Michigan Reading Journal

Volume 40 Issue 1 Article 5

October 2007

The Other Apartheid in South Africa: Barriers to Literacy and Literature ina Multilingual Society

Allison L. Baer

Jaqueline N. Glasgow

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Recommended Citation Baer, Allison L. and Glasgow, Jaqueline N. (2007) "The Other Apartheid in South Africa: Barriers to Literacy and Literature ina Multilingual Society," Michigan Reading Journal: Vol. 40 : Iss. 1 , Article 5. Available at: https://scholarworks.gvsu.edu/mrj/vol40/iss1/5

This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact [email protected]. The Other Apartheid in South Africa: Barriers to Literacy and Literature in a Multilingual Society

BY ALLISON L. BAER AND JACQUELINE N. GLASGOW

Dawn shows empty jails; No light reaches the chained minds: Keys hidden in books. -Stephen Wayne Spencer we stepped on to the tarmac, our eyes were drawn to the surrounding mountains. After a 24-hour flight, we were grateful to feel the fresh, crisp air of Cape Town, South Africa. Little did we know that we would A soon be on the top of one of those mountains, talk with fascinating people, work with bright-eyed children and, ultimately, get back on a plane bound for the United States, changed after experiencing some of the many literacy challenges South Africa faces. As part of a team of 14 literacy educators from across the U.S. sponsored by the Colorado Council of the International Reading Association (CC IRA), we were ready and willing to follow the given trip agenda of daily meetings with literacy professionals, teachers, parents, and children in and around Cape Town and Durban. What We Did During Our Summer Vacation In preparation for our trip, we had read many books: This article shares some of our experiences, thought classical, young adult, and children's literature, all processes, and changes with which we struggled as set in Africa, all written in English. We used our we ventured into a country with 11 official and eight library cards to acquire, read, and share books that unofficial languages. We hope that by writing about we could discuss with our students. We confidently our experiences, we will help others gain a better set forth to share our literacy expertise in two South understanding about the many challenges in literacy African metropolitan cities, Cape Town and Durban, teaching in this linguistically diverse country. In and in Underberg, a small rural community four addition, we believe that this process will encourage hours west of Durban. We knew that, while we may others to know more and do more as their global have read and researched much about Africa, as two awareness increases. Caucasian women visiting the country for a mere While we in the United States explore ways to two weeks, we were still outsiders. Acknowledging meet the political goals of literacy development, the our own cultural ignorance and the limitations of our challenges for South African educators are decidedly understanding, we set forth to share with and learn more difficult. For example, while South Africans from the many people we were bound to meet. Little are reconstructing their educational infrastructure did we know, however, that we would be humbled after apartheid to extend education to populations and awestruck as we discovered the difficulties with no previous access and while rural schools are apparent in access to literacy and to literature in more plentiful, there is a severe lack of qualified South Africa.

Allison L. Baer is assistant professor of lit­ eracy studies at Western Michigan University. Jacqueline N. Glasgow is professor of English education at Ohio University.

