Mansi Goyal

This dispatch is written by Rocky Block and Mansi Goyal. Rocky has now taken on the technological role in upgrading the look and content of the dispatches (funded by ISS). He has also been a long time member of POA and is also a lecturer for the Global and Intercultural Studies. Mansi Goyal is also a POA returnee and has her degree in Mathematics and Women’s Studies

Enjoy, Nesha Z. Haniff

Through His Example, I Can See How the Medium of Education is Central to South Africa’s Evolving 18-Year-old Democracy

Walking up the steps of Charles Hugo Primary School under the warm Durban sun, I get an immediate sense of familiarity. The entrance is highlighted with beautiful garden highlighted with different red, yellow, and green grasses and plants. The double doors of the main building are wide open, as if there are no doors at all, and we are welcomed by Shavani Naidoo, an educator here who has been our long time POA partner and by the principal Mr. Timothy Whitby.

What makes this school unique? Upon looking at the immaculate and organized physical space of the school, and the friendly and excited students and teachers, one gets no impression of the economic hardships of the school. One would think this is a high-end private school with expensive school fees. However, the first thing you see as you enter into the main building is a sign that reads, “School fees 700 Rand due on 31 March”. Though the majority of the teachers’ salaries are handled by the government, the rest of this semi-urban, 1200 children strong school, is run on this annual per learner fee. But not all the students’ parents can afford this, so the annual school fees are actually less than 700 Rand. But this challenge of funding is not met with a reliance on external financial support. The school supports itself locally, through parents’ labour, fundraisers, and community groups. Running a school without large institutional funds and/or expensive school fees is no easy task, but in meeting the challenges, the people end up having a greater ownership over the education.

Many of the learners daily travel great distances to attend school, meaning that some of them wake up early and come home late. But this a sacrifice that the parents recognize as one they must take, in order for their children to get a quality education. Of particular importance is English. Both Zulu and Afrikaans are taught here, but it is an English medium school. Teachers emphasize English conversation throughout the day, which gives the learners a sharper edge. We realize this instantly during our 3 days of interactions with the students, both in teaching the HIV module but also in the playing, dancing, singing, and cultural exchanges. The lively, excited, and friendly nature of Charles Hugo is an overall humbling experience, especially after understanding the economic position of their community in conjunction with the commitment of people there like Mr. Whitby.

Mr. Whitby is not the kind of administrator who sits behind his desk and pushes paper. His passion for the learners of Charles Hugo is seen in the way he interacts with every aspect. He manages the schools’ tight budget, oversees the maintenance, meets with the teachers, runs errands, etc, yet you can find him joking and making faces with a grade 4 learner. He speaks to the children in a firm manner commanding their respect, while at the same time he makes them laugh, smile, and feel comfortable.

Hailing from a very rural area near the Lesotho border in KZN, Mr. Whitby came to the city of Durban for his university studies. With the fluency in Sotho, English, and Zulu, along with his compassionate nature, he became prime candidate to be the principal of this school. Through his example, I can see how the medium of education is central to South Africa’s evolving 18 year old democracy. The move from the oppressive, discriminatory, and unequal Bantu education system under apartheid to schools like Charles Hugo is not an easy or short one, but through leadership and vision of everyday heroes like Mr. Whitby it is assured that the process is well alive.

Since I last was a part of POA 3 years ago, I have been working with youth at residential alternative youth learning centre in my home state of Madhya Pradesh in central India. There I have (un)learned much about the meaning and practice of education, especially in the context of those learners who as a social group have been oppressed, discriminated against, and denied their rights as their nation’s citizens. From my experiences in India to our experiences at Charles Hugo Primary, I feel a strong connection; that the importance of education lies in its ability to overturn years of accumulated disadvantages amongst marginalized peoples of the world.

Mansi Goyal
Pedagogy of Action Team Member 2012

An interview with Mr. Whitby can be viewed at this link:

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