
Date: ………………………
Introduction
As South Africa and the rest of the world are investing in, and continue to move towards, “democracy” – both in its political conception and as a way of life – it is important that as academics in the education field, we are critical in our own conception and analysis of all forms of democracy. For the purpose of this essay I will look at the deliberative form of democracy and assess what it has to offer young people. The first section of this essay will critically describe deliberative democracy from a theoretical perspective. In the second section I will elaborate on the necessity of deliberative democracy in the South African classroom and consider its value to young South Africans. The final section of this essay will look at ways to educate learners on deliberative democracy and detail one example of how to implement it in the classroom.
What is deliberative democracy?
As a point of departure for this essay, it is crucial to begin with a definition of deliberative democracy. The term, “deliberative democracy”, has its epistemological roots in the word “democracy”, which itself has many, various and complex definitions. Possibly the most fitting, suitable and articulate definition of democracy is that which Dewey gives. Dewey defines two criteria necessary for democracy:
The first dignifies not only more numerous and more varied points of shared common interest, but greater reliance upon the recognition of mutual interests as a factor in social control. The second means not only freer interaction between social groups…but change in social habit – its continuous readjustments through meeting the new situation produced by varied intercourse. And these two traits are precisely what characterize the democratically constituted society.
(Dewey, 1916: 5)
In line with this definition, Dewey poses two questions that any society pursuing democracy must consider; “How numerous and varied are the interests which are consciously shared? How full and free is the interplay with other forms of association?” (Dewey, 1916: 2). In this definition, Dewey challenges democratic societies to consider their democratic status by discovering diversity beyond what is shared in common and enabling an open society with free interaction between all people within that said society. It is this conception of democracy that I will use as my core conception of the ideal “democracy”. As mentioned, democracy is complex in its definition and has many variations. For the purpose and scope of this essay, I will use only the above definition for democracy, but will further the definition by considering one variation of democracy, namely deliberative democracy. Benhabib puts forward a definition of democracy in which he describes the theory as being somewhat inherently deliberative, showing a clear link between democracy and it’s deliberative branch; democracy results “from the free and unconstrained public deliberation of all matters of common concern” (1996:68). From a political perspective, deliberative democracy claims “that in a democratic polity political decisions should be reached through a process of deliberation among free and equal citizens” (Mouffe, 2000). Incorporating the term “deliberative”, at the heart of deliberative democracy is the idea of “talk” and “discussion”. Simply put, deliberative democracy is talk or deliberation between people in the public sphere towards the end goal of decision making for the good of society; “consensus decision making…from the public deliberation of the citizenry” (Wikipedia, 2007). Of course, the real notion underlying the term is much more complex than what these straightforward definitions express. Sirianni and Friedland (2007) give a more elaborate definition of deliberative democracy, describing how “citizens…[deliberate] about public problems and solutions under conditions that are conducive to reasoned reflection and refined public judgement”. This is very closely linked to Young’s description of deliberative democracy; “a process that creates a public, citizens coming together to talk about collective problems, goals, ideals and actions” (Young, 1996:121). Closer to the definition I will work with, this adds the idea of collective reasoning: “through public deliberation citizens transform their preferences according to public-minded ends, and reason together about the nature of those ends and the best means to realize them” (Young, 1996:121). In light of what this essay discusses, I will incorporate the above definitions of deliberative democracy as well as one from Seyla Benhabib before I launch into a critical discussion of the concept. In his discussion regarding the legitimacy of deliberative democracy, Benhabib puts forward an accurate and comprehensive definition of the term:
According to the deliberative model of democracy, it is a necessary condition for attaining legitimacy and rationality with regard to collective decision making processes in a polity, that the institutions of this polity are so arranged that what is considered in the common interest of all results from processes of collective deliberation conducted rationally and fairly among free and equal individuals. The more collective decision-making processes approximate this model the more increases the presumption of their legitimacy and rationality.
(1996:69)
Benhabib describes deliberative democracy as decision-making through a public and collective deliberative process which aims to arrive at neutral, common interest solutions. This process is legitimate as a doctrine (both politically and as a way of life) through the equal and free discussion between varied voices of participating citizens. The above definitions considered, it is important that for the scope of this essay, deliberative democracy encompasses many of the characteristics outlined above, but at the centre of what I interpret as deliberative democracy, especially towards a classroom environment implementation, is free and equal talk between citizens (or learners) who are ‘reasonably’ dedicated to the outcomes on a societal, rather than political, level of a basic democracy. In this instance, learners will talk and debate freely in a relatively free space where everyone has the equal opportunity to take part in the discussion, and where everyone is in agreement that all learners are equal in status and equally entitled to their opinion and to participate in the rational deliberation.
As with any political term, or even a concept that describes a “way of life” (so to speak), definitions are complex and the notions themselves, in a more practical sense, are contentious. With this in mind, it is important, especially from and intellectual and academic perspective, that we review and consider the criticisms that contest deliberative democracy, in order to arrive at a critical understanding of the concept.
Deliberative democracy: a critical perspective
Deliberative democracy must be recognised very much as the ideal it represents. Theoretical in its conception, its manifestation must be similarly considered. With the view to obtaining the critical understanding mentioned above, I will now discuss the most prominent criticisms levelled at deliberative democracy.
The first criticism, “the corrosion of individual liberties” (Benhabib, 1996:74) is levelled at the idea that the legitimacy of deliberative democracy lies in its “power…to be a public process, open to all citizens to partake in” (Benhabib, 1996:74). The idea behind this criticism is that ‘individual liberties’ are relative in their conception: from a liberalist perspective, the ‘public sphere’ is restricted and limited, and is “located…in the state and its organisations, including…the legal sphere and its institutions” (Benhabib, 1996:75). This is in conflict with what the deliberative model holds: that civil society comprises the public sphere, and it is to these individuals that deliberation must be afforded. Thus, there is a conceptual problem: “public reason is not freely wielded public reasoning” (Benhabib, 1996:77). The liberalist view challenges the deliberative model because instead of individuals in civil society having their equal say in deliberation, “public speech” and “shared reasoning” becomes institutionalised, with individuals transforming into various majorities which “challenge the principles of political liberalism” (Benhabib, 1996:77), leaving decision making to “majoritarian decisions” (Benhabib, 1996:77) rather than the idealised neural and public decision making. This contravenes the idea of individual liberties: “the liberal concern about the corrosive effect of unbridled majoritarian politics upon civic and political liberties is …incontrovertible” (Benhabib, 1996:77).
With a backdrop of this majoritarian view, deliberative democracy can be said to insufficiently “protect individuals’ basic rights and liberties” (Benhabib, 1996:77). This criticism, as Benhabib describes, is two-fold: assuming that the deliberative model seeks consensus at the expense of hearing particular views and that majorities do indeed triumph over minority groups (Benhabib, 1996:77). To this end, the search for consensus means that not every individual can be addressed, and any move towards consensus is virtually inherently a majority rule. The criticism levelled at deliberative democracy here is
Although it presupposes that participants must recognise on another’s entitlement to moral respect and reciprocity [rights to equal and free participation as well as “symmetrical rights” with other participants in the introduction of topics for discussion and encouraging reciprocity from each other] in some sense, the determination of the precise content and extent of these principles would be a consequence of discourses themselves.
(Benhabib, 1996:79)
These two norms (universal moral respect and egalitarian reciprocity) then refute the concerns regarding consensus and majority “tyranny” (Benhabib, 1996:79), because through the free deliberation that the norms allow, neutral deliberation can prevail.
The second avenue of criticism develops very much along the same lines as the feminist criticism put forward by Young, “deliberative democracy [does] not [extend] itself broadly enough to be truly inclusive” (Benhabib, 1996:81), describing the public sphere as a space dominated by masculine characteristics. Masculine in this regard refers to the type of characteristics which are sought after in the deliberative framework, such as assertive, confident, educated, middle- to upper-class individuals. This simplistic conception is developed by Young in her discussion on the “exclusionary implications of the deliberative model” (Young, 1996:122). For Young, the deliberative model is exclusionary in two ways, namely, it restricts discussion in a culturally biased way, and it assumes some form of unity. Deliberative democracy, as mentioned, requires equality between participants. Young argues, however, that although participants may be equal with regard to political and economic power within the deliberative model, it makes no consideration for social inequality (Young, 1996:122). Young describes this social inequality in terms of “style of speech…cultural differences and different social positions” (Young, 1996:123), the elimination of which will create the equality needed for deliberative democracy. This works in relation to the “male-dominated institutions” (Young, 1996:123) which prevail in society, in which “speech that is assertive and confrontational is…more valued that speech that is tentative, exploratory, or conciliatory…[privileging] male speaking styles” (Young, 1996:123). Young’s second consideration of how deliberative democracy is exclusionary is the way in which is assumes unity (Young, 1996:125), the assumption that “processes of discussion that aim to reach understanding must either begin with shared understandings or take a common goal as their goal (Young, 1996:120). Young argues that the deliberative process of moving from various individuals’ subjective positions to a more neutral and objective stance means that there needs to be some “prior condition” of unity, with “shared understandings” between participants (Young, 1996:125). Alternatively, there exists a goal of “[locating] or [creating] common interests that all can share” (Young, 1996:126). For Young, these two ‘options’ require some prerequisite of, or towards, unity. Young encourages rather, the differences between participants (as opposed to unity), suggesting that this difference instead be considered a resource:
…a richer understanding of processes of democratic discussion results if we assume that differences of social position and identity perspective function as a resource for public reason rather than as divisions that public reason transcends.
(Young, 1996:127)
For Young, the overcoming of these criticisms lies in the conception of a more communicative democracy in which equality is reached through “any forms of communicative interaction where people aim to reach understanding” (Young, 1996:125).
Along similar lines, that some voices are heard and others are not (exclusion), is the criticism put forward by Elizabeth Ellsworth. Ellsworth’s criticism is levelled at the repressive nature of the discourse which constitutes critical pedagogy, the educational theory which aims to create a critical consciousness in students (Wikipedia, 2007). For Ellsworth, despite the supposed critical discourse of critical pedagogy, it in fact contributes to the perpetuation and domination of particular voices and views in society. Ellsworth argues that the use of the particular discourse of critical pedagogy places “rational argument” (Ellsworth, 1989:301) put forward by a certain societal party against the “Other”, thus serving as a “vehicle of repression” (Ellsworth, 1989:298). This leads to the posing of Ellsworth’s question: “What diversity to we silence in the name of “liberatory” pedagogy?” (Ellsworth, 1989:299). Thus, in trying to be critical and attempting to be a ‘language’ which offers some sort of neutrality, critical pedagogy discourse rather operates to do exactly that against which it struggles.
The final criticism I will discuss is that of “institutionalist distrust of deliberative democracy” (Benhabib, 1996:84). It is in this criticism that modern society is too complex in nature, “with their highly differentiated cultural, economic, social and artistic spheres of life” (Benhabib, 1996:84), and as such “can never be and will never be organised along the lines suggested by a model of deliberative democracy” (Benhabib, 1996:84). It is this complexity, that even with deliberation at the various levels of society, brings into question the ability of these complex societies to remain democratic (Benhabib, 1996:84). This complexity is closely tied to Benhabib’s earlier criticism regarding size, that “no modern society can organise its affairs along the fiction of a mass assembly carrying out its deliberations in public and collectively” (Benhabib, 1996:73).
With these critical perspectives considered, it is still important that we realise and consider the value of deliberative democracy, especially in light of what it has to offer young South Africans in our classrooms. It may not be philosophically sound in accordance with the above discussed criticisms, but in its intensions: “free public deliberation about matters of mutual concern to all” (Benhabib, 1996:87), towards neutral decision making, it is meritorious. From a personal perspective, I think that an attempted implementation of deliberative democracy can do more good than it would harm, even if all it does is bring to the fore important topics to be discussed by citizens in the public sphere.
Deliberative democracy and the South African classroom
With the Revised National Curriculum Statement (RNCS) being at the forefront of South African education, and (hopefully) in the minds of all the country’s educators, there are some important considerations that should be made with the view to the implementation of a “democratic education” in the classroom. Despite the “ideal” deliberative democracy I have outlined above, there are many positives that democratic ideals (and especially the deliberative branch) can offer to the young citizens of our country, in line with this, it is essential that educators aim towards the creation of fair-minded and democratic, young South Africans, as stipulated in the RNCS.
The RNCS presents itself as an ideal curriculum through which to implement the more practical manifestations of deliberative democracy theory. Encompassing the constitution, values and nation-building, the RNCS is a curriculum which encourages “an awareness and understanding of the rich diversity of cultures, beliefs and worldviews within which the unity of South Africa is manifested” (DoE, 2006:8). Further, through the implementation of the ‘outcomes based education’ system, the RNCS aims to create citizens who are concerned about their society in a critical and active capacity and are mindful and respectful of “democracy, equality, human dignity, life and social justice” (DoE, 2006:8). Founded on seven critical outcomes and 5 developmental outcomes, the RNCS has a fundamental ideology to develop young South Africans holistically, with good cognitive, psychomotor and affective domains, enhancing knowledge, skills, values and attitudes respectively (DoE, 2006:9). At the heart of the South African curriculum is continuous assessment, which emphasises critical participation through self-, peer- and group-assessment, as well as progressive, integrated and expanded opportunity and progression (DoE, 2006:13).
