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Stories Op Die Wind: ‘N Handleiding Vir Opvoeders Van Noord-Kaapse Volksverhale ‘N Gesamentlike Projek Van Die Instituut Vir Geregtigheid En Versoening En

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Stories Op Die Wind: ‘N Handleiding Vir Opvoeders Van Noord-Kaapse Volksverhale ‘N Gesamentlike Projek Van Die Instituut Vir Geregtigheid En Versoening En Stories op die wind: ‘n Handleiding vir opvoeders van Noord-Kaapse volksverhale ‘n Gesamentlike projek van die Instituut vir Geregtigheid en Versoening en die Departement van Onderwys, Noord-Kaap Provinsie Die Instituut vir Geregtigheid en Versoening is verbind tot die bevordering van volhoubare versoening, regmatige transformasie en demokratiese nasiebou in Suid-Afrika en ander Afrikalande. Die Instituut poog om dialoog en maatskaplike transformasie aan te help. Deur navorsing, analise, gemeenskapswerk, begeesterde openbare debatvoering en ontmoetings op voetsoolvlak, probeer die Instituut ‘n klimaat te skep waarin mense van verdeelde gemeenskappe bereid is om ‘n gemeenskaplike, geïntegreerde nasie te help bou. Die Instituut is toegespits op die herstel van vrede op elke vlak van die samelewing, onder meer deur ou grense te help afbreek en nuwe sosiale paradigmas daar te stel. ISBN 0-9585002-8-2 Wynberg Mews, House Vincent Grondverdieping, Brodieweg 10 Wynberg 7800 Kaapstad • Suid-Afrika Telefoon: +27 21 763 7128/0 Faks: +27 21 763 7138 E-pos: [email protected] Ontwerp en produksie: Compress www.compress.co.za Omslagontwerp: Jacob Erasmus Hierdie handleiding word opgedra aan die storievertellers en leerders wat aan hierdie projek meegewerk het en sodoende ‘n klein deel van hul ontasbare erfenis met ons gedeel en geboekstaaf het. Erkenning Baie mense het saam gewerk om hierdie handleiding oor volksverhale van die Noord-Kaap tot stand te bring. Die projek se sukses is grootliks te danke aan die 57 storievertellers van Siyanda en Namakwaland. Die projek is in die Noord-Kaap van stapel gestuur met die samewerking van die Departement van Onderwys en die Departement van Kuns en Kultuur. Jesse Strauss het die teks vir hierdie handleiding geskryf, behalwe die derde hoofstuk wat deur Marlene Sullivan Winberg geskryf is. Sullivan Winberg het ook die teks geredigeer en albei skryfsessies vir mentors en deelnemers gefasiliteer. Daarbenewens is die lesplanne voorberei en geskryf deur Valdi van Reenen-Le Roux en Vernon Titus, op advies van vakadviseurs Garrith van Wyk en Adriane Cloete. Hierdie handleiding is ontwikkel onder leiding van Cecyl Esau wat die proses in Namakwaland gekoördineer het en Valdi van Reenen-Le Roux wat dit in Siyanda gedoen het. Fanie du Toit het die oorhoofse bestuur behartig. Ons erken met dankbaarheid die ruim finansiële bydrae van die Finse ambassade asook die Nasionale Departement van Kuns en Kultuur vir hierdie projek. Contents 1. Inleiding 6 Agtergrond 6 Die proses 8 2. Forced removals in the Western Cape 12 Omskrywing 12 Openbare voorstellings: Wie se erfenis? 13 Hoe behoort ontasbare en tasbare erfenis gedenk te word? 14 3. Pass Laws in South Africa 16 Sonder grond sonder stories 23 ‘n Brug tussen orale en geskrewe literatuur 24 Universele temas: Wat maak ‘n storie inheems? 25 Dieper betekenis: Waaroor gaan ‘n storie? 26 4. Stories op die Wind 23 Die oorsprong van volksverhale 23 Die doel van kukummi 24 Volksverhale in jag 25 Storievertel as deel van daaglikse lewe 26 Grondbesit in volksverhale 29 klaskamer 40 ‘n Lesplan vir Afrikaans (Huistaal) 40 ‘n Lesplan vir Lewensoriëntering 57 ‘n Lesplan vir Geskiedenis 71 4 6 1. Introduction Schools’ Oral History Project (SOHP) has worked with learners in at least two of the nine provinces in South Africa. At the beginning of almost every workshop the project has facilitated in the past five years, learners have said that the past is best left undisturbed and forgotten. They give various reasons. Some say that the past, which is imbued with decades of violence and destruction, will only open old wounds. Others call for an end to the ‘blame game’. Then there are those who correctly say that more than a mere knowledge of the past is needed to counter the growing gap between the rich and the poor. From these views, one can see that our youth is grappling with the future, its shape and their role in shaping it. Rather than viewing these sentiments negatively, the Schools Oral History Project recognises this open invitation to contribute to the critical thinking processes that our youth is evidently engaging with. The opportunity for young people to converse with ordinary people regarding the struggle against apartheid will not only enable hidden, neglected or distorted histories to be exposed, but will also contribute to a more socially conscious and democratic view of history. Oral history, a methodology for all subjects The teaching of oral history should not merely focus on assisting learners mechanically to gather stories. Rather, educators are encouraged to embrace it as a field of study that is able to meet all the critical outcomes of the curriculum and is therefore beneficial to all subjects. Even though an oral history project is a compulsory continuous assessment activity for History learners in FET, there is no reason why the methodology