FALL 2007, VoL. 40, No.1 7 THE OTHER APARTHEID

teachers and funding for them. Consequently, it's not later" (Garson, n.d, p. 22) stance taken during the unusual for 60 first graders to meet in a ramshackle resistance to apartheid has taken its toll in estab­ tiny classroom. Illiteracy is difficult to overcome as lishing a culture of teaching and learning in schools well, because many of the languages in South Africa and universities. Schools at that time were sites for come from an oral tradition. This makes it difficult protest, rather than sites for learning. Rebuilding to teach content because there are few, if any, texts a learning environment, retraining teachers, and written in their mother tongues. In addition, few providing equal resources has been slow and dif­ children's books are published in many of these lan­ ficult, but there has been much progress in providing guages and, other than locals such as Niki Daly and equal educational opportunities for all. Sindewe Mangona, South African children's authors Just as in the United States, school life in South are scarce. So while they are prolific speakers in Africa spans 13 years, although kindergarten and their mother tongues, few children or adults learn to the last three years of high school (grades 10-12), read and write in them. Equal literacy education for or "matric," are not compulsory for everyone (South all students remains a challenge for many educators, Africa: Alive with Possibility, 2006). However, to regardless of the continent. enter the university, students must have a matric The Effects of Apartheid on "endorsement." They must pass at least three sub­ jects at higher than standard grades. Students can Literacy Development then be admitted to technikons (technical schools) From 1948 to 1994, the people of South Africa with a standard senior certificate. More than a suffered under apartheid laws. Understanding the million students are enrolled in the country's 21 power of education and literacy, Black children public universities and 15 technikons. These institu­ (those with two Black parents) and Coloured chil­ tions are all independent of government funding dren (those whose parents are some combination of and accountability. Many of these universities are Black and another race such as East Indian) were "world-class academic institutions, at the cutting "taught from childhood to realize that equality with edge of research in certain spheres" (South Africa: Europeans is not for them" (The History of Education Alive with Possibility, 2006, p. 14), such as the and Childhood, 2000, p. 3). The idea of education University of Cape Town. was limited for the great majority of South African The most complex challenge facing South African citizens - those that were Black or Coloured. The educators is the fact that they have 11 official and Bantu Education Act of 1953 stipulated that schools eight unofficial languages. See Table 1 for a list of for Black and Coloured children use different syllabi official languages. While we acknowledge that many than White schools. English, the perceived language American classrooms have children who speak differ­ of power, was prohibited in primary schools and used ent languages, English is, nonetheless, the primary only in secondary schools. Even higher education language of instruction in most classrooms. In was affected with the Extension of University Educa­ American classrooms, the effectiveness of bilingual or tion Act of 1957, which closed undergraduate classes at White universities to Blacks and Coloureds (The immersion-only programs is in constant debate; it has been argued that immersion-only programs appear to History of Education and Childhood, 2000). When apartheid ended in 1994, much changed for the discourage immigrants to assimilate with American culture (Issues in U.S. Language Policy, 1998). South Africans. Education became an option for everyone. Table 1. The Languages of South Africa Mandated education in South Africa, how­ Language Population Language Population ever, is relatively new. Beginning with the Afrikaans 5,811,547 Setswana 3,301,774 South African Schools Act of 1996, there English 3,457,467 SiSwati 1,013,193 was provision for "compulsory education IsiNdebele 586,961 Tshivenda 876,409 IsiXhosa for learners between the ages of seven 7,196,118 Xitsonga 1,756,105 IsiZulu 9,200,144 Other and 15 years of age, or learners reaching 228,275 Sepedi 3,695,846 Unspecified 355,538 the ninth grade, whichever occurs first" Sesotho 3,104,197 Total 40,583,574 (South African Consulate General, 2005, p. 10). The "liberation now, education (Source: South Africa's 11 Official Languages, 2001)

8 MICHIGAN READING JOURNAL BAER & GLASGOW

The issue of the language of learning is perceived The trend is slowly changing, however, with the help differently in South Africa. Janet Condi, the of NGO's such as First Words in Print, a subsidiary president of the Reading Association of South Africa of The Centre for the Book. There we met Lorato (RASA), told us that parents decide the language of Trok, a young woman who works in seven South instruction in a school district. Since English is the African provinces advocating early literacy in homes. perceived language of power and a path to better job First Words in Print has printed and distributed opportunities, parents frequently want their children over 40,000 books in eight South African languages. taught in English. But they don't seem to understand Typically, they give a family a packet of books that that children need to learn to read and write in their has been written in their mother tongue to keep and mother tongues before learning English. Conse­ share with their children. Working in conjunction quently, the children struggle to learn content in a with other NGO's around the country, Lorato has language that is not spoken at home and is totally contacts in the provinces who go and visit these new to them. It seems that teachers would need to homes as a kind of literacy homecare, providing fol­ be at least tri-lingual to be able to teach Africaans, low-up and training in how to read the pictures and IsiXhosa, and English as first, second, and third words in the books. languages to their students whose native language may be yet another language. Most classrooms in Challenge #2: Children need to see South Africa are filled with children speaking any adults they love and respect read. combination oflanguages, some bi- and tri-lingual, Many parents in South Africa see schools as the while the teacher could have yet another mother main repository of literacy, but are often illiterate tongue language. themselves. Similar to American homes, technology such as television, rather than time spent reading Armed with this background knowledge about educa­ or in family interaction, takes up much leisure time. tion and languages in South Africa, we now turn to The illiteracy rate among adults in South Africa over some of the literacy challenges this nation faces as 15 years of age is 30% (South Africa: Alive with Pos­ she strives to educate her people. sibility, 2006), as compared to an overall illiteracy Challenge #1: Children must learn to rate of 1 % in the United States (Infoplease.com, read and write in their native tongues n.d.). It is no wonder that parents don't or can't read before learning additional languages. and children, therefore, do not value reading as a necessary life skill. In Cape Town, where we spent our first week, three languages are most frequently spoken: IsiXhosa, Books are not readily available to children, and few Afrikaans, and English. We spent our second week books in any language are in the typical classroom. in Durban, where they mainly speak IsiZulu, some Sally Witbooi, from the Department of Library and IsiXhosa, and English. We conversed for two days Information Science, University of the Western Cape, with many educators from both public schools and told us that public libraries, a common place for lit­ Non-Governmental Organizations (NGO's) at the eracy resources, are sorely under-funded and rarely University of Cape Town. Providing reading materi­ used. Few teachers have library cards themselves, als in all three languages is a challenge, given giving children rare role models for how and why to that Africaans and IsiXhosa are primarily spoken use a library. In addition, the high level of poverty languages. Children's literature is, therefore, forces many to become transient, thus having !lo scarce. South African classrooms average 40 to 50 permanent address-a requirement for obtaining students, and often children speak three or four a library card. Very few teachers or students own languages with a teacher whose mother tongue library cards because they don't have money to pay may be a totally different language. Add to this library fines for overdue books. Many teacher educa­ confusion the fact that most textbooks are written tors, NGO leaders, and teachers themselves told us in English, and it is not surprising that, according that, in general, teachers don't read for enjoyment so to Val MacGready of the South African Department they don't encourage their students to read. of Education, third graders are reading well below While these facts might be disheartening, many grade level (V. MacGready, personal communica­ NGO's are making headway in this area. Mauritta tion, June 26, 2006). Weissenberg, founder of the Shine Project in Cape