From the above discussion, and the earlier description of deliberative democracy theory, it is clear to see how the theory underlying deliberative democracy and the South African curriculum support each other and in many ways advocate the same principles relating to discussion, deliberation and equal participation by equal citizens. This places the South African classroom as an ideal platform for the implementation and manifestation of deliberation to a democratic end. Thus, the implementation of the RNCS will work well to implement deliberative democracy by generating in depth, solution oriented discussion, creating a more free interplay between citizens. This will localise and empower the voices of young people in citizen talk, and in effect expand the political, economic and social thinking in young people. Over time, this will (ideally) spill over into society, and eventually create a system to solve real problems.
Many values in the RNCS are heavily criticised by teachers in the industry. However, the methods and guidelines provided are necessary as stipulated by the RNCS. In line with this, it is imperative that we implement these ideals in a practical manner and present them in a positive way in our classrooms. It is well known that one of the best ways to learn is through first-hand experience. I will now discuss how implementing deliberatively democratic ideals and encouraging deliberative processes in one’s RNCS directed classroom can contribute to the provision of a more democratic education and thus create more democratically minded individuals at a developmental and educational level. Before I continue, I would like to comment that from a personal perspective, I believe that from as early as it’s conceptualisation, an education system should be deliberative, and beyond this learners in a classroom should be developed towards the democratic ideals encompassed in the deliberative branch of democracy; the more equal and fair discussion we participate in at the classroom level, the more citizens will deliberate in the larger societal domain, encouraging fair and equal deliberation and participation by all South Africans.
Deliberative democracy: the implementation
As described above, deliberative democracy has at its core the creation of a platform for deliberation and discussion. From my classroom experience and work I have done in line with the RNCS, I have discovered that democratic principles can be communicated and taught to learners either explicitly or in more subtle ways. In line with this thinking, I have constructed a list of potential methods through which to implement deliberation in the South African classroom towards a democratic end. This list, which is by no means exhaustive, includes focus group discussions, panel discussions, debates, a variety of group work activities, role plays, whole-class discussions, media creation (for example a school newspaper), public forums and the existence and practice of a democratically elected representative council of learners (RCL). For the purpose of this essay, I will focus on the implementation of focus group discussions, which would take place in an environment which explicitly leans towards creating democratic ideals.
Deliberative democracy in the classroom: a working example
The following example demonstrates one method of enabling deliberative democracy in classrooms, where learners can actively participate in the democratic process. This example, in my classroom, would happen on a background with already created democratic ideals such as equality and respect. In line with this, the classroom environment has been set up where all subject matter is probed with inquiring, curious and critical minds and the process of democracy is an already established classroom ‘norm’. ‘Human rights’, ‘equal participation’, ‘inclusivity’, ‘diversity’ and ‘social justice’ are common terms used by all learners and the educator in the classroom (a trend which I, the teacher, have pursued since the beginning of the school year). This means that democracy is not a new concept to the learners in this classroom who are used to the explicit consideration and implementation of a process towards discovering fair solutions and advocating democracy. The background has led to the creation of a transparent system of education within this classroom where all concerns are typically voiced. The educator and the learners are (mostly) directed towards honesty and openness in the classroom as a public space. The transparency means that everyone acknowledges the aim towards the creation of the deliberatively democratic atmosphere in the classroom, which is evident at all the levels in the class, including the administrative and teaching domains; from classroom rules, attitudes and values expressed towards learning, and the general encouragement of free and equal expression and participation. Everyone is also committed to finding neutral common ground where “students and teachers can and should engage each other in the classroom as fully rational subjects” (Ellsworth, 1989:301).
Focus groups are usually conducted for research purposes with a view to collect valuable data by questioning people and allowing them to talk about attitudes and values they have in relation to a particulate topic (Amner, 2006). In my undergraduate studies I was involved in setting up and conducting focus groups for a course which aimed to generate solution oriented discussion among young people. From my experience, these focus groups allowed the participants to answer questions on a given subject, but also create their own meaningful discussion and debate on the issues surrounding the topic. The focus group form is ideal for the discussion of controversial topics which are often contested in the public sphere.
In this example I will model a lesson using focus groups as a means to access diverse voices in a Life Orientation lesson on problems in the world of young South Africans. Each focus group (6 to 10 people) will be allocated a controversial topic such as abortion, poverty, HIV/AIDS, education, etc. The groups will be expected to discuss the topic, its nature, how it is constructed as a problem in their world, and possible solutions or ways of coping with the issues in their immediate community and the lager society. Once divided, the groups are given their topic. Each group would be given a list of possible questions to discuss, ideas to comment on and information to stimulate discussion. The premise of the focus groups is that everyone is free and given the opportunity to, and encouraged to, talk. A further requirement is that the group must deliberate. The questions and ideas given to each group would be constructed so as to probe controversy and fuel discussion, creating a free and neutral space for natural interaction and debate on the topic. Because the focus group structure is not rigidly structured, the groups will be enabled to discuss the issues in a natural way, with no agenda. This natural feeling to the discussion should also contribute to a more fair and equal participation opportunity where everyone will contribute. This will hopefully occur because the situation is one of natural discussion where no one is assumed to have more authority on the topic, and hopefully, any inhibitions to talk freely will be ironed out because of the debate which will prevail as the focus, rather than the articulate expression of one’s ideas. The talk that that will immerge will thus be uncontrolled by outside factors and will ensure the opportunity for somewhat free participation. Responses in this situation will be spontaneous, but as a result of the discussion nature, there should emerge a process of rationalisation, in which learners will have to think about their subjectivities and reformulate their opinions to come to a more neutral conception of the topic.
The free and fair participation by all will hopefully emerge as this is an already existing pre-condition in the classroom, where everyone’s opinions are valued and voiced in open ended dialogue. Of course, considering that equal deliberation by participants is an ideal (as discussed in the critical section on deliberative democracy), it is relatively impossible that all learners will contribute equally. The idea however is, I believe, relatively sound: I have provided my students with the opportunity for free and equal deliberation in an open space that is set up to afford all the equal rights for participation and rational deliberation. The ideal in my deliberative lesson is to get the learners to take part and rationally discuss issues in their lives with a view to finding a neutral solution. However, it must be said that even if solutions are not arrived at with 100% consensus, at least deliberation is taking place, and this will contribute to tolerance, rational discussion and a degree of potential equality, which at least makes a good start towards the ideal of deliberative democracy, which is more democratic than both the current and representative forms.
Conclusion
This essay has looked at deliberative democracy from a critical perspective and has explored the reasoning for, and an application of, implementing this democratic theory in the classroom. In line with what I have discussed in this essay, I am an advocate for the deliberative democratic structure. I believe in the power of strong talk and discussion in society, and I am convinced that it will move our country forward towards the (somewhat unattainable) ideals of democracy. I further believe that the classroom is an ideal space in which to create a platform for deliberation. As discussed in the first section, deliberative democracy is reasoned and rational public and solution-oriented deliberation. Not without its criticisms, as discussed, deliberative democracy seems to have a crucial and necessary place in contributing to the democratic status and nature of South Africa, an ideal which should be implemented in the country’s classrooms, encouraging equal talk and deliberation among young South African citizens. Ellsworth describes a fair means of implementation of educational and classroom deliberative democracy, which is both deliberative in nature, but also critical of the limitations of the ideal:
…classroom practice [must facilitate] a kind of communication across differences that is best represented by this statement: “If you can talk to me in ways that show you understand that your knowledge of me, the world and ‘the Right think to do’ will always be partial, interested, and potentially oppressive to others, and if I can do the same, the we can work together on shaping and reshaping alliances for constructing circumstances in which student difference can thrive.”
(Ellsworth, 1989:324)
My working example implementing focus groups in the classroom is one method of enabling learners to learn about deliberative democracy through a deliberative experience. With this practical manifestation as a potential way to implement deliberative democracy, it is important that we consider the role of teaching and education as essentially informing and creating deliberation; ultimately creating something better in society by enriching the public lives of our democratic learners: as Barber says, “at the heart of strong democracy is talk” (1984:173).References:
Amner, R. 2006. Course outline: Journalism, Democracy and Development. Rhodes University: Grahamstown.
Barber, B. 1984. Strong Democracy: Participatory Politics for a New Age. University of California Press: California.
Benhabib. S. 1996. Toward a Deliberative Model of Democratic Legitimacy. In: S. Benhabib (ed.), Democracy and Difference. Contesting the boundaries of the political. Princeton University Press: Princeton.
Department of Education. 2006. C2005 Revised National Curriculum Statement Grades R-9 (Schools). Sol Plaatje House: Pretoria.
Department of Education. 2006. National Curriculum Statement Grades 10 – 12 (General). Sol Plaatje House: Pretoria.
Dewey, J. 1916. Democracy and Education. Website: http://www.ilt.columbia.edu/publications/dewey.html. Downloaded: 22/11/2006.
Ellswoth, E. 1989. Why Doesn’t This Feel Empowering? Working Through the Repressive Myth of Critical Pedagogy. Academic Research Library – Harvard Educational Review: President and Fellows of Harvard College.
Mouffe, C. 2000. Deliberative Democracy or Agonistic Pluralism in Political Science Series 72. Department of Political Science, Institute for Advanced Studies, Stumpergasse: Vienna.
Sirianni, C. & Friedland, L. Civic Dictionary – Deliberative Democracy. Civic Practices Network. Website: http://www.cpn.org/tools/dictionary/deliberate.html. Downloaded: 30/50/2007.
Unspecified author. 2007. Deliberative democracy. Wikipedia. Website: http://en.wikipedia.org/wiki/Deliberative_democracy. Downloaded: 30/05/2007.
Unspecified author. 2007. Critical pedagogy. Wikipedia. Website: http://en.wikipedia.org/wiki/Critical_pedagogy. Downloaded: 30/05/2007.
Young, I. (1996) Communication and the Other: Beyond Deliberative Democracy. In: S. Benhabib (ed.), Democracy and Difference. Contesting the boundaries of the political. Princeton University Press: Princeton.
TITLE: DELIBERATIVE DEMOCRACY
Ms S.J. Louw
Student number: 200715152
Course: PGCE
Module: Education A: Philosophy of Education
Lecturer: Mr Dirk Postma
Due date: 7 May 2007
Word count: 4 796
Task:
How would you educate students on the issues of a deliberative democracy? Provide a critical account of the conception of a deliberative democracy and explain in detail how students could be enabled in the classroom to participate in this kind of democracy.
Abstract:
This essay initially takes an objective stance towards the deliberative form of democracy, detailing the nature and characteristics of deliberative democracy and providing a critical definition of the concept. The text goes on to look at practical ways in which to educate learners on the issues around deliberative democracy, giving a detailed application of deliberative democracy suitable for the South African classroom.
Plagiarism Declaration:
I hereby declare that this essay is my own work. I have acknowledged all other authors’ ideas and referenced direct quotations from their work. I have not allowed anyone else to borrow or copy my work.
Signed: ……………………
Date: ………………………
Introduction
As South Africa and the rest of the world are investing in, and continue to move towards, “democracy” – both in its political conception and as a way of life – it is important that as academics in the education field, we are critical in our own conception and analysis of all forms of democracy. For the purpose of this essay I will look at the deliberative form of democracy and assess what it has to offer young people. The first section of this essay will critically describe deliberative democracy from a theoretical perspective. In the second section I will elaborate on the necessity of deliberative democracy in the South African classroom and consider its value to young South Africans. The final section of this essay will look at ways to educate learners on deliberative democracy and detail one example of how to implement it in the classroom.
What is deliberative democracy?
As a point of departure for this essay, it is crucial to begin with a definition of deliberative democracy. The term, “deliberative democracy”, has its epistemological roots in the word “democracy”, which itself has many, various and complex definitions. Possibly the most fitting, suitable and articulate definition of democracy is that which Dewey gives. Dewey defines two criteria necessary for democracy:
The first dignifies not only more numerous and more varied points of shared common interest, but greater reliance upon the recognition of mutual interests as a factor in social control. The second means not only freer interaction between social groups…but change in social habit – its continuous readjustments through meeting the new situation produced by varied intercourse. And these two traits are precisely what characterize the democratically constituted society.
