A Guide for Teachers Before Your Visit

Familiarize Yourself: Before you visit Mandela at Meridian Arts Centre with your class, Inviting Critical Community consider visiting the exhibition in advance. It is helpful to know the space before taking your Conversations students on the tour. The self-guide booklets summarize the sections, provide guiding questions, and point out specific elements to Activate: The names or words we use to look for and discuss in pairs or small groups describe people and places are important. Names and words can be used to show Start a Dialogue: The purpose of the self-guide respect or disrespect, give pride or cause tour booklet is to stimulate dialogue. Have harm. Ask students: Can you think of a time students formulate their own questions when someone used a name that caused before coming and, if possible, model some harm when they did not intend to? conversations. When visiting the exhibition, Or, when they did intend to? students will find many things to talk about and share. This is an opportunity for respectful Reflect: Invite each student to reflect on a listening and sharing between classmates. time when they heard or saw a name being They do not have to agree. The point is to used that made them feel it wasn’t right encourage dialogue and reflection. or that people were being disrespected.

Encourage Self-Expression: The unlined boxes Connect: Partner students to share that appear in the student self-guide booklets their reflections. allow students to write or draw to express themselves. If students find something that Communicate: Talk about your upcoming captures their attention and they want to copy it visit to the exhibition Mandela: Struggle or draw it, there is space available. The booklets for Freedom. Introduce some of the are meant for students to take away. They can terminology used in the exhibition. be used for personal reflection as well as to Talk about how people were disrespected encourage paired or small group discussions. in South Africa during apartheid. Review the section of the Guide entitled “Critical Look through the questions in the self-guide Thinking and Racialized Language” booklets. Which ones do you want to emphasize? to support your class discussion. How do they connect to what you are teaching? Written by Dr. Mogadime, the above text, “Inviting Do you want this to be a time for exploration for Critical Community Conversations,” supports Ubuntu, your students or do you have another goal in an African epistemology, and operates in conjunction mind? Your goals for the visit are important too. with ARCC, an inquiry Based learning approach introduced by Anneke McCabe, M.Ed.

2 Overview of the Exhibition

The Mandela exhibition features five different zones that offer many stories to highlight. Canadian Connections The student self-guide booklets focus on a few stories in each zone.

In the Apartheid Zone, there is a focus on There are Canadian connections in every defining and understanding what apartheid zone of the Mandela exhibition. Here are was and how it affected the lives of the people examples from each one to help you: in South Africa. Apartheid Zone: The Bantustans are the In the Defiance Zone, visitors are introduced reserves of South Africa. Separate laws to Nelson Mandela, his character, his role in and reserves for racialized groups can be the African National Congress (ANC) and his compared to the Indian Act in Canada and advocacy. This zone examines the South African the reserve system for First Nations created government’s responses to defiance, including during colonization. Indigenous peoples the Sharpeville massacre that occurred on in Canada and South Africa have had laws March 21, 1960, when police officers opened imposed on them according to a colonial fire on peaceful protestors, killing 69 people construct of race based on skin colour. and wounding 180 others. The response from the international community to this massacre is Defiance Zone: The South African Freedom also explored. Many anti-apartheid activists had Charter could be compared to the List to go underground, including Nelson Mandela. of Rights asserted by Louis Riel and his A feature interview and a special interactive provisional government to protect the rights room for visitors to explore reveal how Mandela of all people in Manitoba and enshrined and fellow anti-apartheid activists found ways in the Manitoba Act. Like Nelson Mandela, to continue their struggle underground, Louis Riel was accused of treason for his communicating with each other in secret efforts to challenge a ruling government under strict surveillance. on the basis of human rights.

In the Repression Zone, Mandela’s experience Can you find another Canadian connection of imprisonment is central. The artifacts in this zone? Hint: 1961. displayed show the differences in how Repression Zone: As in South Africa, racism Black prisoners were treated as compared supported by unjust laws and governmental to other prisoners. policies has created adverse social conditions The letter writing area shows the hardships for Indigenous people in Canada. imposed on political prisoners while trying to maintain communication with each other

3 Overview of the Exhibition (continued)

and with their families, but also how things changed over time. Short films are activated Canadian Connections when visitors step inside a replica of Mandela’s (continued) prison cell.