FALL 2007, VoL. 40, No. 1 9 THE OTHER .APARTHEID

Town, shared her joy in this program, which encour­ every day of the year, from the kitchen in her home. ages adult volunteers to visit schools and read to This is the reality for many South African Black and children. Training and Resources in Early Education Coloured children, and it is rarely portrayed in their (TREE), based in Durban, provides instruction to own literature. parents in how to play with and read to their chil­ Yet, we found some hope in the midst of a seemingly dren. With the motto of "Making something out of literary wasteland. We were privileged to meet a nothing," TREE trainers go into township homes and renowned South African author, Sindiwe Magona, a show parents how to make toys out of scrap materi­ small, fiery woman who speaks passionately about als, encouraging them to be actively involved in the the need for South African educators to inspire their lives of their children. We were privileged to go into children to read. Sindiwe has taken it upon herself one township home where we met a 16-year-old girl to reach out to schools around Cape Town by work­ and her three younger siblings. She proudly took a ing with educators and children. In a small group book given to her by a TREE trainer off a shelf and discussion with her at the University of Cape Town, read to her brother. We believe that this example of Sindiwe admonished this group of literacy educators, an older child reading to a younger child is a symbol saying, ''You can't infect anybody with the reading of hope to the state of literacy in South Africa. bug if you haven't been infected." Challenge #3: Children need accessible Knowing the many obstacles to library use, we still books that reflect their own lives found some encouraging outliers. Images of literacy and cultures. possibilities met us when we visited the Rylands As we noted, there are eleven official languages Library, located in the midst of a vibrant Muslim in South Africa. While First Words in Print has neighborhood. The librarians excitedly shared their published a few titles in seven of those languages, reading programs for adults and children, stating there are few books written about life in South Africa that many people walk miles to come to the library. or by native speakers. Even in the United States, We also visited a rural library outside of Underberg multicultural literature, while becoming more that was housed in a bright blue shipping container. readily available, is underused on a regular basis This librarian, too, was excited as she shared the in the classroom and yet children would read books many books and work that visiting children had with characters from other cultures if given quality created. She explained that one problem they had texts and the opportunity (Holmes, Powell, Holmes, was that after taking out a book, children would & Witt, 2007). frequently begin reading it on their long walk home along rural roads. As they read and walked, cars The importance of finding oneself in literature is would honk at them to get out of the road. Such was vital to becoming a lifelong reader. Unfortunately, their excitement to read a new book. literature that reflects the everyday life of most South African children is rare. During our stay in Challenge #4: Teachers need quality Cape Town, our guide took us to the Khayelitsha support from administration and the Township. This township, like most others, is an Department of Education. informal settlement created by displaced South While touring around the unpaved roads of rural Africans who are either moving from the rural areas Underberg, we visited the Camanga Primary School, to the cities in search of job opportunities or those a farm school built with the landowner's permis­ who were forced out of their homes during apartheid sion on a small plot of rocky land. One of a few into these ghetto-like settlements. Most of the homes working farm schools, it is supported by the Family are built out of scrap materials like corrugated tin Literacy Project located in Underberg. Because it and cinder blocks and many of them have mud floors is a somewhat transient school, the South African with no electricity or running water. There we met Department of Education gives it little support, Vickie, a strong independent woman who ran ''Vick­ providing minimal salaries to the teachers, and little ie's Bed and Breakfast," a business she created to else. We visited during their winter break. A class bring people into the townships, so they could under­ was being held for adult learners with a few children stand the life of many South Africans. We also met in attendance as well. A shabby, one-room building Rosie, who feeds over 300 children three meals a day, housed the principal's office, staff meeting room,