(Dewey, 1916: 5)
In line with this definition, Dewey poses two questions that any society pursuing democracy must consider; “How numerous and varied are the interests which are consciously shared? How full and free is the interplay with other forms of association?” (Dewey, 1916: 2). In this definition, Dewey challenges democratic societies to consider their democratic status by discovering diversity beyond what is shared in common and enabling an open society with free interaction between all people within that said society. It is this conception of democracy that I will use as my core conception of the ideal “democracy”. As mentioned, democracy is complex in its definition and has many variations. For the purpose and scope of this essay, I will use only the above definition for democracy, but will further the definition by considering one variation of democracy, namely deliberative democracy. Benhabib puts forward a definition of democracy in which he describes the theory as being somewhat inherently deliberative, showing a clear link between democracy and it’s deliberative branch; democracy results “from the free and unconstrained public deliberation of all matters of common concern” (1996:68). From a political perspective, deliberative democracy claims “that in a democratic polity political decisions should be reached through a process of deliberation among free and equal citizens” (Mouffe, 2000). Incorporating the term “deliberative”, at the heart of deliberative democracy is the idea of “talk” and “discussion”. Simply put, deliberative democracy is talk or deliberation between people in the public sphere towards the end goal of decision making for the good of society; “consensus decision making…from the public deliberation of the citizenry” (Wikipedia, 2007). Of course, the real notion underlying the term is much more complex than what these straightforward definitions express. Sirianni and Friedland (2007) give a more elaborate definition of deliberative democracy, describing how “citizens…[deliberate] about public problems and solutions under conditions that are conducive to reasoned reflection and refined public judgement”. This is very closely linked to Young’s description of deliberative democracy; “a process that creates a public, citizens coming together to talk about collective problems, goals, ideals and actions” (Young, 1996:121). Closer to the definition I will work with, this adds the idea of collective reasoning: “through public deliberation citizens transform their preferences according to public-minded ends, and reason together about the nature of those ends and the best means to realize them” (Young, 1996:121). In light of what this essay discusses, I will incorporate the above definitions of deliberative democracy as well as one from Seyla Benhabib before I launch into a critical discussion of the concept. In his discussion regarding the legitimacy of deliberative democracy, Benhabib puts forward an accurate and comprehensive definition of the term:
According to the deliberative model of democracy, it is a necessary condition for attaining legitimacy and rationality with regard to collective decision making processes in a polity, that the institutions of this polity are so arranged that what is considered in the common interest of all results from processes of collective deliberation conducted rationally and fairly among free and equal individuals. The more collective decision-making processes approximate this model the more increases the presumption of their legitimacy and rationality.
(1996:69)
Benhabib describes deliberative democracy as decision-making through a public and collective deliberative process which aims to arrive at neutral, common interest solutions. This process is legitimate as a doctrine (both politically and as a way of life) through the equal and free discussion between varied voices of participating citizens. The above definitions considered, it is important that for the scope of this essay, deliberative democracy encompasses many of the characteristics outlined above, but at the centre of what I interpret as deliberative democracy, especially towards a classroom environment implementation, is free and equal talk between citizens (or learners) who are ‘reasonably’ dedicated to the outcomes on a societal, rather than political, level of a basic democracy. In this instance, learners will talk and debate freely in a relatively free space where everyone has the equal opportunity to take part in the discussion, and where everyone is in agreement that all learners are equal in status and equally entitled to their opinion and to participate in the rational deliberation.
As with any political term, or even a concept that describes a “way of life” (so to speak), definitions are complex and the notions themselves, in a more practical sense, are contentious. With this in mind, it is important, especially from and intellectual and academic perspective, that we review and consider the criticisms that contest deliberative democracy, in order to arrive at a critical understanding of the concept.
Deliberative democracy: a critical perspective
Deliberative democracy must be recognised very much as the ideal it represents. Theoretical in its conception, its manifestation must be similarly considered. With the view to obtaining the critical understanding mentioned above, I will now discuss the most prominent criticisms levelled at deliberative democracy.
The first criticism, “the corrosion of individual liberties” (Benhabib, 1996:74) is levelled at the idea that the legitimacy of deliberative democracy lies in its “power…to be a public process, open to all citizens to partake in” (Benhabib, 1996:74). The idea behind this criticism is that ‘individual liberties’ are relative in their conception: from a liberalist perspective, the ‘public sphere’ is restricted and limited, and is “located…in the state and its organisations, including…the legal sphere and its institutions” (Benhabib, 1996:75). This is in conflict with what the deliberative model holds: that civil society comprises the public sphere, and it is to these individuals that deliberation must be afforded. Thus, there is a conceptual problem: “public reason is not freely wielded public reasoning” (Benhabib, 1996:77). The liberalist view challenges the deliberative model because instead of individuals in civil society having their equal say in deliberation, “public speech” and “shared reasoning” becomes institutionalised, with individuals transforming into various majorities which “challenge the principles of political liberalism” (Benhabib, 1996:77), leaving decision making to “majoritarian decisions” (Benhabib, 1996:77) rather than the idealised neural and public decision making. This contravenes the idea of individual liberties: “the liberal concern about the corrosive effect of unbridled majoritarian politics upon civic and political liberties is …incontrovertible” (Benhabib, 1996:77).
With a backdrop of this majoritarian view, deliberative democracy can be said to insufficiently “protect individuals’ basic rights and liberties” (Benhabib, 1996:77). This criticism, as Benhabib describes, is two-fold: assuming that the deliberative model seeks consensus at the expense of hearing particular views and that majorities do indeed triumph over minority groups (Benhabib, 1996:77). To this end, the search for consensus means that not every individual can be addressed, and any move towards consensus is virtually inherently a majority rule. The criticism levelled at deliberative democracy here is
Although it presupposes that participants must recognise on another’s entitlement to moral respect and reciprocity [rights to equal and free participation as well as “symmetrical rights” with other participants in the introduction of topics for discussion and encouraging reciprocity from each other] in some sense, the determination of the precise content and extent of these principles would be a consequence of discourses themselves.
(Benhabib, 1996:79)
These two norms (universal moral respect and egalitarian reciprocity) then refute the concerns regarding consensus and majority “tyranny” (Benhabib, 1996:79), because through the free deliberation that the norms allow, neutral deliberation can prevail.
The second avenue of criticism develops very much along the same lines as the feminist criticism put forward by Young, “deliberative democracy [does] not [extend] itself broadly enough to be truly inclusive” (Benhabib, 1996:81), describing the public sphere as a space dominated by masculine characteristics. Masculine in this regard refers to the type of characteristics which are sought after in the deliberative framework, such as assertive, confident, educated, middle- to upper-class individuals. This simplistic conception is developed by Young in her discussion on the “exclusionary implications of the deliberative model” (Young, 1996:122). For Young, the deliberative model is exclusionary in two ways, namely, it restricts discussion in a culturally biased way, and it assumes some form of unity. Deliberative democracy, as mentioned, requires equality between participants. Young argues, however, that although participants may be equal with regard to political and economic power within the deliberative model, it makes no consideration for social inequality (Young, 1996:122). Young describes this social inequality in terms of “style of speech…cultural differences and different social positions” (Young, 1996:123), the elimination of which will create the equality needed for deliberative democracy. This works in relation to the “male-dominated institutions” (Young, 1996:123) which prevail in society, in which “speech that is assertive and confrontational is…more valued that speech that is tentative, exploratory, or conciliatory…[privileging] male speaking styles” (Young, 1996:123). Young’s second consideration of how deliberative democracy is exclusionary is the way in which is assumes unity (Young, 1996:125), the assumption that “processes of discussion that aim to reach understanding must either begin with shared understandings or take a common goal as their goal (Young, 1996:120). Young argues that the deliberative process of moving from various individuals’ subjective positions to a more neutral and objective stance means that there needs to be some “prior condition” of unity, with “shared understandings” between participants (Young, 1996:125). Alternatively, there exists a goal of “[locating] or [creating] common interests that all can share” (Young, 1996:126). For Young, these two ‘options’ require some prerequisite of, or towards, unity. Young encourages rather, the differences between participants (as opposed to unity), suggesting that this difference instead be considered a resource:
…a richer understanding of processes of democratic discussion results if we assume that differences of social position and identity perspective function as a resource for public reason rather than as divisions that public reason transcends.
(Young, 1996:127)
For Young, the overcoming of these criticisms lies in the conception of a more communicative democracy in which equality is reached through “any forms of communicative interaction where people aim to reach understanding” (Young, 1996:125).
Along similar lines, that some voices are heard and others are not (exclusion), is the criticism put forward by Elizabeth Ellsworth. Ellsworth’s criticism is levelled at the repressive nature of the discourse which constitutes critical pedagogy, the educational theory which aims to create a critical consciousness in students (Wikipedia, 2007). For Ellsworth, despite the supposed critical discourse of critical pedagogy, it in fact contributes to the perpetuation and domination of particular voices and views in society. Ellsworth argues that the use of the particular discourse of critical pedagogy places “rational argument” (Ellsworth, 1989:301) put forward by a certain societal party against the “Other”, thus serving as a “vehicle of repression” (Ellsworth, 1989:298). This leads to the posing of Ellsworth’s question: “What diversity to we silence in the name of “liberatory” pedagogy?” (Ellsworth, 1989:299). Thus, in trying to be critical and attempting to be a ‘language’ which offers some sort of neutrality, critical pedagogy discourse rather operates to do exactly that against which it struggles.
The final criticism I will discuss is that of “institutionalist distrust of deliberative democracy” (Benhabib, 1996:84). It is in this criticism that modern society is too complex in nature, “with their highly differentiated cultural, economic, social and artistic spheres of life” (Benhabib, 1996:84), and as such “can never be and will never be organised along the lines suggested by a model of deliberative democracy” (Benhabib, 1996:84). It is this complexity, that even with deliberation at the various levels of society, brings into question the ability of these complex societies to remain democratic (Benhabib, 1996:84). This complexity is closely tied to Benhabib’s earlier criticism regarding size, that “no modern society can organise its affairs along the fiction of a mass assembly carrying out its deliberations in public and collectively” (Benhabib, 1996:73).
With these critical perspectives considered, it is still important that we realise and consider the value of deliberative democracy, especially in light of what it has to offer young South Africans in our classrooms. It may not be philosophically sound in accordance with the above discussed criticisms, but in its intensions: “free public deliberation about matters of mutual concern to all” (Benhabib, 1996:87), towards neutral decision making, it is meritorious. From a personal perspective, I think that an attempted implementation of deliberative democracy can do more good than it would harm, even if all it does is bring to the fore important topics to be discussed by citizens in the public sphere.
Deliberative democracy and the South African classroom
With the Revised National Curriculum Statement (RNCS) being at the forefront of South African education, and (hopefully) in the minds of all the country’s educators, there are some important considerations that should be made with the view to the implementation of a “democratic education” in the classroom. Despite the “ideal” deliberative democracy I have outlined above, there are many positives that democratic ideals (and especially the deliberative branch) can offer to the young citizens of our country, in line with this, it is essential that educators aim towards the creation of fair-minded and democratic, young South Africans, as stipulated in the RNCS.
The RNCS presents itself as an ideal curriculum through which to implement the more practical manifestations of deliberative democracy theory. Encompassing the constitution, values and nation-building, the RNCS is a curriculum which encourages “an awareness and understanding of the rich diversity of cultures, beliefs and worldviews within which the unity of South Africa is manifested” (DoE, 2006:8). Further, through the implementation of the ‘outcomes based education’ system, the RNCS aims to create citizens who are concerned about their society in a critical and active capacity and are mindful and respectful of “democracy, equality, human dignity, life and social justice” (DoE, 2006:8). Founded on seven critical outcomes and 5 developmental outcomes, the RNCS has a fundamental ideology to develop young South Africans holistically, with good cognitive, psychomotor and affective domains, enhancing knowledge, skills, values and attitudes respectively (DoE, 2006:9). At the heart of the South African curriculum is continuous assessment, which emphasises critical participation through self-, peer- and group-assessment, as well as progressive, integrated and expanded opportunity and progression (DoE, 2006:13).
From the above discussion, and the earlier description of deliberative democracy theory, it is clear to see how the theory underlying deliberative democracy and the South African curriculum support each other and in many ways advocate the same principles relating to discussion, deliberation and equal participation by equal citizens. This places the South African classroom as an ideal platform for the implementation and manifestation of deliberation to a democratic end. Thus, the implementation of the RNCS will work well to implement deliberative democracy by generating in depth, solution oriented discussion, creating a more free interplay between citizens. This will localise and empower the voices of young people in citizen talk, and in effect expand the political, economic and social thinking in young people. Over time, this will (ideally) spill over into society, and eventually create a system to solve real problems.