We suggest older students explore stories These conditions, in turn, have led to of anti-apartheid activists who were banished incarceration rates out of proportion to and how this form of repression affected them. the population. For example: “In 2016/2017, Aboriginal adults accounted for 28% of In the Mobilization Zone there is a dramatic admissions to provincial/territorial installation with a film, photos and a full-sized correctional services and 27% for federal replica of an armoured vehicle. Visitors can correctional services, while representing create a protest poster on a digital table. An 4.1% of the Canadian adult population.” alcove explores stories of Canada’s connections (Source: Adult and Youth Correctional to mobilization efforts in South Africa. Visitors Statistics in Canada 2016/2017) also discover important connections between the apartheid system in South Africa and the Mobilization Zone: There is an alcove colonial and racist treatment of Indigenous dedicated to the actions taken by Canadians peoples in Canada. to support the anti-apartheid struggle in South Africa. It includes a guest book which Finally, in the Freedom Zone, a film is Nelson Mandela signed, thanking Canadians highlighted showing Nelson Mandela upon for their actions and support. his release from prison. This section includes photos of F. W. de Klerk, then president, and Freedom Zone: The South African Truth Mandela, leader of the ANC. They worked on and Reconciliation Commission (TRC) is everything from a new constitution and the highlighted here. Reference is also made to first democratic elections held in 1994 – when the Canadian TRC. The zone features a video Mandela was elected president of South of Canadian Senator Murray Sinclair, who Africa – to a new flag for South Africa. was the Chief Commissioner of the Canada’s TRC and who echoes the sentiment that the This zone also displays original drawings end of the Commission’s work is only the and sketches by political cartoonist Jonathan beginning of a long journey towards Shapiro, known as Zapiro. He uses satirical reconciliation in this country. cartoons to encourage reflection on apartheid, the Truth and Reconciliation Commission and other issues facing South Africa.

The final wall shows South Africa today, with a video of youth sharing their ideas on the legacy of Madiba, the name by which South Africans knew Nelson Mandela.

At the end of the exhibition, visitors are encouraged to share a message with a writing station activity.

4 During and After Your Visit

Managing Your Class: Supporting Difficult Conversations:

Upon arrival, you will be guided to a designated Return to your designated space with your students space in the lobby for your class where students can outside the exhibition and have a discussion or a take a seat and leave jackets and backpacks. There talking circle. Start by allowing students to switch may be other school groups using this area. The partners or groups to talk about what they noticed or space will be separate from the main lobby and to discuss a specific question. Then you could ask: monitored by TO Live staff, but we cannot guarantee what is the one thing they will take away from their the safety of belongings so we encourage students experience? What was a challenging part of their and chaperones to leave valuables at school/home. visit? What did they like or appreciate the most? Is there something they don’t understand? What do Before entering the exhibition, divide your they want to know more about? class into groups of 10-15 students. They will need to check in periodically with each other Checking in with students throughout the visit allows to discuss what they find and answer the questions for a deeper understanding of the process of dialogue, together. the injustice of apartheid, and the courage of Mandela and many men and women, artists, students and We recommend that you stagger their entrance by international activists who supported him and the five minutes per ten students. There is a lot to see cause for freedom. and read at the entrance of the gallery. With a group of 30 students it should take 15 minutes to get all three groups through the Apartheid Zone. Ensuring there are enough chaperones for the number of Three suggested activities students is essential. If there are volunteers, they for the classroom: can be assigned to circulate or to stay with a particular group. They should be equipped with the guiding questions to support dialogue. 1. Get the group of students to work as a class and create a Freedom Charter Walk about with your students to support their dialogue. for themselves. Ask them to share more and show what they mean. Summarize what students say and ask if that is what 2. Go to the CMHR website to learn more they meant. These short check-ins with each group will about Mandela and find inspiration model positive dialogue. to design a poster for freedom: https:/humanrights.ca/exhibition/ At certain points, say every 10 minutes, gather each mandela-struggle-for-freedom small group of students together to go over the guide’s questions for the next section of the 3. Write a poem or essay or make a video exhibition. If there are needs for reading support, this that answers one of these three critical activity will help. It will also focus students’ attention. thinking questions: How should I Notice if students are on task. respond to injustice? How can we heal after human rights have been denied and violated? How does the past affect my present? 5 Useful Terms