10 MICHIGAN READING JoURNAL BAER & GLASGOW and first-grade classroom. The room, approximately African provinces, teachers are trained to introduce 10' x 30', had broken windows and a sagging door, English in the fourth grade with content area support while the walls of the classroom portion were covered available in the mother tongue. Angie also showed with children's work and colorful handmade post­ us a sentence-making program that uses words and ers. Walking through this building reminded us of phrases from many South African languages and, Jonathan Kozol's work in American urban schools therefore, makes literacy learning more effective for in which he speaks of the plight of poor children of both the teacher and the student. color and the sterile, decrepit classrooms in which We found another example of support for educators they are taught (Kozol, 1992).School buildings were when we worked with children at Christal House, more substantial and better kept in Cape Town than a school founded by Christal DeHaan of the United in Underberg. We learned that many teachers were States. Every child in this school receives a free given 100 books to use with their students, but they education, including free uniforms, transportation, received no instruction about how to use the books. and supplies. Children are chosen based on low In addition, teachers were told that if anything hap­ socio-economic and family situation. In addition to pened to the books, the replacement cost would come the support for the children, teachers are supported out of either their salaries or that of the principal. through lower class sizes (averaging 35), a small, Consequently, the books were kept safely locked well-stocked library, and many teaching tools. away in cabinets. Melvin King, principal of Christal House, explained Shocking but true, these difficult situations could be that Ms. DeHaan is financially committed to paying viewed as hopeless. On the contrary, many are work­ administrative costs, but the school must find other ing to help teachers become more proficient educators. sources for everyday supplies. The smiles and excite­ Annatjie Hanekom introduced Reading Recovery ment of the teachers and students that met us as we to area Cape Town schools, working with groups entered the classrooms was infectious and delightful, of teachers and providing them with much-needed and we were humbled by the spirit and commitment support. Angie Mdluli of the Molteno Project shared a of the teachers. literacy program that advocates children first learning in their mother tongues. Implemented in many South Challenges We All Face We were startled by the many challenges that ✓ both the United States and South " _, ~ Africa share. While we may have

~/ y the political pressure from the No •~ Child Left Behind of 2001 (U.S. Department of Education, 2006) and for smaller class sizes, we all have children sitting at their desks waiting expectantly for our words of wisdom. Many of us also have English Language Learners in our classrooms. How do we best teach them? Do we have enough literacy support for children speaking Hmong, Cambodian, or Spanish? When we look at books in our classroom libraries, do we see people of many races and colors represented? How many times have we scratched our heads in frustra­ tion as our students watch hours of television rather than read a book? Camanga Primary School. If we listen to the conversation