Many values in the RNCS are heavily criticised by teachers in the industry. However, the methods and guidelines provided are necessary as stipulated by the RNCS. In line with this, it is imperative that we implement these ideals in a practical manner and present them in a positive way in our classrooms. It is well known that one of the best ways to learn is through first-hand experience. I will now discuss how implementing deliberatively democratic ideals and encouraging deliberative processes in one’s RNCS directed classroom can contribute to the provision of a more democratic education and thus create more democratically minded individuals at a developmental and educational level. Before I continue, I would like to comment that from a personal perspective, I believe that from as early as it’s conceptualisation, an education system should be deliberative, and beyond this learners in a classroom should be developed towards the democratic ideals encompassed in the deliberative branch of democracy; the more equal and fair discussion we participate in at the classroom level, the more citizens will deliberate in the larger societal domain, encouraging fair and equal deliberation and participation by all South Africans.
Deliberative democracy: the implementation
As described above, deliberative democracy has at its core the creation of a platform for deliberation and discussion. From my classroom experience and work I have done in line with the RNCS, I have discovered that democratic principles can be communicated and taught to learners either explicitly or in more subtle ways. In line with this thinking, I have constructed a list of potential methods through which to implement deliberation in the South African classroom towards a democratic end. This list, which is by no means exhaustive, includes focus group discussions, panel discussions, debates, a variety of group work activities, role plays, whole-class discussions, media creation (for example a school newspaper), public forums and the existence and practice of a democratically elected representative council of learners (RCL). For the purpose of this essay, I will focus on the implementation of focus group discussions, which would take place in an environment which explicitly leans towards creating democratic ideals.
Deliberative democracy in the classroom: a working example
The following example demonstrates one method of enabling deliberative democracy in classrooms, where learners can actively participate in the democratic process. This example, in my classroom, would happen on a background with already created democratic ideals such as equality and respect. In line with this, the classroom environment has been set up where all subject matter is probed with inquiring, curious and critical minds and the process of democracy is an already established classroom ‘norm’. ‘Human rights’, ‘equal participation’, ‘inclusivity’, ‘diversity’ and ‘social justice’ are common terms used by all learners and the educator in the classroom (a trend which I, the teacher, have pursued since the beginning of the school year). This means that democracy is not a new concept to the learners in this classroom who are used to the explicit consideration and implementation of a process towards discovering fair solutions and advocating democracy. The background has led to the creation of a transparent system of education within this classroom where all concerns are typically voiced. The educator and the learners are (mostly) directed towards honesty and openness in the classroom as a public space. The transparency means that everyone acknowledges the aim towards the creation of the deliberatively democratic atmosphere in the classroom, which is evident at all the levels in the class, including the administrative and teaching domains; from classroom rules, attitudes and values expressed towards learning, and the general encouragement of free and equal expression and participation. Everyone is also committed to finding neutral common ground where “students and teachers can and should engage each other in the classroom as fully rational subjects” (Ellsworth, 1989:301).
Focus groups are usually conducted for research purposes with a view to collect valuable data by questioning people and allowing them to talk about attitudes and values they have in relation to a particulate topic (Amner, 2006). In my undergraduate studies I was involved in setting up and conducting focus groups for a course which aimed to generate solution oriented discussion among young people. From my experience, these focus groups allowed the participants to answer questions on a given subject, but also create their own meaningful discussion and debate on the issues surrounding the topic. The focus group form is ideal for the discussion of controversial topics which are often contested in the public sphere.
In this example I will model a lesson using focus groups as a means to access diverse voices in a Life Orientation lesson on problems in the world of young South Africans. Each focus group (6 to 10 people) will be allocated a controversial topic such as abortion, poverty, HIV/AIDS, education, etc. The groups will be expected to discuss the topic, its nature, how it is constructed as a problem in their world, and possible solutions or ways of coping with the issues in their immediate community and the lager society. Once divided, the groups are given their topic. Each group would be given a list of possible questions to discuss, ideas to comment on and information to stimulate discussion. The premise of the focus groups is that everyone is free and given the opportunity to, and encouraged to, talk. A further requirement is that the group must deliberate. The questions and ideas given to each group would be constructed so as to probe controversy and fuel discussion, creating a free and neutral space for natural interaction and debate on the topic. Because the focus group structure is not rigidly structured, the groups will be enabled to discuss the issues in a natural way, with no agenda. This natural feeling to the discussion should also contribute to a more fair and equal participation opportunity where everyone will contribute. This will hopefully occur because the situation is one of natural discussion where no one is assumed to have more authority on the topic, and hopefully, any inhibitions to talk freely will be ironed out because of the debate which will prevail as the focus, rather than the articulate expression of one’s ideas. The talk that that will immerge will thus be uncontrolled by outside factors and will ensure the opportunity for somewhat free participation. Responses in this situation will be spontaneous, but as a result of the discussion nature, there should emerge a process of rationalisation, in which learners will have to think about their subjectivities and reformulate their opinions to come to a more neutral conception of the topic.
The free and fair participation by all will hopefully emerge as this is an already existing pre-condition in the classroom, where everyone’s opinions are valued and voiced in open ended dialogue. Of course, considering that equal deliberation by participants is an ideal (as discussed in the critical section on deliberative democracy), it is relatively impossible that all learners will contribute equally. The idea however is, I believe, relatively sound: I have provided my students with the opportunity for free and equal deliberation in an open space that is set up to afford all the equal rights for participation and rational deliberation. The ideal in my deliberative lesson is to get the learners to take part and rationally discuss issues in their lives with a view to finding a neutral solution. However, it must be said that even if solutions are not arrived at with 100% consensus, at least deliberation is taking place, and this will contribute to tolerance, rational discussion and a degree of potential equality, which at least makes a good start towards the ideal of deliberative democracy, which is more democratic than both the current and representative forms.
Conclusion
This essay has looked at deliberative democracy from a critical perspective and has explored the reasoning for, and an application of, implementing this democratic theory in the classroom. In line with what I have discussed in this essay, I am an advocate for the deliberative democratic structure. I believe in the power of strong talk and discussion in society, and I am convinced that it will move our country forward towards the (somewhat unattainable) ideals of democracy. I further believe that the classroom is an ideal space in which to create a platform for deliberation. As discussed in the first section, deliberative democracy is reasoned and rational public and solution-oriented deliberation. Not without its criticisms, as discussed, deliberative democracy seems to have a crucial and necessary place in contributing to the democratic status and nature of South Africa, an ideal which should be implemented in the country’s classrooms, encouraging equal talk and deliberation among young South African citizens. Ellsworth describes a fair means of implementation of educational and classroom deliberative democracy, which is both deliberative in nature, but also critical of the limitations of the ideal:
…classroom practice [must facilitate] a kind of communication across differences that is best represented by this statement: “If you can talk to me in ways that show you understand that your knowledge of me, the world and ‘the Right think to do’ will always be partial, interested, and potentially oppressive to others, and if I can do the same, the we can work together on shaping and reshaping alliances for constructing circumstances in which student difference can thrive.”
(Ellsworth, 1989:324)
My working example implementing focus groups in the classroom is one method of enabling learners to learn about deliberative democracy through a deliberative experience. With this practical manifestation as a potential way to implement deliberative democracy, it is important that we consider the role of teaching and education as essentially informing and creating deliberation; ultimately creating something better in society by enriching the public lives of our democratic learners: as Barber says, “at the heart of strong democracy is talk” (1984:173).References:
Amner, R. 2006. Course outline: Journalism, Democracy and Development. Rhodes University: Grahamstown.
Barber, B. 1984. Strong Democracy: Participatory Politics for a New Age. University of California Press: California.
Benhabib. S. 1996. Toward a Deliberative Model of Democratic Legitimacy. In: S. Benhabib (ed.), Democracy and Difference. Contesting the boundaries of the political. Princeton University Press: Princeton.
Department of Education. 2006. C2005 Revised National Curriculum Statement Grades R-9 (Schools). Sol Plaatje House: Pretoria.
Department of Education. 2006. National Curriculum Statement Grades 10 – 12 (General). Sol Plaatje House: Pretoria.
Dewey, J. 1916. Democracy and Education. Website: http://www.ilt.columbia.edu/publications/dewey.html. Downloaded: 22/11/2006.
Ellswoth, E. 1989. Why Doesn’t This Feel Empowering? Working Through the Repressive Myth of Critical Pedagogy. Academic Research Library – Harvard Educational Review: President and Fellows of Harvard College.
Mouffe, C. 2000. Deliberative Democracy or Agonistic Pluralism in Political Science Series 72. Department of Political Science, Institute for Advanced Studies, Stumpergasse: Vienna.
Sirianni, C. & Friedland, L. Civic Dictionary – Deliberative Democracy. Civic Practices Network. Website: http://www.cpn.org/tools/dictionary/deliberate.html. Downloaded: 30/50/2007.
Unspecified author. 2007. Deliberative democracy. Wikipedia. Website: http://en.wikipedia.org/wiki/Deliberative_democracy. Downloaded: 30/05/2007.
Unspecified author. 2007. Critical pedagogy. Wikipedia. Website: http://en.wikipedia.org/wiki/Critical_pedagogy. Downloaded: 30/05/2007.
Young, I. (1996) Communication and the Other: Beyond Deliberative Democracy. In: S. Benhabib (ed.), Democracy and Difference. Contesting the boundaries of the political. Princeton University Press: Princeton.
Tuesday, May 15, 2007
Here's what's on my mind...
Unions gear up for public-sector strike
Johannesburg, South Africa
An "indefinite" full-blown strike has been set to start on May 28 for public-sector unions affiliated to the Congress of South African Trade Union (Cosatu), the federation said on Tuesday."We are talking about indefinite action -- not a symbolic strike for a day or two," South African Democratic Teachers' Union (Sadtu) general secretary Thulas Nxesi told a media briefing with union heads at Cosatu House in Johannesburg.Mass marches will take place next Friday with demonstrations, picketing and a night vigil at Parliament on Sunday in the build-up to full industrial action.The Cosatu unions command roughly 60% of public-service workers, including police, doctors, nurses and teachers.Later this week the Cosatu affiliates will meet independent unions, which are still balloting members, to finalise a joint programme of action.Last week the Cosatu affiliates and independent unions were united in rejecting government's 6% wage-increase offer.The unions stood by their 12% demand.The unions agreed to only return to negotiations if the government "significantly improved the offer", said National Education Health and Allied Workers' Union (Nehawu) general secretary Fikile Majola.When asked to define a significant offer, Nxesi said: "We are standing at 12%".Majola said that Cosatu unions with essential-services workers -- who may not strike according to the Labour Relations Act -- will meet on Wednesday with legal officers.The meeting would also discuss a consideration to declare a dispute on essential services over the lack of minimum service-level agreements with government.Nxesi said the unions did not want to strike but were "forced into it". "We don't have the intention of bringing the government to its knees -- we have the intention of making our voice heard."Any "divisive measures" by the government to meet unions separately would be rejected, he said."We're not going to fall into that trap."The unions have refused to accept salary increases limited to inflation targeting.Earlier this month Public Service and Administration Minister Geraldine Fraser-Moleketi said 6% was government's final offer.The last public-sector strike took place in 2004. The eight Cosatu affiliated unions are Sadtu, Nehawu, the Democratic Nursing Organisation of South Africa, the Public and Allied Workers' Union of South Africa, the South African Democratic Nurses' Union, the South African Medical Association, the Police and Prisons Civil Rights Union and the South African State and Allied Workers' Union.Teachers vote to join strike Almost half of about 220 000 members of Sadtu have voted in favour of joining the public-service strike.Nxesi said that by Monday evening half the votes had been counted and the job would probably be finished by the end of the week.Sadtu, with 230 000 members, is the biggest trade union affiliated to Cosatu. Nxesi said the 7 000 to 10 000 members employed at private schools will not participate in the strike.Other Cosatu affiliates, the South African Democratic Nurses' Union, the South African State and Allied Workers' Union confirmed on Monday that their members will be downing tools.An independent union, the Health and Other Services Personnel Trade Union of South Africa, representing teachers and nurses, also said its members will strike. Meanwhile, Fraser-Moleketi told a press conference that public-service unions do not understand the government's wage-increase offer and therefore cannot negotiate seriously about it.She said the government wants workshops to explain its offer to those who are in the coordination bargaining chamber. The government is still open to further negotiations, but said it is waiting for organised labour to "engage". -- Sapa
http://www.mg.co.za/articlePage.aspx?articleid=308498&area=/breaking_news/breaking_news__business/
Johannesburg, South Africa
An "indefinite" full-blown strike has been set to start on May 28 for public-sector unions affiliated to the Congress of South African Trade Union (Cosatu), the federation said on Tuesday."We are talking about indefinite action -- not a symbolic strike for a day or two," South African Democratic Teachers' Union (Sadtu) general secretary Thulas Nxesi told a media briefing with union heads at Cosatu House in Johannesburg.Mass marches will take place next Friday with demonstrations, picketing and a night vigil at Parliament on Sunday in the build-up to full industrial action.The Cosatu unions command roughly 60% of public-service workers, including police, doctors, nurses and teachers.Later this week the Cosatu affiliates will meet independent unions, which are still balloting members, to finalise a joint programme of action.Last week the Cosatu affiliates and independent unions were united in rejecting government's 6% wage-increase offer.The unions stood by their 12% demand.The unions agreed to only return to negotiations if the government "significantly improved the offer", said National Education Health and Allied Workers' Union (Nehawu) general secretary Fikile Majola.When asked to define a significant offer, Nxesi said: "We are standing at 12%".Majola said that Cosatu unions with essential-services workers -- who may not strike according to the Labour Relations Act -- will meet on Wednesday with legal officers.The meeting would also discuss a consideration to declare a dispute on essential services over the lack of minimum service-level agreements with government.Nxesi said the unions did not want to strike but were "forced into it". "We don't have the intention of bringing the government to its knees -- we have the intention of making our voice heard."Any "divisive measures" by the government to meet unions separately would be rejected, he said."We're not going to fall into that trap."The unions have refused to accept salary increases limited to inflation targeting.Earlier this month Public Service and Administration Minister Geraldine Fraser-Moleketi said 6% was government's final offer.The last public-sector strike took place in 2004. The eight Cosatu affiliated unions are Sadtu, Nehawu, the Democratic Nursing Organisation of South Africa, the Public and Allied Workers' Union of South Africa, the South African Democratic Nurses' Union, the South African Medical Association, the Police and Prisons Civil Rights Union and the South African State and Allied Workers' Union.Teachers vote to join strike Almost half of about 220 000 members of Sadtu have voted in favour of joining the public-service strike.Nxesi said that by Monday evening half the votes had been counted and the job would probably be finished by the end of the week.Sadtu, with 230 000 members, is the biggest trade union affiliated to Cosatu. Nxesi said the 7 000 to 10 000 members employed at private schools will not participate in the strike.Other Cosatu affiliates, the South African Democratic Nurses' Union, the South African State and Allied Workers' Union confirmed on Monday that their members will be downing tools.An independent union, the Health and Other Services Personnel Trade Union of South Africa, representing teachers and nurses, also said its members will strike. Meanwhile, Fraser-Moleketi told a press conference that public-service unions do not understand the government's wage-increase offer and therefore cannot negotiate seriously about it.She said the government wants workshops to explain its offer to those who are in the coordination bargaining chamber. The government is still open to further negotiations, but said it is waiting for organised labour to "engage". -- Sapa
http://www.mg.co.za/articlePage.aspx?articleid=308498&area=/breaking_news/breaking_news__business/
Sunday, May 13, 2007
And the days go by
Once again, I've admittedly let myself down by not managing to post on a regular basis. I think I really need start making more of a concerted effort to log my daily experiences…
Aside from the day to day slog, I don’t have that much real news. School is going well, my only struggle at the moment is one of discipline. I’m struggling to get through work because I spend half my life telling the kids to keep quite. When I started with the grade 7s this term, I tried to set up a “democratic classroom” (like the course I’m studying has said to do) – of course, this is a foreign concept to the kids who as still used to classrooms being the place where the teacher rules and is in charge, and teaches them. I guess it’s more a matter of conflicting interests between staff – I am doing something different to the rest of the teachers and maybe that’s confusing the kids. But does that make what the other teachers (from the previous generation) do right? I somehow don’t think so. I know that the way teachers treated me in school was really undemocratic and I suffered from it, despite receiving a good education!
