Two faces of township education
Pupils must learn how to fit into economic system to properly harness their power, writes Sandile Memela
DISCUSSIONS about the critical role and purpose of education with Soweto learners – especially top performers in various schools – tend to split into two camps.
In one, there are those who highlight the structural role of education as a pipeline to draw the best brains to be part of an unjust and unequal economic system.
Their views involve a historical analysis of education as part of mental control, the token role of educated Africans who are undermined in corporate and public life, the racism and discrimination of education the elite are subjected to, and how inability to adapt to colonial setting drives highly gifted individuals (like the late Professor Bongani Mayosi) into suicide.
They continue to attend school but deep down they are reluctant to be sucked into what they consider to be a dead-end future that will only see them drown their frustration and anger in material consumption and seclusion of high living in exclusive elite suburbs that disconnect them from the communities they come from in the townships and rural areas.
These youngsters embrace the success that is epitomised by celebrated personalities such as Bonang Matheba and Somizi Mhlongo, among others, who, despite not possessing notable academic qualifications, are trendsetters and super-achievers. They represent an African youth that has sidestepped obsession with qualifications to tackle life in a brutal economic system by the horns.
On the other hand, there are those who stress the impediments of lack of education and qualifications in a supremacist and unjust economic system that closes doors to any African who is not from tertiary institutions.
They focus on and espouse the waning ethic of discipline, hard work and commitment among the youth to delay instant gratification and conspicuous consumption for a solid foundation for the future.
They tend to be dismissive of Babes Wodumo, Matheba and Mhlongo, for example, as short-term empty vessels that lack sustainability, knowledge, insight and depth to contextualise and articulate the African experience in the 21st century.
They look up to the success and achievement epitomised by UCT Professor Mamokgethi Phakeng and Mayosi, for instance, who are examples of a formidable African intellectual prowess and academic achievement.
They insist that Mayosi is only one of an increasing number of African people who show that white supremacy and racism have been defeated by resilient and dedicated people who take the system on its rules to defeat it.
To them, Mayosi, particularly, was an unstoppable threat to white domination, and every effort was put in place to undermine and ultimately frustrate him to death. However, they claim that no one – not even death – can take away his achievements.
Those in the first camp who espouse and explore alternative means to working within the system call for African learners to spend more time discovering their true identity and purpose in life.
They are making muted demands for the establishment of schools of specialisa- tion to channel youth energies and time for things that they enjoy and have a passion for in life.
Increasingly, they realise that every individual is born with a special talent, and they wish to discover sooner rather than later to stop wasting time studying subjects that neither unleash their talents nor will benefit them in the long run.
In short, they see the current curriculum as a predetermined set-up for failure to channel them to particular courses that will ultimately frustrate their dreams.
Those in the second camp – who embrace academic excellence – promote an obedient and co-operative attitude of assimilating into the education and economic system that has produced the current crop of leaders in business, academia, corporate, religious and public sectors, among others.
They support beyond matric to acquire the expected and acceptable qualifications that will make it easier to fit into the system with the intention to transform it to open up more opportunities for African professionals.
To put it bluntly, their orientation is largely about pushing through the ceiling to assert African capability and excellence despite the hurdles that lie in the way.
Of course, this comes at a great price that includes stress, frustration, and suicide, in some instances. But these challenges are not to be seen as special problems, but steps to surmount.
What is significant is that these two camps are introducing a crucial debate about the content of education and its relevance to the needs of the 21st century African youth who are the future leaders of the country.
This debate is taking place only at relevant forums where the youth are treated with respect and dignity as thinking people who have dreams and know how to achieve them.
Those willing to listen, including parents and authority figures, will have been sensitised to this Save Our Souls from the youth who, increasingly, feel alienated from their parents, teachers and what they call the system they do not want to be part of.
First, we must acknowledge that there has been a call for African professionals and other leaders to return to the townships and rural areas they come from in order to plough back.
Unfortunately, the advent of democracy and freedom has seen predominantly African areas like Soweto, other townships and rural areas being emptied of symbols of excellence and success as professionals scurried into the previously whites-only suburbs for safety, comfort and security, which are seen as a measure of achievement.
Thus the youth have largely been abandoned by role models who only visit the townships to flaunt their status, wealth and luxury.
There is no doubt that this attitude must change.
Of course, there are flourishing spaces and places like Vilakazi Street in Soweto where super-achievers converge. But their influence, if any, is limited as the symbols of success only go there to flaunt their prominence, visibility and artefacts of success.
Second, the youth should be allowed to ask difficult questions that confront the unjust and unequal economic system. They have every right to reject the idea that salvation strictly lies in being part of the economic system that will never deliver the much vaunted Promised Land.
Frankly, it’s an open secret that education continues to be a pipeline of uncritical thinking to promote, protect and preserve the system.
There is an urgent need to confront this reality that Malcolm X described as “expecting a chicken to lay a duck egg”.
With its philanthropy, there is no way that capitalism can produce an egalitarian society. These youngsters are the future and, given a chance, they may come up with an alternative.
Finally, and most importantly, we must encourage the youth to go to school. But they must be taught to think for themselves and be critical of the society they live in.
They must be supported and encouraged to realise that neither Mhlongo nor Mayosi were victims of what they dismiss as the system. Each had discovered their inner voice and went on to shape their lives and destiny in a way that spoke to their innate talent.
Parents, adults and leaders must continue to engage the youth to help take this discussion to a higher level.
Already, there are pockets of excellence and unsung heroes in Soweto – like Mnguni Mathole of the Peeled Eyes Mathematics Clinics in Molapo – that are in the forefront of promoting a culture of independent thinking among the youth.
The centre has more than 100 pupils who attend classes over the weekend – not to be educated but to be enlightened to see the value and power of knowledge.
Some of his former learners, such as in the Do Something initiative, have come back to support and help his school to grow. This marks a new revolution in Soweto where the learners are looking deep into themselves for answers.
But if this youth power is not properly harnessed, we must be afraid, especially with the increasing number of youth who don’t know how to fit into the economic system. Sandile Memela is a writer, cultural critic and public servant. He is the author of Zenzele: Young Gifted & Free (Porcupine Press 2014), to empower the youth to take responsibility for their lives and destiny.