FALL 2007, VoL. 40, No. 1 11 THE OTHER APARTHEID

in the teachers' lunchroom, we will no doubt hear Africa, not to mention our own challenges here in comments about how parents don't support their the United States. It would be easy to ask people to children at home. Do our students have good, sup­ send money to Centre for the Book or First Words portive, literate role models? Do we share our love of in Print, but the challenges and responsibilities are reading with our students? truly much larger than that. Seeing the challenges first-hand confirmed and strengthened our intent to One of the challenges facing both the United States promote the literature of Africa in our classrooms. and South Africa is to decrease dropout rates and As educators, we want our students to be global increase high school graduation rates. According to citizens with knowledge based on the realities faced President Bush's research for his new High School in other cultures. By reading the literature of Africa, Initiative, we can help build our students' knowledge about the Hispanics have the highest dropout rate continent as well as strengthen understanding across compared to other groups of students-27 cultures (Glasgow, 2005). percent in 2001, the latest year available, As a result of our experiences, we developed a bib­ according to the Department's National liography of African literature that we use in many Center for Education Statistics. This figure of our classes. It includes classical and traditional is about four times higher than that for works, as well as contemporary African literature white students and more than double the and a plethora of young adult novels and children's figure for African-American students. (U.S. literature. We include it at the end of this article Department of Education, 2005, p. 5) so that you can use it in secondary and university In South Africa, the matric (grade 12) pass rate classrooms to build bridges to understanding Africa. continues to improve each year, with only a 40% pass rate in the late 1990s rising to a 68.3% passing rate For those who have an abiding interest in teaching in 2005 (South Africa: Alive with Possibility, 2006). cultural awareness and in using quality multicul­ tural literature that addresses social justice and These challenges, and many more, face teachers every diversity issues in a global context, the literature of day as we go into our classrooms, pull out our lesson Africa is a valuable resource. Encountering African plans, and look at the many faces before us. We need culture through literature challenges readers to new to understand that literacy challenges, while different levels of tolerance toward new ideas and encour­ in size and scope, are similar across the world. ages an examination of injustices within their own We were humbled by our experiences and such culture. By learning to respect and understand powerful images of South African children, teachers, the rights and freedoms of children and educators and parents striving to create a literate country. We in Africa, readers acquire a global perspective stopped for a moment to look at what we have and that includes awareness and tolerance for others how far we've come. We discovered that, before this (Glasgow & Rice, 2007). trip, we took for granted the freedom to acquire, The challenges for each nation are many. But the read, and share the many books we had read from look in a child's eyes, the smile on a teacher's face, and about Africa. We took for granted compulsory and the strength of a parent's hand help us know education as we know it here in the United States. that these challenges can and will be met. We are We took for granted our library cards to access all committed to promoting literacy justice for all and the books we ever want to read in our native lan­ we encourage other educators to join us in building guage, English. We discovered that we could build understanding of the people and culture of South understanding of these people through using the Africa by making the literature of Africa a part of literature of South Africa in our lessons, being aware their classroom libraries and using it daily. Litera­ of their political situation, and becoming more aware ture is a powerful tool for change and if we want our of the power of literacy for all people. students to "participate as fully as possible in the Facing the Challenges: potentialities of the text" (Rosenblatt, 1978, p.69) to effect personal change, it is incumbent upon us Promoting Understanding to expose our students to literature from different It is easy to feel overwhelmed when faced with the cultures, thus help them become more culturally­ many challenges to literacy education in South aware, global citizens.

12 MICHIGAN READING JOURNAL ~- a BAER & GLASGOW

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McCall Smith, A. (1998). The No. 1 ladies' detective Haulsey, K. (2001). The red moon. New York: Villard agency. New York: Anchor Books. Books. McCall Smith, A. (2002). Tears of a giraffe. New Kessler, C. (2000). No condition is permanent. New York: Anchor Books. York: Philomel Books. McCall Smith, A. (2002). Morality for beautiful girls. Kessler, C. (2004). Our secret, Siri Aang. New York: New York: Anchor Books. Philomel Books. McCall Smith, A. (2002). The Kalahari typing school Kurtz, J. (1998). The storyteller's beads. New York: for men. New York: Anchor Books. Gulliver Books. McCall Smith, A. (2003). The full cupboard of life. Kurtz, J. (Ed.) (2004). Memories of sun: Stories of New York: Anchor Books. Africa and America. New York: Greenwillow. McCall Smith, A. (2004). In the company of cheerful Lekuton, J. L. (2003). Facing the lion: Growing up ladies. New York: Anchor Books. Maasai on the African savanna. Washington, Mda, Z. (2003). The heart of darkness. NY: Farrar, D.C.: National Geographic. Straus & Giroux. Naidoo, B. (1988). Journey to Jo'burg: A South Mda, Z. (2004). The Madonna of Excelsior. NY: Far­ African story. New York: HarperTrophy. rar, Straus & Giroux. Naidoo, B. (1989). Chain of fire. NY: HarperTrophy. Mda, Z. (2005). The whale caller. NY: Farrar, Straus Naidoo, B. (1997). No turning back. New York: & Giroux. HarperCollins. Creative Non Fiction Naidoo, B. (2001). The other side of truth. New York: Bok, F., & Tivnan, E. (2003). Escape from slavery: HarperCollins. The true story of my ten years in captivity and Naidoo, B. (2004). Web of lies. New York: HarperCol­ my journey to freedom in America. New York: lins. St. Martin's Press. Naidoo, B. (2003). Out of bounds: Seven stories of Erdman, S. (2003). Nine hills to Nambonkaha: Two conflict and hope. New York: HarperCollins. years in the heart of an African village. New Rupert, J.E. (1994). The African mask. New York: York: Henry Holt & Co. Clarion. Gourevitch, P. (1998). We wish to inform you that Stratton, A. (2004). Chanda's secrets. Toronto: tomorrow we will be killed with our families: Annick Press. Stories from Rwanda. New York: Farrar, Williams-Garcia, R. (2004). No laughter here. New Straus and Giroux. York: HarperCollins Publishers. Nazer, M., & Lewis, D. (2004). Slave: My true story. New York: Public Affairs. Children's Literature Angelou, M. (1994). My painted house, my friendly Young Adult Literature chicken, and Me. New York: Clarkson Potter, Collins, P. L. (2005). The fattening hut. Boston: Inc. Graphia. Bognomo, J. E. (1999). Madoulina: A girl who Coman, C. (2000). Many stones. Asheville, North wanted to go to school. Honesdale, PA: Boyds Carolina: Front Street. Mills Press. Ellis, D. (2004). The heaven shop. Markham, Ontario: Daly, N. (1985). Not so fast Songololo. New York: Fitzhenry & Whiteside. Aladdin. Farmer, N. (1996). A girl named disaster. New York: Daly, N. (1999). Jamela's dress. New York: Farrar, Puffin Books. Straus & Giroux. Ferreira, A. (2002). Zulu dog. New York: Farrar, Daly, N. (2004). Where's Jamela? New York: Farrar, Straus & Giroux. Straus & Giroux. Gordon, M. (Ed.). (2002). Nelson Mandela's favorite Daly, N. (2006). Welcome to Zanzibar road. New African folktales. New York: W.W. Norton & Co. York: Clarion. Gordon, S. (1987). Waiting for the rain: A novel of Feelings, M. (1971). Moja means one: Swahili count­ South Africa. New York: Orchard Books. ing book. New York: Dial Press.