It’s a very tricky situation, and I’, not sure where I’m going with it…will see how it goes. The environment is my class is not bad, I am behind, but I think considering what I’m trying to create (independent THINKING learners), maybe some of the work is sacrificing – I hate the idea that I’m supposed to be teaching outcomes based education, but all the time I feel like there is this pressure to teach only to those outcomes – like they’re a final end, rather than a process of a means to an end...very frustrating.
University is going well…still doing well and enjoying the content (as opposed to the structure) of the course. Must say, exams are just around the corner and I should be hitting the books (so to speak) a bit harder than I am, but just not going to put the pressure on myself too much just yet. I’m on top of the work, so not too stressed.
The real news: yesterday we had a school fundraiser – tea from grandparents – my comment is that the event went down so well, what a good turn out and amazing work done by all teachers and learners involved – HOWEVER, there were only 8 or so staff members who came to help. What happened to dedicated staff! Pretty pathetic – and of course when it goes well everyone then tries to just on the band wagon.
Something similar (things which make teaching look so unappealing) is the experience I had with a group at uni regarding a group project. Of course, half of the people (me included) did more work than the others and when it came to peer reflection I was warned about animosity because I was honest about some people doing nothing! Very annoying. Hate me if they must – it sit on their conscience that they did very little.
Last news for now: teachers may be striking in two weeks or so. Looks like it may coincide with my study leave! Not sure how I feel – I know I didn’t go into teaching for the money, and on that moral level, I do believe it is wrong. However, I’m convinced that if we do strike and the salary situation of teachers improves, so will the number of teachers entering the industry, and then the standard of education in our country will get better. Not sure if that’s too logical, given the reality of improving a system, but I think it carries some merit. Having said that, my personal decision is one to strike. Solely because, although I do need the month’s salary that I will miss out on (no work no pay), I need it less now than I may need it in 4 years time when this happens again. I think I need to stand up for the future – if I’m ever a teacher with two kids and paying off a car, my salary will be more valuable then than it is now…I’m striking on principle, not because I feel it is 100% the right thing to do, but because I know we need to make a stand.
Will write again
Siobhan
Aside from the day to day slog, I don’t have that much real news. School is going well, my only struggle at the moment is one of discipline. I’m struggling to get through work because I spend half my life telling the kids to keep quite. When I started with the grade 7s this term, I tried to set up a “democratic classroom” (like the course I’m studying has said to do) – of course, this is a foreign concept to the kids who as still used to classrooms being the place where the teacher rules and is in charge, and teaches them. I guess it’s more a matter of conflicting interests between staff – I am doing something different to the rest of the teachers and maybe that’s confusing the kids. But does that make what the other teachers (from the previous generation) do right? I somehow don’t think so. I know that the way teachers treated me in school was really undemocratic and I suffered from it, despite receiving a good education!
It’s a very tricky situation, and I’, not sure where I’m going with it…will see how it goes. The environment is my class is not bad, I am behind, but I think considering what I’m trying to create (independent THINKING learners), maybe some of the work is sacrificing – I hate the idea that I’m supposed to be teaching outcomes based education, but all the time I feel like there is this pressure to teach only to those outcomes – like they’re a final end, rather than a process of a means to an end...very frustrating.
University is going well…still doing well and enjoying the content (as opposed to the structure) of the course. Must say, exams are just around the corner and I should be hitting the books (so to speak) a bit harder than I am, but just not going to put the pressure on myself too much just yet. I’m on top of the work, so not too stressed.
The real news: yesterday we had a school fundraiser – tea from grandparents – my comment is that the event went down so well, what a good turn out and amazing work done by all teachers and learners involved – HOWEVER, there were only 8 or so staff members who came to help. What happened to dedicated staff! Pretty pathetic – and of course when it goes well everyone then tries to just on the band wagon.
Something similar (things which make teaching look so unappealing) is the experience I had with a group at uni regarding a group project. Of course, half of the people (me included) did more work than the others and when it came to peer reflection I was warned about animosity because I was honest about some people doing nothing! Very annoying. Hate me if they must – it sit on their conscience that they did very little.
Last news for now: teachers may be striking in two weeks or so. Looks like it may coincide with my study leave! Not sure how I feel – I know I didn’t go into teaching for the money, and on that moral level, I do believe it is wrong. However, I’m convinced that if we do strike and the salary situation of teachers improves, so will the number of teachers entering the industry, and then the standard of education in our country will get better. Not sure if that’s too logical, given the reality of improving a system, but I think it carries some merit. Having said that, my personal decision is one to strike. Solely because, although I do need the month’s salary that I will miss out on (no work no pay), I need it less now than I may need it in 4 years time when this happens again. I think I need to stand up for the future – if I’m ever a teacher with two kids and paying off a car, my salary will be more valuable then than it is now…I’m striking on principle, not because I feel it is 100% the right thing to do, but because I know we need to make a stand.
Will write again
Siobhan
Sunday, April 22, 2007
Latest from me...
I need to stop making promises to myself that I have a good chance of breaking. I said I’d blog at some point this weekend, so I intend to carry through, just wish I had the time to keep this space as current and topical as I initially had planned. Anyway, as it seems like no one is really reading it, at least I’m not letting anyone down.
As of a week and a half ago, I am no longer solely a grade 6 teacher. Towards the end of last term, I was requested, by the principal, to move up to Grade 7 and teach English (the teacher who was teaching English to the Grade 7s is off on maternity leave). The past 8 school days (and the weekend in between) have been pretty intense, and as always in teaching, a learning experience of note. It’s quite remarkable actually to see the difference in the classroom between learners one grade apart. On top of that, I’m also taking a reading class with the Grade 5s which just perpetuates the difference perspective even more.
But, all this said, I’m still absolutely loving it and am as still as convinced as ever that there is no better job for me than teaching. I want to get to a point on this blog where I am sharing my daily experiences, I hope I can get there in the foreseeable future (it’s going to take commitment). As for today’s post, let’s just view this as an update in my life.
On the studying front, exams are fast approaching and the assignments are piling up…think I may not sleep. Just kidding, the work is great as usual, but also only what I make of it. I’ve decide that the University of Johannesburg does not stimulate you, rather, you make a conscious decision to be challenged and stimulated by what you put in. Currently I am working on three assignments, one each on philosophy and psychology of education, and one on Educational Law. They are all interesting and the readings I’ve been doing are quite insightful, which makes the work seem less tedious and deadline oriented.
Going to do the easy thing and copy and paste a few things below for interest sake…if you’re interested, read them. I hope to blog again soon…must put it on my to-do list.
By the way, if anyone is reading my posts and my blog, PLEASE leave some comments. I’m so interested to know what people who read blogs like mine think.
Take care
Siobhan
A letter I wrote to a local newspaper as a letter to the editor: A voiceless future
Increasingly, as I speak to more and more people in South Africa about the education system in our country, all I hear is, unsurprisingly, negativity. Pertinent are the ruthless comments about the lower, ever declining standards, violence, substance abuse and the lack of motivation and interest from the youth, ‘the future of our country’.
As a primary school educator, I will stand testimony to all of this – drug abuse on school premises, persistent fighting, violent behaviour and a large majority of learners who don’t seem to care either way if they pass of fail, or even get an education.
Yes, I agree, it seems an ever declining and deteriorating system, BUT who is really to blame? A government that does little for education? The disinterested youth?
In a typical case of hypocrisy, the people doing the complaining are to a great extent educators, (absent) parents and of course society at large. But where are the ‘democratic citizens’ who should be addressing this? When last were the youth in our society addressed on key issues of the day, by the government, the media, or even their teachers and parents? When last did you sit down with your child or the learners in your classroom and ask them what they think of democracy, the crime levels, HIV/AIDS and their education?
Young people in South Africa are, and will remain, largely unaddressed about today’s social and economic issues which are setting the foundation for the country they will lead.
Where are the platforms (media, classrooms, family rooms) for active deliberation by young people and how does the hypocrisy of a corrupt and non-transparent and dishonest education system develop democratic young minds that will lead our country twenty to thirty years from now?
I can’t handle the passive ‘concern’ and criticism about ‘the education system’ and ‘the future’ when in fact it’s our generation that has failed our children: we’ve taught them how to love money more than family, a Playstation more than a fellow human being and commodities over values.
This is our doing and until we admit and address our failures, we cannot expect ‘the future’ to be any brighter.
Where are the voices of those most valuable to our society, economy and ultimately those responsible for the continuation of our species? Is this the legacy we leave?
(As an aside – there were no responses to this letter! Does this mean people really don’t care and are that apathetic, or are there no people reading the newspaper…in which case I’m glad I chose teaching over journalism)
An extract from a portfolio assignment I recently completed - Why I chose the teaching profession:
The education that I received, and continue to receive, as a young South African, has played a huge part in developing me into the person I am today. In line with my own experience and my fundamental conception of what a good, sound and thorough education can contribute to each individual, and in turn society, I decided to become an educator to make a personal contribution to the lives of young South Africans. I am very passionate about the contribution that a good education can make to our democratic society and I have an unusual belief and optimism with regard to the ability of young people to make a huge difference in our society, if they receive a good education. I am also very passionate about young peoples’ rights to education, a right that for many of our youth is still largely unattainable, despite the supposed ‘constitutional guarantee’. Furthermore, I believe that it is important for young people to have good role models who inspire a good sense of honestly, integrity and responsibility, and who generate the idea that education is a powerful and empowering tool for a successful future. Lastly, I want to see young people stand up for what they believe in and make a difference, and I’d like to play a part in accessing their voices and letting them have a platform (my classroom) on which to speak out about what they see as important.
