Dlamini-Zuma takes cheap shots at far from ideal Model Cs
There is a certain grim humour in observing Nkosazana Dlamini-Zuma’s increasingly desperate campaign for the presidency of the ANC.
In her latest address to ANC cadres in Sasolburg last week, even her host, the equally desperate outgoing Free State premier, Ace Magashule, could find few positive things to say about the former African Union Commission chairwoman.
A candidate’s rhetoric, however, should be taken seriously, because it helps us to identify the emotional buttons her political handlers have decided to push. Dlamini-Zuma’s key surprise was her launch of an attack on “model C schools”. According to the ANC heavyweight, “it is not surprising that kids will think the ANC is corrupt ... because this is what they are fed at school”.
Schools, of course, are central to the government’s long-term success. Knowledge-based economies need knowledgeable workers.
In reality, most black children attend struggling monoracial schools in rural areas and townships, nine out of 10 of which lack even a library, computer lab or a sports field.
Former model C schools, by contrast, generate strong matric passes that allow many pupils to progress to higher education programmes. These formerly white schools have become a pipeline for a new generation of literate, numerate and self-confident young black people.
Given that the key challenges lie in the 75% of schools that are dysfunctional, why is Dlamini-Zuma targeting the small number that are relatively efficient? Evidently, she does not want to alienate a powerful lobby group, the South African Democratic Teachers’ Union, a dominant force across the basic education sector — but not in Model C schools.
However, while many former Model C schools are oases of professionalism and rationality, they have also become complacent institutions, failing to take seriously the concerns of black parents and pupils.
From the outside, such schools symbolise a continuing culture of entitlement among whites. Suburban life brings parks and trees, but also entry to the catchment areas of beautiful, asset-rich schools. Modest fees are an investment that is quickly repaid by access to state-subsidised university programmes.
In model C schools, the children of struggling black professionals and public service employees acquire the capabilities they need to move up the social and economic ladder. But suburban catchment areas are usually inaccessible to black parents, and schools prefer pupils prepared in familiar primary schools.
The changing racial profile of student bodies has encouraged what educationists describe as the “assimilation” and “acculturation” of black pupils.
THE RACIAL PROFILE OF STUDENT BODIES HAS ENCOURAGED WHAT EDUCATIONISTS DESCRIBE AS ’ASSIMILATION’ ... OF BLACK PUPILS
There is an emphasis on a variety of suburban (or “proper”) English, little enthusiasm for African languages and culture, the perpetuation of European sporting codes, and inappropriate regulations concerning appearance. Teachers, governing bodies and white parents often meet complaints about a “Eurocentric” curriculum, and the unwitting perpetuation of racial stereotypes in the classroom, with scepticism.
All of this can, and should, change fast: these challenges are genuine.
Dlamini-Zuma is scarcely attuned to the problems of ordinary black citizens. But her campaign managers and speechwriters are paid to identify — and to inflame — social pathologies that generate real concern, discontent and pain.