14 MICHIGAN READING JoURNAL BAER & GLASGOW

Feelings, M. (1974). Jambo means hello: Swahili McCall Smith, A. (2005). Akimbo and the elephants. alphabet book. New York: Dial Press. New York: Bloomsbury. Greenfield, E. (1977). Africa dream. New York: Mennin, I. & Daly, N. (1990). Somewhere in Africa. HarperCollins. New York: Dutton Children's Books. Hartmann, W. (1993). All the magic in the world. Mennen, I. (1994). One round moon and a star for New York: Dutton Children's Books. me. New York: Orchard Books. Isadora, R. (1991). At the crossroads. New York: Murdock, C.H. (Mrs. Moose) (1993). Raymond Floyd Greenwillow. goes to Africa, or there are no bears in Africa. Isadora, R. (1992). Over the green hills. New York: Trenton, NJ. Africa World Press, Inc. Greenwillow. Musgrove, M. (1976). Ashanti to Zulu: African tradi­ Kessler, C. (1995). One night. New York: Philomel tions. New York: Puffin. Books. Naidoo, M., & Naidoo, B. (2004). Baba's gift. London: Kessler, C. (2000). My great-grandmother's gourd. Puffin. New York: Orchard. Onyefulu, I.. (1997). A is for Africa. New York: Kroll, V. (1992). Masai and I. New York: Four Winds Cobblehill Books. Press. Shermbrucker, R. (1989). Charlie's house. New York: Lewin, H. (1983). Jafta. Minneapolis: Carolrhoda Viking. Books, Inc. Sisulu, E. B. (1996). The day Gogo went to vote. New Lewin, H. (1983). Jafta's mother. Minneapolis: York: Little Brown. Carolrhoda Books, Inc. Stewart, D. (1993). The dove. New York: Greenwil­ Lewin, H. (1983). Jafta's father. Minneapolis: Carol­ low. rhoda Books, Inc. Stock, C. (1991). Armien's fishing trip. Claremont, Lewin, H. (1983). Jafta and the wedding. Minneapo­ South Africa: Songololo Books. lis: Carolrhoda Books, Inc. Stock, C. (1993). Where are you going Manyoni? New Lewin, H. (1992). Jafta and the homecoming. New York: Morrow Junior Books. York: Alfred A. Knopf. Williams, K. L. (1991). When Africa was home. New McCall Smith, A. (2005). Akimbo and the lions. New York: Orchard. York: Bloomsbury. Wulfsohn, G. (2002). Bongani's day: From dawn to dusk in a South African city. Oxfam.

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