As of a week and a half ago, I am no longer solely a grade 6 teacher. Towards the end of last term, I was requested, by the principal, to move up to Grade 7 and teach English (the teacher who was teaching English to the Grade 7s is off on maternity leave). The past 8 school days (and the weekend in between) have been pretty intense, and as always in teaching, a learning experience of note. It’s quite remarkable actually to see the difference in the classroom between learners one grade apart. On top of that, I’m also taking a reading class with the Grade 5s which just perpetuates the difference perspective even more.
But, all this said, I’m still absolutely loving it and am as still as convinced as ever that there is no better job for me than teaching. I want to get to a point on this blog where I am sharing my daily experiences, I hope I can get there in the foreseeable future (it’s going to take commitment). As for today’s post, let’s just view this as an update in my life.
On the studying front, exams are fast approaching and the assignments are piling up…think I may not sleep. Just kidding, the work is great as usual, but also only what I make of it. I’ve decide that the University of Johannesburg does not stimulate you, rather, you make a conscious decision to be challenged and stimulated by what you put in. Currently I am working on three assignments, one each on philosophy and psychology of education, and one on Educational Law. They are all interesting and the readings I’ve been doing are quite insightful, which makes the work seem less tedious and deadline oriented.
Going to do the easy thing and copy and paste a few things below for interest sake…if you’re interested, read them. I hope to blog again soon…must put it on my to-do list.
By the way, if anyone is reading my posts and my blog, PLEASE leave some comments. I’m so interested to know what people who read blogs like mine think.
Take care
Siobhan
A letter I wrote to a local newspaper as a letter to the editor: A voiceless future
Increasingly, as I speak to more and more people in South Africa about the education system in our country, all I hear is, unsurprisingly, negativity. Pertinent are the ruthless comments about the lower, ever declining standards, violence, substance abuse and the lack of motivation and interest from the youth, ‘the future of our country’.
As a primary school educator, I will stand testimony to all of this – drug abuse on school premises, persistent fighting, violent behaviour and a large majority of learners who don’t seem to care either way if they pass of fail, or even get an education.
Yes, I agree, it seems an ever declining and deteriorating system, BUT who is really to blame? A government that does little for education? The disinterested youth?
In a typical case of hypocrisy, the people doing the complaining are to a great extent educators, (absent) parents and of course society at large. But where are the ‘democratic citizens’ who should be addressing this? When last were the youth in our society addressed on key issues of the day, by the government, the media, or even their teachers and parents? When last did you sit down with your child or the learners in your classroom and ask them what they think of democracy, the crime levels, HIV/AIDS and their education?
Young people in South Africa are, and will remain, largely unaddressed about today’s social and economic issues which are setting the foundation for the country they will lead.
Where are the platforms (media, classrooms, family rooms) for active deliberation by young people and how does the hypocrisy of a corrupt and non-transparent and dishonest education system develop democratic young minds that will lead our country twenty to thirty years from now?
I can’t handle the passive ‘concern’ and criticism about ‘the education system’ and ‘the future’ when in fact it’s our generation that has failed our children: we’ve taught them how to love money more than family, a Playstation more than a fellow human being and commodities over values.
This is our doing and until we admit and address our failures, we cannot expect ‘the future’ to be any brighter.
Where are the voices of those most valuable to our society, economy and ultimately those responsible for the continuation of our species? Is this the legacy we leave?
(As an aside – there were no responses to this letter! Does this mean people really don’t care and are that apathetic, or are there no people reading the newspaper…in which case I’m glad I chose teaching over journalism)
An extract from a portfolio assignment I recently completed - Why I chose the teaching profession:
The education that I received, and continue to receive, as a young South African, has played a huge part in developing me into the person I am today. In line with my own experience and my fundamental conception of what a good, sound and thorough education can contribute to each individual, and in turn society, I decided to become an educator to make a personal contribution to the lives of young South Africans. I am very passionate about the contribution that a good education can make to our democratic society and I have an unusual belief and optimism with regard to the ability of young people to make a huge difference in our society, if they receive a good education. I am also very passionate about young peoples’ rights to education, a right that for many of our youth is still largely unattainable, despite the supposed ‘constitutional guarantee’. Furthermore, I believe that it is important for young people to have good role models who inspire a good sense of honestly, integrity and responsibility, and who generate the idea that education is a powerful and empowering tool for a successful future. Lastly, I want to see young people stand up for what they believe in and make a difference, and I’d like to play a part in accessing their voices and letting them have a platform (my classroom) on which to speak out about what they see as important.
Friday, April 20, 2007
Hi again
So it's definitely been ages since I last posted, not that anyone is keeping tabs right. I've discovered why educators in SA don't blog - BECAUSE WE SIMPLY DON'T HAVE THE TIME. The GDE is keeping us too busy with random tasks to actually have anything that resembles a life. I plan to make a post this weekend which will update any potential visitors as to what I've been up to - personally, educator and student wise...watch this space.
Siobhan
Siobhan
Hi again
So it's definitely been ages since I last posted, not that anyone is keeping tabs right. I've discovered why educators in SA don't blog - BECAUSE WE SIMPLY DON'T HAVE THE TIME. The GDE is keeping us too busy with random tasks to actually have anything that resembles a life. I plan to make a post this weekend which will update any potential visitors as to what I've been up to - personally, educator and student wise...watch this space.
Siobhan
Siobhan
Tuesday, March 27, 2007
The love of violence in a peace-seeking society
With the recent launch of Nintendo’s Xbox and Sony’s PlayStation 3, the digital world of video gaming is a growing medium of youth entertainment. The violent nature of the top games leaves much to be desired in terms of peaceful entertainment.
Surrounded by the youth of today’s “information generation”, I decided to take the opportunity and immerse myself in their experience of video games.
I was surprised to discover that very few of them acknowledge that violent games can translate into violent actions in the real world. For those who do see the potential consequences of violent games, this violence is the element they most enjoy. “The violence can lead children to do what they see in the games” said 14-year-old Phila Simelane, from Gauteng, just after informing me that Doom is her favourite game because of the scary dimension and control that it offers her.
Many children also struggle to see any problem with the excessive amount of time they spend playing games. Razy Makavker,16, from Palestine spends three to four hours a day playing video games and sees nothing wrong with this.
Many of today’s top video games centre on the variety of available weapons and advanced fighting techniques, rehashing images of soldiers at war and struggles for power that are made more real through advanced special effects and powerful graphics in vivid scenes of bloodshed and death.
The mounting concern does not seem to match the already-in-excess violence in video games that are so easily accessible to children. In fact, I’m increasingly horrified that not more is being done to curb the availability of such games by such a supposedly ‘advanced society’.
It is without a doubt that the violent nature of video games provides justification to our youth that real violence is also just a game. The reality is that the violence in this medium is playing out in the real world, on our playgrounds, in our classrooms and on the battlefields that are our living rooms. Not least is my concern that games expose and even encourage violent acts through their plots of aggression, gender bias and excessive killing. In so many games, violence is equated to winning and in the real world, where it’s all about the competition, the same control is fast becoming a must have for survival.
Yes, the positives are there. Games introduce children to the world of IT and computer technology, they provide opportunity for problem solving and logic, assist in developing hand-eye coordination and for today’s technology immersed youth, are an important source of entertainment. But do these positives need to manifest in the excessive violence games like Tekken and Mortal Kombat.
I believe that many young people play these violent games as an outlet for their unvoiced frustrations, using them as a platform for expression. It is here that they get to have control; because it is so seldom that they have the opportunity to execute power in the real world.
YouthSpeaK wants to hear your views on violence in video games. Email Siobhan Louw (siobhan.louw@gmail.com) or Chris Kabwato (c.kabwato@ru.ac.za).
Surrounded by the youth of today’s “information generation”, I decided to take the opportunity and immerse myself in their experience of video games.
I was surprised to discover that very few of them acknowledge that violent games can translate into violent actions in the real world. For those who do see the potential consequences of violent games, this violence is the element they most enjoy. “The violence can lead children to do what they see in the games” said 14-year-old Phila Simelane, from Gauteng, just after informing me that Doom is her favourite game because of the scary dimension and control that it offers her.
Many children also struggle to see any problem with the excessive amount of time they spend playing games. Razy Makavker,16, from Palestine spends three to four hours a day playing video games and sees nothing wrong with this.
Many of today’s top video games centre on the variety of available weapons and advanced fighting techniques, rehashing images of soldiers at war and struggles for power that are made more real through advanced special effects and powerful graphics in vivid scenes of bloodshed and death.
The mounting concern does not seem to match the already-in-excess violence in video games that are so easily accessible to children. In fact, I’m increasingly horrified that not more is being done to curb the availability of such games by such a supposedly ‘advanced society’.
It is without a doubt that the violent nature of video games provides justification to our youth that real violence is also just a game. The reality is that the violence in this medium is playing out in the real world, on our playgrounds, in our classrooms and on the battlefields that are our living rooms. Not least is my concern that games expose and even encourage violent acts through their plots of aggression, gender bias and excessive killing. In so many games, violence is equated to winning and in the real world, where it’s all about the competition, the same control is fast becoming a must have for survival.
Yes, the positives are there. Games introduce children to the world of IT and computer technology, they provide opportunity for problem solving and logic, assist in developing hand-eye coordination and for today’s technology immersed youth, are an important source of entertainment. But do these positives need to manifest in the excessive violence games like Tekken and Mortal Kombat.
I believe that many young people play these violent games as an outlet for their unvoiced frustrations, using them as a platform for expression. It is here that they get to have control; because it is so seldom that they have the opportunity to execute power in the real world.
YouthSpeaK wants to hear your views on violence in video games. Email Siobhan Louw (siobhan.louw@gmail.com) or Chris Kabwato (c.kabwato@ru.ac.za).
Violent games – detrimental in Africa
Information is at our fingertips and in the world where media is only a click away, Ashraf Patel calls for a research agenda for (South) Africa to accompany the fast changing digital media world of violent video games.
In the advent of children multitasking with multimedia, Patel advances that it is important that we see and use the opportunity that these media platforms have to offer. Of course, although it is not uncommon to see a child in front of a television, playing an interactive game while simultaneously downloading and listening to music via their iPod, this situation is not without its challenges / disadvantages.
In Africa, a continent where the majority of youth are growing up in “adverse conditions of hopelessness” where there is vast conflict occurring in terms of youth proximity, Patel describes how many youth, who are absorbed in virtual worlds, are taking on roles of characters they see in the digital worlds and play out the characteristics in the real world. The virtual world of representation of the youth in Africa is increasingly linking with the conflict in reality.
It is in this context that Patel suggests a move towards peace-building through technology, highlighting the importance of using new media as a platform. Patel describes new media as “a golden window of opportunity for media and education practitioners” in the promotion of peace building and education.
Research shows that video games, as a fast emerging technology, have adverse impacts. Antisocial behaviour, violent content, safety issues and aggression generation as only a few concerns facing society with regard to the video games being played by the youth on a daily basis.
“Playing violent video games increases aggressive thoughts and actions. Aggressive kids seek out violent media which contributes to making them more aggressive,” said Patel.
In his proposal for an African research agenda in line with violent video games, Patel is concerned about the impact of violent games on “vulnerable states where war prevails”.
His recommendations with regard to his proposed research suggest that Africa should be working within the international gaming industry and entering into dialogue about content in video games moving towards conflict resolution, to create valued “peaceful education in all of CyberSpace”.
In the advent of children multitasking with multimedia, Patel advances that it is important that we see and use the opportunity that these media platforms have to offer. Of course, although it is not uncommon to see a child in front of a television, playing an interactive game while simultaneously downloading and listening to music via their iPod, this situation is not without its challenges / disadvantages.
In Africa, a continent where the majority of youth are growing up in “adverse conditions of hopelessness” where there is vast conflict occurring in terms of youth proximity, Patel describes how many youth, who are absorbed in virtual worlds, are taking on roles of characters they see in the digital worlds and play out the characteristics in the real world. The virtual world of representation of the youth in Africa is increasingly linking with the conflict in reality.
It is in this context that Patel suggests a move towards peace-building through technology, highlighting the importance of using new media as a platform. Patel describes new media as “a golden window of opportunity for media and education practitioners” in the promotion of peace building and education.
Research shows that video games, as a fast emerging technology, have adverse impacts. Antisocial behaviour, violent content, safety issues and aggression generation as only a few concerns facing society with regard to the video games being played by the youth on a daily basis.
“Playing violent video games increases aggressive thoughts and actions. Aggressive kids seek out violent media which contributes to making them more aggressive,” said Patel.
In his proposal for an African research agenda in line with violent video games, Patel is concerned about the impact of violent games on “vulnerable states where war prevails”.
His recommendations with regard to his proposed research suggest that Africa should be working within the international gaming industry and entering into dialogue about content in video games moving towards conflict resolution, to create valued “peaceful education in all of CyberSpace”.