cannot be used in other subjects, such as languages, Life Orientation, Business Economics and others. From a language perspective, the methodology is anchored in its facilitation of communication with others in a conversational manner, relying heavily on the ability of the interviewer and interviewee to listen to each other. Oral history not only focuses on both verbal and non-verbal language. In acknowledging the generosity of the storytellers, learners have a responsibility to protect the integrity of oral history through enforcing the ethical issues during implementation. Toolkit outcomes This book is geared towards assisting educators fully to capacitate their learners in oral history methodology to ensure that learners are equipped and well prepared before embarking on such a project. 7 From exclusive to inclusive narratives: A toolkit for budding oral historians Three outcomes anchor the toolkit and accompanying books: 1. Participants will deepen their understanding of oral history as a field of study 2. Participants will know how to implement an oral history project in their community 3. Participants will use their oral research as the basis for creative writing pieces or art forms While this book focuses primarily on the first two outcomes, the third outcome is demonstrated in Book 2,3,4 and 5, each of which focuses on a different creative writing piece or art form. Training schedule and methodology The project allocates three full days for training learners in oral history methodology. Normally, the workshop runs over a full weekend or over two weekends. In the context of the school, it is suggested that the training takes place over two weeks. Book 5 has a sample learning unit, which focuses on integrating oral history across several subjects to share the training responsibilities. Educators are urged not to regard the training period as a disruption of the curriculum. Instead, they will recognise how aspects of the training are actually covered in the content framework of the respective National Curriculum Statement. In order to accommodate training in a classroom context, the activities are set for double periods, and most activities can be completed over two periods. Educators are encouraged to use this toolkit in the Senior Phase or in FET for Grade 10 learners. An oral history project is compulsory for Grade 10 history learners. Training takes place in a group context, with a suggested group size of four learners. The toolkit unpacks the oral history process using a step-by-step approach. The entire methodology is broken down into manageable two hourly sessions, which translates into approximate double periods in a classroom context. Educators are encouraged to use the notes to develop PowerPoint presentations that can be used as background material before engaging in the activites with the learners. The toolkit has purposefully used the topics in the four books to demonstrate the methodology. However, educators are encouraged to use the topic that the learners will research as the training topic. This will allow learners to become conversant with the topic, and will facilitate the smooth implementation of the project. Bear in mind that the oral history project has to be mediated with the learners throughout its lifespan. A baseline assessment questionnaire is administered at the beginning of the toolkit, and an evaluation form is completed after the course. Educators are encouraged to implement the assessment process as part of monitoring the learners’ understanding of oral history. The data extracted from this process is useful during the implementation phase to help learners in the areas that will require more attention. 8 Introduction Baseline Assessment Name and Surname: ……………………………………………… Affiliated organisation: …………………………………………. Please tick (a) in the appropriate block I have a …… understanding of Limited Adequate Excellent Oral history as a field of study Oral history as a method The ethics of oral history How to pose questions during an interview What logistical arrangements should be made for the interview What to cover during the pre interview How to conduct the interview How to record the interview How to transcribe the interview How to conduct the post interview How to use the transcriptions How to document the process General comment: 9 Session One Defining oral history In this session, learners are going to focus on History as a field of study, oral history as a source of evidence and the link between the two. Duration: 2 hours Facilitator’s notes: • Session One is best facilitated in the History class. It assumes that History learners have an understanding of how history is constructed. If the learners are not History learners, it is important that the facilitator explains the construction of history through the process of enquiry. • In Activity One, learners will firstly explore oral history as a purposeful conversation between two people and secondly, will recognise the link between History and oral history. • Prior to Activity One, the facilitator should provide learners with a brief introduction to oral history. It should not be longer than five minutes, because the activity is meant to evoke discussion about oral history.
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