Below, you will find a glossary of terms that whites only, relegating the majority of the may be useful in your discussions related population – Black South Africans – to labour in to the Mandela exhibition, as well as a note on mines and other low-level jobs. It disenfranchised language usage and rationale. Both will help non-white people so that they could not vote further your discussions with your students. or make decisions on things that affected them. Apartheid disregarded the principles of the Anti-Racism: United Nations Charter and the Universal “Anti-racism is the active process of identifying Declaration of Human Rights. Apartheid laws and eliminating racism by changing systems, set the stage for South Africa to come into organizational structures, policies and practices conflict with many countries of the democratic and attitudes, so that power is redistributed world due to the enforcement of racial and shared equitably.” segregation through police and military (Source: NAC International Perspectives: brutality and violence. Women and Global Solidarity) Colonization: Apartheid: Through wars and the domination of In Afrikaans – the language of the Dutch Indigenous peoples, the colonization of South colonizers of South Africa – apartheid means Africa by Europeans, namely Dutch and British, “separate.” Apartheid was made law in 1948 by was soon followed by segregation policies the National Party (NP). It dictated where people (e.g. the 1913 Land Act) that supported were to live and work, and who they could and imperialism and the process of seizing lands could not marry based on an imposed racial to extract its natural resources such as gold classification described by the NP as follows: and diamonds. South Africa was ruled by white (European) and non-whites, including a small white minority that disenfranchised Coloured (mixed race) and Indian/Asian and non-whites by retaining all voting rights along Bantu/Native (Black). with economic and political power. *Note on critical thinking and racialized language on page 8. Equity: Equity is a principle and process that promotes Apartheid was a national policy upheld by fair conditions for all persons to fully participate a set of laws that maintained white domination in society. It recognizes that while all people through a belief in white supremacy. Apartheid have the right to be treated equally, not all institutionalized racial oppression against experience equal access to resources, non-white people who lived in South Africa. opportunities or benefits. Achieving equality It privileged European South Africans and does not necessarily mean treating individuals restricted non-white South Africans in terms or groups in the same way, but may require the of where they could receive an education and use of specific measures to ensure fairness. work. For example, apartheid strategically set aside skilled labour through jobs reserved for (Source: Canada Council for the Arts)

6 Useful Terms (continued)

Human Rights: and behavioural features; and that some races Human rights are rights inherent to all are innately superior to others. Since the late human beings because we are born with them, 20th century the notion of biological race has whatever our nationality, place of residence, been recognized as a cultural invention, entirely gender identity or sexual orientation, national without scientific basis. or ethnic origin, colour, religion, language or (Source: Encyclopedia Britannica) any other status. We are all equally entitled to our human rights without discrimination. Truth and Reconciliation: These rights are all interrelated, interdependent, The “truth and reconciliation” concept, used universal, inalienable and indivisible. This extensively in Africa and Latin America (and is why the first line of the first article of the now Canada and the United States), has Universal Declaration of Human Rights states developed into an effective global strategy “All human beings are born free and equal for dealing with war crimes and other human in dignity and in rights.” rights abuses. The process seeks to heal relations between peoples by uncovering all Inclusivity: pertinent facts, distinguishing them from lies, Inclusivity is the practice or policy of not and allowing for acknowledgement, appropriate excluding people on the grounds of gender, public mourning, forgiveness and healing. race, class, sexuality, disability, etc., meaning Truth and reconciliation promote the belief including all types of people and treating them that confronting and reckoning with the past all fairly and equally. (Inspired from definitions is necessary for successful transitions from found in the Collins English Dictionary and conflict, resentment and tension, to peace the Cambridge Dictionary) and connectedness. The Truth and Reconciliation Commission of Canada states Non-racialism: that “reconciliation is about establishing and Non-racialism focuses on the notion of unity maintaining a mutually respectful relationship between human beings. It supports the view between Indigenous and non-Indigenous that people in society measure themselves and peoples. In order for that to happen, there one another in relation to their humanity and has to be awareness of the past, an not their race, class, gender or social standing. acknowledgement of the harm that has The notion of non-racialism galvanized groups been inflicted, atonement for the causes, across races that were fighting against apartheid. and action to change behaviour.” Non-racialism was embedded into the Freedom Charter and was the ideology the African (Sources: CBC and Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the National Congress used to argue for the rights Truth and Reconciliation Commission of Canada, 2015) of all people who live in South Africa.