They’ve come, they’re seeing, they’re hearing and now they’re making media
The plan was to let the kids involved in our project create and produce their own media, here’s my editorial piece that accompanied their stories.
It’s been a long journey. They’ve travelled far in distance, and even further in their media capabilities. Our aim to put media in the hands and mouths of the youth is fast becoming a reality.
YouthSpeaK’s team of aspiring media workers, after brief workshops on basic journalism, received there first brief as young journalists. With less than a day to produce a story, from beginning to end, we set them loose on the hotels, streets, boardrooms and conference sessions of the 5th World Summit on the Media and Children.
Twenty four hours later, back in the newsroom, the learners touched base with the editorial team. In true media style with a few logistically-missed deadlines, the learners pitched their stories to the team, consolidated their facts, angled their stories and got typing.
Abuzz with the life blood that makes a newsroom tick, the children produced their first stories for the Summit. Here are the voices we’ve accessed…
It’s been a long journey. They’ve travelled far in distance, and even further in their media capabilities. Our aim to put media in the hands and mouths of the youth is fast becoming a reality.
YouthSpeaK’s team of aspiring media workers, after brief workshops on basic journalism, received there first brief as young journalists. With less than a day to produce a story, from beginning to end, we set them loose on the hotels, streets, boardrooms and conference sessions of the 5th World Summit on the Media and Children.
Twenty four hours later, back in the newsroom, the learners touched base with the editorial team. In true media style with a few logistically-missed deadlines, the learners pitched their stories to the team, consolidated their facts, angled their stories and got typing.
Abuzz with the life blood that makes a newsroom tick, the children produced their first stories for the Summit. Here are the voices we’ve accessed…
Bridging the digital divide:Educational value of new media in Africa?
In the age of wireless media, Bluetooth downloads, blogging and pod-casting, new media innovations are a daily necessity for many who feel lost without high speed internet connections at their finger tips.
These digital innovations are overflowing into the classrooms in many schools world-wide, giving a new dimension to the term “educational media”.
In a workshop yesterday, presented by Milton Chen of the George Lucas Educational Foundation (GLEF), discussions centered on the use of video media accessed from online platforms. Websites like MySpace and YouTube are increasingly being used as resources to provide a variety of rich content for use in schools and classrooms. The broadcasting media, made available over the internet, have added a new dimension to educational video media. The ability to produce high-quality video programming on demand is allowing for more interactive educational content to be delivered to the masses.
In an ideal world, this sort of media would be available to all of us, educators and learners alike, the world over. Of course the reality of these digital classrooms is still a foreign concept for many who teach and learn in the educational systems on the African continent. Sitting in a newsroom with learners who have never used computers gives an honest indication of the challenges Africa faces in bringing the likes of YouTube and MySpace media into our schools.
Many schools in South Africa are still without basic computer labs, let alone dedicated Internet lines that can feed web content into our classrooms. Even basic education in Africa is a far cry from the innovative measures being advanced on other continents.
African challenges are still rooted in financial constraints and the lack of infrastructure. In many classrooms we do not even have textbooks in fundamental learning areas like technology and English.
Where the “more developed Western countries” are facing challenges regarding the ethical use of digital media in relation to children, Africa sadly remains many steps behind.
The one thing that is on Africa’s side is the increase in dedicated educators entering the education system. It is in the hands of these educators that reasonable innovation must originate and flow into the minds and knowledge bases of our learners. Indeed, video conferencing and the creation of multimedia packages maybe a reality far from practice on our continent, but the resources at hand, even those as simple as pictures in magazines, still have tremendous value in African classrooms.
At the forefront of the Summit is the challenge to bridge the gap between adult and child delegates. Perhaps, as pressing, should be the bridging of the digital divide that continues to exist, and grow, between Africa and the rest of the world.
YouthSpeaK want to hear your comments and ideas on new media, ICTs and education in Africa. How big is the digital divide and where do the solutions lie. E-mail Chris (c.kabwato@ru.ac.za) or Siobhan (siobhan.louw@gmail.com).
These digital innovations are overflowing into the classrooms in many schools world-wide, giving a new dimension to the term “educational media”.
In a workshop yesterday, presented by Milton Chen of the George Lucas Educational Foundation (GLEF), discussions centered on the use of video media accessed from online platforms. Websites like MySpace and YouTube are increasingly being used as resources to provide a variety of rich content for use in schools and classrooms. The broadcasting media, made available over the internet, have added a new dimension to educational video media. The ability to produce high-quality video programming on demand is allowing for more interactive educational content to be delivered to the masses.
In an ideal world, this sort of media would be available to all of us, educators and learners alike, the world over. Of course the reality of these digital classrooms is still a foreign concept for many who teach and learn in the educational systems on the African continent. Sitting in a newsroom with learners who have never used computers gives an honest indication of the challenges Africa faces in bringing the likes of YouTube and MySpace media into our schools.
Many schools in South Africa are still without basic computer labs, let alone dedicated Internet lines that can feed web content into our classrooms. Even basic education in Africa is a far cry from the innovative measures being advanced on other continents.
African challenges are still rooted in financial constraints and the lack of infrastructure. In many classrooms we do not even have textbooks in fundamental learning areas like technology and English.
Where the “more developed Western countries” are facing challenges regarding the ethical use of digital media in relation to children, Africa sadly remains many steps behind.
The one thing that is on Africa’s side is the increase in dedicated educators entering the education system. It is in the hands of these educators that reasonable innovation must originate and flow into the minds and knowledge bases of our learners. Indeed, video conferencing and the creation of multimedia packages maybe a reality far from practice on our continent, but the resources at hand, even those as simple as pictures in magazines, still have tremendous value in African classrooms.
At the forefront of the Summit is the challenge to bridge the gap between adult and child delegates. Perhaps, as pressing, should be the bridging of the digital divide that continues to exist, and grow, between Africa and the rest of the world.
YouthSpeaK want to hear your comments and ideas on new media, ICTs and education in Africa. How big is the digital divide and where do the solutions lie. E-mail Chris (c.kabwato@ru.ac.za) or Siobhan (siobhan.louw@gmail.com).
The HANA Guide to Four Days of Children’s Media
More than 300 young people have invaded the streets, boardrooms and auditoriums of Sandton. In bright green t-shirts, and with eager minds and enlightened perspectives, young representatives from 88 nations converse in excited voices. This is the heart of strong talk; the site where the youth discuss, analyse and produce journalism. As the 5th World Summit of Children and Media gets underway, we’re putting media in the hands and minds of young, global citizens.
Over the next four days, young people will interact with media and deliberate its role as a tool for global peace. The spotlight is on them as they grapple with issues surrounding media access and production, and the opportunity to answer one simple question, “What do you think?”
Your daily fixes: new media and innovation
Aside from the riveting plenary sessions and workshops that will comprise each day’s programme, there are two must-catch sessions that run on each day of the conference.
The daily workshops on new technology and ICT’s promise to look at the relationship between children and new media in relation to content design, the impact of computer games on young people and the peace-building possibilities of new media.
Daily evening sessions on innovation and special projects will give all delegates the opportunity to experience various projects undertaken across the globe bringing media closer to children.
And we have lift off…
Day one of the summit will focus on providing an overview of children’s media and look at issues pertaining to accessibility, production and policy surrounding youth media. Central to these themes is the keynote address, presented by Roy Disney, which will open the morning plenary session. Following this is a presentation outlining global children’s media, facilitated by Prof. Norma Percora (USA) and Hala Atassa (Syria).
The workshop focusing on policy and regulation, entitled Policy, Regulation, Commercial Broadcasters and the Public Service Mandate, will be presented by Zolisa Masiza. This workshop will look at considerations around child-participation in the development of content for children.
Two other must-catch workshops are the ABC of Starting a Youth Media Project, a seminar which looks to integrate young people and media in a more practical manner; and the workshop on Media Literacy, which will look at the influence of media on our national school curriculum.
Day two – keeping the peace
Under the theme of “Peace Building”, day two of the summit will focus on the role of media in encouraging, developing and sustaining peace. Discussions for the day will centre on media as a tool for promoting peace and cultural sensitivity, looking at ways to report on peace, the production of quality news programming for children, and sport as a peace builder.
A must-attend workshop, Research and Productions on Children Watching War, will give delegates the opportunity to discuss conflict and violence in relation to youth media.
Other workshops will focus attention on issues around indigenous media and its implications for cultural identity as well as developing the documentary and drama genres for children.
Medicated media:
The theme for day three is “Media and Children’s Health and Wellness”. Under this banner, the summit will focus on the threat of HIV/AIDS to global peace and role of the media in accessing common ground with regard to HIV/AIDS conspiracy and stigma.
The morning plenary sessions will include a presentation on Health, Wellness and HIV/AIDS. Key sessions and workshops pertaining to the day’s theme will include an address by Jeff McIntyre of the World Health Organisation, media literacy and HIV/AIDS in school outreach, living positively with HIV/AIDS and producing HIV/AIDS programming for children.
Other key workshops include those that will focus on media as a tool for democracy, health awareness programmes and cultural diversity, religion and animation.
A round of applause
The final day will acknowledge and celebrate the success stories and achievements of models of excellence in children’s media. Children attending the conference will consider the media as a tool for advancing international peace and enhancing democracy, reconfiguring the new parameters of our global citizenship.
Over the next four days, young people will interact with media and deliberate its role as a tool for global peace. The spotlight is on them as they grapple with issues surrounding media access and production, and the opportunity to answer one simple question, “What do you think?”
Your daily fixes: new media and innovation
Aside from the riveting plenary sessions and workshops that will comprise each day’s programme, there are two must-catch sessions that run on each day of the conference.
The daily workshops on new technology and ICT’s promise to look at the relationship between children and new media in relation to content design, the impact of computer games on young people and the peace-building possibilities of new media.
Daily evening sessions on innovation and special projects will give all delegates the opportunity to experience various projects undertaken across the globe bringing media closer to children.
And we have lift off…
Day one of the summit will focus on providing an overview of children’s media and look at issues pertaining to accessibility, production and policy surrounding youth media. Central to these themes is the keynote address, presented by Roy Disney, which will open the morning plenary session. Following this is a presentation outlining global children’s media, facilitated by Prof. Norma Percora (USA) and Hala Atassa (Syria).
The workshop focusing on policy and regulation, entitled Policy, Regulation, Commercial Broadcasters and the Public Service Mandate, will be presented by Zolisa Masiza. This workshop will look at considerations around child-participation in the development of content for children.
Two other must-catch workshops are the ABC of Starting a Youth Media Project, a seminar which looks to integrate young people and media in a more practical manner; and the workshop on Media Literacy, which will look at the influence of media on our national school curriculum.
Day two – keeping the peace
Under the theme of “Peace Building”, day two of the summit will focus on the role of media in encouraging, developing and sustaining peace. Discussions for the day will centre on media as a tool for promoting peace and cultural sensitivity, looking at ways to report on peace, the production of quality news programming for children, and sport as a peace builder.
A must-attend workshop, Research and Productions on Children Watching War, will give delegates the opportunity to discuss conflict and violence in relation to youth media.
Other workshops will focus attention on issues around indigenous media and its implications for cultural identity as well as developing the documentary and drama genres for children.
Medicated media:
The theme for day three is “Media and Children’s Health and Wellness”. Under this banner, the summit will focus on the threat of HIV/AIDS to global peace and role of the media in accessing common ground with regard to HIV/AIDS conspiracy and stigma.
The morning plenary sessions will include a presentation on Health, Wellness and HIV/AIDS. Key sessions and workshops pertaining to the day’s theme will include an address by Jeff McIntyre of the World Health Organisation, media literacy and HIV/AIDS in school outreach, living positively with HIV/AIDS and producing HIV/AIDS programming for children.
Other key workshops include those that will focus on media as a tool for democracy, health awareness programmes and cultural diversity, religion and animation.
A round of applause
The final day will acknowledge and celebrate the success stories and achievements of models of excellence in children’s media. Children attending the conference will consider the media as a tool for advancing international peace and enhancing democracy, reconfiguring the new parameters of our global citizenship.
The 5th World Summit on the Media and Children…
I know this blog potentially needs a few more background posts (even if it’s for a more personal consolidation), but I feel that what’s happening right now needs to go out there, so I’m posting this now, and will fill in the gaps in future posts.
Currently, I’m sitting in a make-shift news room at the Sandton Convention Centre in the commercial capital of South Africa – Sandton. I’m a delegate and media worker (so that journalism degree did coming handy) at the 5th World Summit on the Media and Children.
Just to contextualise click here for some background on the Summit. In my personal capacity, I’m working under the banner of ICASA – the Independent Communications Authority of South Africa, for a news agency based at Rhodes University in Grahamstown. The news agency I’m representing is Highway Africa News Agency (HANA). At this conference we’ve joined hands with ICASA to produce a publication with some of the young South Africans attending the Summit.
