Challenging my preconceived ideas about teaching in South Africa

1. Challenging my preconceived ideas about teaching in South Africa !

2. Awareness of criticisms of international projects… Dominant voices in international partenerships have been critical about international development-(Valters, 2014; Eyben et al, 2008) Theoretical lenses of – post colonial theory, theories of power and representations and ‘othering’ (Fabiab, 1983; Sardar, 1999 and Simpson, 2004) Andreotti (2007) largely due to unhelpful legacies of colonialism, imperialism and how power and politics in the Northern Hemisphere development action necessarily leads to the continued exercise of economic influence over societies in the developed world where control no longer exists Other criticisms include Eurocentric orientation of development discourse and the tendency of development intervention to position the cultures and identities of Southern partners as helpless and dependent (Tucker, 1999)

3. Awareness of criticism of international projects… There has also been widespread criticism of poverty tourism and ‘voluntourism’ where Northern volunteers tend to reinforce status differences by ‘othering’ (Macallum and Zahra, 2017) This can lead to ‘poverty voyeurism’ (Selinger and Outterson, 2009) CV enhancements and social media profiles Recognition that it would be an ‘impossibility of excluding power and power relations dominate global partnership discourse and practice (Carter, Knight and Vickers Hulse, 2019 unpublished) Ethical principles often compromised (Martin, 2012; Martin and Griffiths, 2014; Cook, 2008 and Zembach- Berstsin, 2007) ‘Developing a new form of colonialism’ (Martin, 2012, p. 7)

4. Madadeni Township

5. Local landscapes

7. Project Zulu- August 2018 • Better Reading Partners (BRP) 2 Senior Lecturers working with 10 school doing CPD and conferences with over 100 teachers • Better Maths CPD similar to the BRP • Computer sciences- 6 trainees one lecturer supporting IT in 10 township schools • Occupational Health 6 trainees one lecturer supporting one school with children with specific needs • Film studies- 2 Senior Lecturers and 6 students recording the project • 20 year 2 UG Primary Education students working in 10 schools for one month • Engineering Project – one Senior Lecturer 4 students who were working on the wells/ water/ sustainability (SA drought) • All students were staying with host families in Newcastle not Madadeni • Choir tour every other year funded by UWE each school gets the funding raised

8. An attempt to offer more than a single story (Adichie, 2009) ‘Race remains the primary point of reference’ (Soudien, 1994, p.56 and determinant of educational outcomes in South Africa-Legacy of Apartheid (1948- 1994), despite a range of education policies Madadeni is a satellite township to the industrial town of Newcastle in the Drakensburg mountain range in northern Kwazulu- Natal The township spans 298 sq. miles with a population of 119, 497 of whom 99.43% are of Black African ethnicity Infastructure variable- electricity and running water, housing brick bungalows, corrugated iron shacks and traditional thatched round huts known as iQukwane

9. Madadeni Township-is linked to the more developed town of Newcastle in Kwa- Zulu Natal http://www.projectzulu.org/pages/madadeni-township

10. An attempt to offer more than a single story (Adichie, 2009) Schooling in Madadeni is typical of urban townships settlements in South Africa- characterised by limited facilities and large class sizes 70+ (Carter, Knight and Vickers- Hulse, 2019 (unpublished)

11. An attempt to offer more than a single story (Adichie, 2009) The school- 1700 pupils – Full Service school The head teacher- progressive, political, ambitious The teachers- committed The children- education is so important, HIV,

12. Conscious awareness as opposed to being conscious but unaware- international partnerships have the potential to be both sensitive and controversial… As a result of the professionalization and accountability of teachers, many teachers are aware that what happens in their classrooms may have consequences. Caluya (2010) uses the term ‘pedagopticon’ to describe how teachers’ awareness of their pedagogical decision making may be viewed by others. This it could be argued is a form of self -surveillance; in addition to this many teachers are aware that they are being surveyed by others.

13. The project, 2018 4 history PGCE students and one history UG students 3 of the 5 students were well travelled Black history- uncomfortable The Battle of Rorke’s Drift Fieldwork – cultural differences The museum- Eurocentric portrayal of the Zulus

15. Cultural differences- use of language (race, map of continents, sexism accepted practice) • Weather 29 degree midday- coats, boots, hats! Zero degrees at night! • Homophobia • School culture • Madadeni - proud, local knowledge • ‘Some of our children are from deprived backgrounds’ Mrs SMA • ‘ it is much easier to teach here’ Katie PGCE history student • ‘it was the best lesson that I have ever seen’ Alice PGCE history student

16. The school- progressive, twitter, mayor, local media, Zuma, the children from partnership schools • Project Zulu’s principles of partnership • ‘our partnership schools are just that, partners. We consult with them regularly, plan activities with them, follow their lead and respond to agendas for change and development with which they present us. All key decisions concerning the direction of Project Zulu activities are products of joint decision making’ • Reciprocal partnership? A teleological approach?

17. The need for initiatives to be locally driven- tourism and global development for the school a priority. • Plans for developing a contrasting locality pack for Key Stage 2 and 3 ‘We are Madadeni’ • This will be the focus of the visit in August 2019- so far two teachers from last year, one history PGCE student and one PGCE geography student. • In recognising the criticisms raised by Martin and Griffiths (2014) and Cook (2008) that this project has the potential to be ‘a new from of colonialism’ this should not be in my view a call to inaction…

18. In recognition of Martin and Griffiths (2014) and Cook (2008) could render initiatives such as Project Zulu paralysed if we do not take into account key concepts highlighted in post- colonial theory.We can not ignore the detrimental legacies of colonialism as this could perpetuate misconceptions through a lack of acknowledgment of the invisible dimensions of culture (Morris, 2008)active engagements, on the other hand with its problematic tendency towards ‘othering’ could render engagements ethically unpalatable (Carter, Knight and Vickers- Hulse, 2019 unpublished)adopting a teleological ethical position where ethics are evaluated by outcomes has been useful in this projecta teleological lens has demanded that there need to be an evaluation of the consequences of the actions of this projectif there is an acceptance that action is preferable to inaction then can a ‘good enough’ ethical approach based on reflexivity, self awareness, openness and dialogue between partners be sufficient?