Racism: Racism, also called racialism, is any action, practice, or belief that reflects the racial worldview—the ideology that humans may be divided into separate and exclusive biological entities called “races”; that there is a causal link between inherited physical traits and traits of personality, intellect, morality, and other cultural

7 Critical Thinking and Racialized Language

The Museum felt it would be useful to note The term “coloured” was used in South Africa to the use of certain terms. describe people of mixed ancestry (i.e. European and Indigenous African, Asian or Indian). It is In the Mandela exhibition, the term “black” capitalized in this document for consistency with appears as the term and category used in South the other racialized category names, but it should Africa by the colonizers to describe and label be noted that in Canada and the United States, this Indigenous South Africans. During apartheid, term is considered a derogatory word to describe “Native” or “black” people, as they were called, Black people and, more generally, people who are were relegated to the very bottom of the social not white. During apartheid, “Coloured” people, hierarchy and had to carry pass books that like Blacks, were stripped of their freedom and specified where they could live and work. Their denied their rights, although they were not citizenship was denied, and their human rights required to carry pass books. violated. The colonizers did not acknowledge this group as a culture. This is why the term is The term “Indian” is used in this document in not capitalized in the exhibition text. the sense of people from India or of Southeast Asian ancestry. With consultation, discussion and research, we decided to use Black with a capital “B” In the same way that “Black” has come into for school programs related to the exhibition, common usage in North America and elsewhere including in this document and in the self-guide as an expression of Black identity, the word booklets for students, to acknowledge its “Indigenous” is increasingly used in Canada and common usage as a claimed identity in North throughout the world as a general term to refer America and elsewhere. Black culture is to the first peoples of a given territory. accepted and honoured here with the capital “B.” Whenever possible, one action we can all take On the other hand, capitalizing the term “white” to promote reconciliation is to refer to people is an indication of privilege. In North America, as they wish to be called. For example, some of when capitalized, “White” is often synonymous the Indigenous peoples of South Africa are Zulu, with white supremacy, which is why we Xhosa, Sotho, Swazi, Ndebele and Venda. have chosen to not capitalize “white” for Similarly, some of the many Indigenous peoples school programs. in Canada are Denesuline, Anishinaabe, Inuit, Kwakwaka’wakw, Mi’kmaq and Tsuut’ina. When possible, these specific names should be used.

8 Reflections on Your Visit

After the end of apartheid, Archbishop Desmond Nelson Mandela spent most of his life struggling Tutu and Mandela spoke of the new South for freedom, equality, justice, solidarity, truth, Africa as a “rainbow nation” that should reconciliation and peace which earned him never again experience the oppression of a Nobel Peace prize, the presidency of South one by another – as Mandela expressed in Africa in 1994, and an honorary Canadian his presidential inauguration address. A new citizenship in 2001. constitution, regarded as one of the most progressive in the world, soon followed. It drew Continue the conversation with your class at inspiration from the Freedom Charter of 1955. school to explore South Africa today, more than two decades after the end of apartheid. Search Ubuntu is an African word. Ubuntu simply media headlines for South Africa. What are defined means “Umuntu ngumuntu ngabantu,” continuing challenges? What has changed? which loosely translates to “I am a person What has stayed the same? through other people.” It refers to the idea that we exist as human beings only through our relations with others. Mandela was inspired by ubuntu when he said that we are only free when we enhance the freedom of others. (Source: Broodryk, Johann, UBUNTU: Management Philosophy: Exporting Ancient African Wisdom in the Global World, 2005)

9 Acknowledgements

Mandela was developed by the Canadian Museum TO Live acknowledges that our venues are on the for Human Rights (Winnipeg, Canada) in partnership traditional territory of many nations including the with the Apartheid Museum (Johannesburg, South Mississaugas of the Credit, the Anishnabeg, the Africa). Tour management services provided by Lord Chippewa, the Haudenosaunee and the Wendat Cultural Resources. The original presentation of peoples and is now home to many diverse First Mandela at the Canadian Museum for Human Rights Nations, Inuit and Métis peoples. The City also (CMHR) was generously supported by The Asper acknowledges that Toronto is covered by Treaty 13 Foundation, TD Bank Group, Travel Manitoba, and Air signed with the Mississaugas of the Credit, and the Canada. These events have been financially assisted Williams Treaties signed with multiple Mississaugas by the Ontario Cultural Attractions Fund, a program and Chippewa bands. of the Government of Ontario through the Ministry of Tourism, Culture and Sport, administered by the Ontario Cultural Attractions Fund Corporation.

TO Live acknowledges CMHR and their development team who created the educational resources. TO Live and CMHR give special thanks to Dolana Mogadime, Ph.D., CMHR Visiting Scholar, Associate Professor of Education and Joint Ph.D. Graduate Program Director at Brock University, as well as Honorary Professor, University of the Free State, South Africa, for her contributions to the development of the exhibition’s educational materials. CMHR acknowledges that the Brock University Human Rights Task Force Report, 2017 inspired their approach to this work.

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