Our publication is called YouthSpeaK and for the past three days has been a popular media available, hot off the press for conference delegates.
I’ll post up the stories I’ve written so far, please comment if you feel you would like to have your say too. After all, that’s exactly what this conference is all about.
Currently, I’m sitting in a make-shift news room at the Sandton Convention Centre in the commercial capital of South Africa – Sandton. I’m a delegate and media worker (so that journalism degree did coming handy) at the 5th World Summit on the Media and Children.
Just to contextualise click here for some background on the Summit. In my personal capacity, I’m working under the banner of ICASA – the Independent Communications Authority of South Africa, for a news agency based at Rhodes University in Grahamstown. The news agency I’m representing is Highway Africa News Agency (HANA). At this conference we’ve joined hands with ICASA to produce a publication with some of the young South Africans attending the Summit.
Our publication is called YouthSpeaK and for the past three days has been a popular media available, hot off the press for conference delegates.
I’ll post up the stories I’ve written so far, please comment if you feel you would like to have your say too. After all, that’s exactly what this conference is all about.
The school where I teach
Before I start posting ‘real’ content and commentary, I think there is still a need for some more contextual stuff…
For the sake of those individuals I will be referring to on this blog, I do not feel it is fair to disclose the name of the school where I teach. I’ve always believed that anything without 100% transparency lacks credibility, however, in the case of this blog, I feel it could be somewhat troublesome to give too much information. For fear of offending or negatively representing anyone associated with me through my school, I will say only the following about the school at which I work:
The school is situated on the westrand on Johannesburg, in one of the poorer communities of the city. It is a public school, which relies mainly on funding from the Department of Education. The school is a primary school, which teachers from Grade R-7. The learners at the school are aged between 5 and 14, and for the most part come from the more disadvantaged communities in the area. The standard of education that the school produces is of a relatively high standard, representative of the high quality educators on the teaching staff. The school has everything a modern western school would consider necessary for a basic education. Typical of South African schools, we are lacking many facilities such as textbooks, computers, internet access, teachers, money and a reliable and stable, user-friendly education system / infrastructure in which to work.
For the past term, I have been teaching Grade 6 learners in the English and Economic and Management Sciences (EMS) learning areas. In he new term, I will be moving up to Grade 7 in the English learning area. I will continue to teach EMS to the Grade 6 year.
Anything else that you need to know about the school I teach at will be added in as I go along on my documenting process.
For the sake of those individuals I will be referring to on this blog, I do not feel it is fair to disclose the name of the school where I teach. I’ve always believed that anything without 100% transparency lacks credibility, however, in the case of this blog, I feel it could be somewhat troublesome to give too much information. For fear of offending or negatively representing anyone associated with me through my school, I will say only the following about the school at which I work:
The school is situated on the westrand on Johannesburg, in one of the poorer communities of the city. It is a public school, which relies mainly on funding from the Department of Education. The school is a primary school, which teachers from Grade R-7. The learners at the school are aged between 5 and 14, and for the most part come from the more disadvantaged communities in the area. The standard of education that the school produces is of a relatively high standard, representative of the high quality educators on the teaching staff. The school has everything a modern western school would consider necessary for a basic education. Typical of South African schools, we are lacking many facilities such as textbooks, computers, internet access, teachers, money and a reliable and stable, user-friendly education system / infrastructure in which to work.
For the past term, I have been teaching Grade 6 learners in the English and Economic and Management Sciences (EMS) learning areas. In he new term, I will be moving up to Grade 7 in the English learning area. I will continue to teach EMS to the Grade 6 year.
Anything else that you need to know about the school I teach at will be added in as I go along on my documenting process.
Education and me
Like I said in my welcoming post, this is a space that I plan to use to document things that happen in my life with regard to my position as an educator, particularly in South Africa.
In some ways I feel like I’m behind…like I said, I’ve started this so many times, but never actually got around to it. Let me try and catch up with a few posts of commentary and content. I’ll try to keep it as chronological as possible. Hopefully before long I’ll be up to date and ready to keep more of a day-to-day record.
To understand my approach and passion for education, you probably need a bit more personal information. First off, I think it’s important that I reason out my decision to become an educator. Like I said in my first post, I spent four years studying to become a journalist. There are two things that led to my deviation from media and journalism to education and teaching. During my initial studies, I was involved in a motor vehicle which saw me miss an entire term if third year tertiary study…quite chunk in the final year of a BA degree. As a result, I only managed to complete one of my third year major courses (Linguistics). The other, journalism, had to be repeated the following year. With spare time on my hands, I decided to take up so tutoring and lecturing opportunities at the university I was studying at, Rhodes University. That’s where the passion for being in education started. With my Linguistic background, and a keen sense for advancing communication, I held four ‘teaching’ posts. I tutored two subjects, Professional Communications (a communications course for undergraduate commerce students) and Journalism. I also lectured a series of classes on language, a supplementary course for second-language English speakers to help with their skills in writing in English. I also did writing respondent work for second language English speakers on their academic work.
The other big influential event was a course I did in the final semester of my degree. The course, entitled Journalism, Democracy and Development (JDD), was a developmental (you never would have guessed right) module with focus on young people and the exposing of issues that affect them within the democratic nature of our society. The course obviously used journalism and media as a channel to expose and mediate the issues we uncovered into the public sphere. It was phenomenal. And when I return to the media industry, I hope it will be in a similar context to the JDD course. The course gave me the opportunity to interact with young South Africans, a section of our society that I have become very aware of. I was drawn into the world of young citizens of my countries…and that’s pretty much where my interest in young people started.
I suppose when it comes down to it, media and education are very closely related. Media SHOULD play an educational role in society and education, of course, is a mediated social construct. So that’s the link between me and my two areas of interest.
In some ways I feel like I’m behind…like I said, I’ve started this so many times, but never actually got around to it. Let me try and catch up with a few posts of commentary and content. I’ll try to keep it as chronological as possible. Hopefully before long I’ll be up to date and ready to keep more of a day-to-day record.
To understand my approach and passion for education, you probably need a bit more personal information. First off, I think it’s important that I reason out my decision to become an educator. Like I said in my first post, I spent four years studying to become a journalist. There are two things that led to my deviation from media and journalism to education and teaching. During my initial studies, I was involved in a motor vehicle which saw me miss an entire term if third year tertiary study…quite chunk in the final year of a BA degree. As a result, I only managed to complete one of my third year major courses (Linguistics). The other, journalism, had to be repeated the following year. With spare time on my hands, I decided to take up so tutoring and lecturing opportunities at the university I was studying at, Rhodes University. That’s where the passion for being in education started. With my Linguistic background, and a keen sense for advancing communication, I held four ‘teaching’ posts. I tutored two subjects, Professional Communications (a communications course for undergraduate commerce students) and Journalism. I also lectured a series of classes on language, a supplementary course for second-language English speakers to help with their skills in writing in English. I also did writing respondent work for second language English speakers on their academic work.
The other big influential event was a course I did in the final semester of my degree. The course, entitled Journalism, Democracy and Development (JDD), was a developmental (you never would have guessed right) module with focus on young people and the exposing of issues that affect them within the democratic nature of our society. The course obviously used journalism and media as a channel to expose and mediate the issues we uncovered into the public sphere. It was phenomenal. And when I return to the media industry, I hope it will be in a similar context to the JDD course. The course gave me the opportunity to interact with young South Africans, a section of our society that I have become very aware of. I was drawn into the world of young citizens of my countries…and that’s pretty much where my interest in young people started.
I suppose when it comes down to it, media and education are very closely related. Media SHOULD play an educational role in society and education, of course, is a mediated social construct. So that’s the link between me and my two areas of interest.
Hello and welcome
If I’ve started this blog once in my head, I’ve done it a hundred times. But it’s never materialised. I guess being a full time teacher and a part-time student means there is little time for things like diarising your day to day going-ons.
So yes, I’m an educator in South Africa, and I’ve decided to (finally) start this blog as a way of documenting my experiences as a school teacher (and maybe as a few other things as well).
Some background:
Before I just launch into recording the things that I feel strongly about, I think I need to give this space of mine some context.
I’m a 22-year-old white, female South African. Although I am not sure if I should disclose this information, for fear of giving the wrong impression, I think it may be crucial in understanding some of the views that will be expressed on this blog in the posts to come.
I’ve been a teacher for one whole term (approximately 3 months, give or take). It may seem very little, and in some sense, I’m sure it is, but seeing that it’s pretty much 50% of what constitutes my life at the moment, it seems quite significant.
The 50% of my energy (and time) is spent studying. As already mentioned, I’m a student, currently studying towards my PGCE, a post-graduate qualification in education (which makes sense seeing that I’m a teacher).
Why I think it’s so important for me to have this blog:
I guess at the root of the person I am, is a young, global citizen with a passion and growing concern for the education of the youth in her country, on her continent, and ultimately in the world.
I strongly believe that today’s world, is largely a reflection of what has gone before, and (the lack of a) quality education has largely contributed to the position we all currently find ourselves in. Problems that face me, my students, my colleagues, my friends and family here in South Africa, are fast becoming, if not already, issues for (an increasing number of) individuals the world over.
I suppose I feel that what’s happening in my life, as a student and educator, here at the tip of Africa, is something worth writing about and putting “on the record” so to speak. I just want a space to rant, and somewhere to have a voice that I strongly believe should be heard, not for my sake or personal satisfaction, but rather because I believe my situation is not uncommon, and my challenges are similarly faced by others. I believe that the issues I will project here will have some resonance in other spaces and places, all over.
Writing about it…
Probably something that is also important to know about me is my training as a journalist. For the four years prior to my becoming a teacher and studying education, I studied Journalism and Media Studies. My interest to this end is primarily in development and youth media. Because of the current state of journalism in the market economy of my country, I’ve decided to put my journalistic training aside for the time being. But at heart, I’m still the writer with an interest in current affairs and the world around me. So maybe more than ‘just a blog’ this is like my own little publication, and instead of having stories, it’s all editorial and opinion…
Whatever it is, and whatever the reason you’re here, welcome! The content contained on this blog is true to my experiences. Please feel free to use or reproduce content, and for what it’s worth in this day and ages of too much media, please reference anything using my name and the blog’s URL.
Please feel free to comment on my bolg, I’m interested to have your feedback and interact around the issues I will voice on this blog.
In the name of good education and good journalism
Siobhan LouwGauteng, South Africa
So yes, I’m an educator in South Africa, and I’ve decided to (finally) start this blog as a way of documenting my experiences as a school teacher (and maybe as a few other things as well).
Some background:
Before I just launch into recording the things that I feel strongly about, I think I need to give this space of mine some context.
I’m a 22-year-old white, female South African. Although I am not sure if I should disclose this information, for fear of giving the wrong impression, I think it may be crucial in understanding some of the views that will be expressed on this blog in the posts to come.
I’ve been a teacher for one whole term (approximately 3 months, give or take). It may seem very little, and in some sense, I’m sure it is, but seeing that it’s pretty much 50% of what constitutes my life at the moment, it seems quite significant.
The 50% of my energy (and time) is spent studying. As already mentioned, I’m a student, currently studying towards my PGCE, a post-graduate qualification in education (which makes sense seeing that I’m a teacher).
Why I think it’s so important for me to have this blog:
I guess at the root of the person I am, is a young, global citizen with a passion and growing concern for the education of the youth in her country, on her continent, and ultimately in the world.
I strongly believe that today’s world, is largely a reflection of what has gone before, and (the lack of a) quality education has largely contributed to the position we all currently find ourselves in. Problems that face me, my students, my colleagues, my friends and family here in South Africa, are fast becoming, if not already, issues for (an increasing number of) individuals the world over.
I suppose I feel that what’s happening in my life, as a student and educator, here at the tip of Africa, is something worth writing about and putting “on the record” so to speak. I just want a space to rant, and somewhere to have a voice that I strongly believe should be heard, not for my sake or personal satisfaction, but rather because I believe my situation is not uncommon, and my challenges are similarly faced by others. I believe that the issues I will project here will have some resonance in other spaces and places, all over.
Writing about it…
Probably something that is also important to know about me is my training as a journalist. For the four years prior to my becoming a teacher and studying education, I studied Journalism and Media Studies. My interest to this end is primarily in development and youth media. Because of the current state of journalism in the market economy of my country, I’ve decided to put my journalistic training aside for the time being. But at heart, I’m still the writer with an interest in current affairs and the world around me. So maybe more than ‘just a blog’ this is like my own little publication, and instead of having stories, it’s all editorial and opinion…
Whatever it is, and whatever the reason you’re here, welcome! The content contained on this blog is true to my experiences. Please feel free to use or reproduce content, and for what it’s worth in this day and ages of too much media, please reference anything using my name and the blog’s URL.
Please feel free to comment on my bolg, I’m interested to have your feedback and interact around the issues I will voice on this blog.
In the name of good education and good journalism
Siobhan LouwGauteng, South Africa
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