1 2 3 The Institute for Justice and Reconciliation contributes to the building of fair, democratic and inclusive societies in Africa before, during and after political transition. It seeks to advance dialogue and social transformation. Through research, analysis, community intervention, spirited public debate and grassroots encounters, the Institute’s work aims to create a climate in which people in divided societies are willing to build a common, integrated vision. The Institute is committed to peacemaking at every level of Windsorton society, by breaking down old boundaries and reshaping social paradigms. Reakantswe Intermediate School ISBN 978-1-920219-58-1 105 Hatfield Street Gardens Cape Town 8001 Photo’s © Cecyl Esau 2013, 2014, 2015 Design & Layout by Talia Simons Printed by TopCopy [email protected] 4 contents Overview of the Project . 8 Mmereki Mothupi . 46 Bennet Phillimon . 15 Mina Ntshakane . 48 Mpho Fisher . 18 Elton Raadt . 50 Lebogang Olebogeng . 19 Pulane Saul . 54 Ipeleng Jacobs . 21 Regopotswe Theophilus Otsheleng . 56 Tshwaro Mohibidu . 24 Jessica Mphahlele . 58 Thato Sethlabi . 27 Beldad Makhado Gaapare . 60 Abigail Teledimo . 29 Gopolang Alfred Moilwe . 62 Shadrack ‘Neo’ Ikaneng . 30 Nomahlubi Mabote . 63 Tiny Modirapula . 32 Aobakwe Riet . 66 Richard Masopa Mabe . 36 Tumo Sunduzo . 68 Kelebogile ‘Mamie’ Stuurman . 40 Tshepiso Olivia Ndlovu . 69 Thabiso Lebeko . 42 Koketso Kale . 70 Polediso Nkabu . 44 overview of the project This project forms part of the Schools’ Oral History project (SOHP) of the Building an Inclusive Society programme at the Institute for Justice and Reconciliation (IJR) based in Cape Town. The youth population of South Africa constitutes more than half of South Africa's young democratic state. It’s acknowledged and appreciated by the majority of South Africans that the generation of Nelson Rholihlahla Mandela has been at the forefront in the fight for democracy. This was reinforced and broadened by the subsequent generation of Steven Bantu Biko, which promoted a positive conception of self and rediscovering personal agency under oppressive conditions. And, then the youthful stormtroopers of the 1980s, at huge personal cost to themselves, rendered apartheid unworkable. Thus, it ought to be understood and appreciated that the freedoms enjoyed today by all South Africans have been fought for by successive preceding generations who resisted colonialism and apartheid. People and especially, young people, are often over-awed by what overview of the project has been achieved by past generations. However, few of them afford themselves the opportunity and time to explore how changes in societies are brought about and the respective roles of the individual and collective across generations. Seldom do they move beyond the mere assertion, 'that in order to know where you're going to, you must know the past' In other words, unless there is an understanding that the past consist of many and varied stories and that our knowledge about the past is informed and shaped in multiple ways, i.e. the stories we have been exposed to, the availability and kind of sources, popular media portrayals and cultural constructions. 8 9 overview of the project overview of the project The ijr's Schools' oral History projects Sixty-four project participants attended immediate outcome is the creation of these project activities since 2013 – 2014. platforms where personal and historical perspectives are acknowledged, prejudice The project participants invited a number of interviewees whom they challenged & inclusive narratives explored. interviewed at the school on a Saturday morning. In the light of the content of the interviews obtained during that interview session, it was decided to shift the focus to the project participants and explore the This process is facilitated by workshop processes dealing with knowledge notion of how they can become historically aware participants in the and skills acquisition. constructions of local histories, as well as, contribute to social cohesion. This has also been informed by the Greek philosopher Socrates’ The project participants at Reakantswe Intermediate School were contention that ‘an unexamined life is not worth living’. selected by the history educator, Mr Kgomotso Bowane. They are all members of the Heritage Club at school and club membership is open Hence the title of this publication The Beginnings of my story - I was, I to all learners from grades 8 to 12. Over the years members of the club am, I shall excel, points to the evolving storied nature of human life and have won various awards at the annual Inkosi Albert Luthuli Young that it takes place over time. Historians’ competition hosted by the Department of Basic Education. Although this school fell outside the earmarked research site for BIS 2012 Moreover, it also articulates an awareness - 2016 Intervention plan in the Northern Cape Province, Reakantswe that the individual needs to assume Intermediate School, being only 40km away from Warrenton, was responsibility of his/her life. included at the suggestion by Mr Ali Alexander, provincial history coordinator at the Northern Cape Department of Basic Education. A number of project participants wrote autobiographical notes which have During 2012 to 2014 a number of training workshops on oral history been included in this publication, for example Bennet Phillimon,Thabiso and oral history research methodology were held. Some of the aspects Lebeko, Mmereki Mothupi and Elton Raadt. However, the majority of covered in these sessions were: the biographical profiles are based on interviews conducted by fellow project participants, Tshwaro Mohibidu, Kelebogile “Mamie” Stuurman What is history? What is oral history? How and Cecyl Esau, the project leader of the SOHP at IJR. can we know what happened in the past? The publication was edited by Cecyl Esau and Refiloe Hlohlomi, an intern in the Building an Inclusive Society (BIS), provided administrative How is history produced? Local history – how life has changed in support. Windsorton over the past fifty years? In addition, they learnt how to develop a basic oral history research implementation plan. 10 11 12 13 I was born in January 1998 and my mother’s name was Ms Maggie Phillimon. My father’s name as I heard from my grand-parents was Bafana so till now I don’t know who my father is, what he looks like, his culture and so on. I was born in a rural town named Windsorton, the place was named after P. F Windsor he was a mayor of the place. But I was not exactly in Windsorton. I was told that my parents lived at a place called, Windsorton station, it’s about 10km from the Windsorton river bridge which was built in 1953. participant stories My great grand-parents were Mr Mohmpane Modikeng and Mrs Mmathabo Phillimon, who were the parents of my grand-parents Mr Zolile and Mrs Fransina Phillimon but only the parent of my grand-mother not my grand-father. I am the second born in my family. We are three, my sister Lesego, my little brother Vincent and I. In my family we were never rich but also never poor but just when my mother left or died we went to live with my great grand-parents. Mr Mohmpane Modikeng he was very caring, kind, lovely and he supported us all but he died on the 7th of February 2014 and now we feel like we are abandoned. Now we live with our unsupportive grand- parents Mr Zolile and Ms Fransina Phillimon who changed the surname 14 15 bennet phillimon bennet phillimon of Phillimon to Mawela. Their two children treat us like street kids, we wheels. The setup for young people here is very embarrassing because, really feel like we are left with nothing, abandoned. most of the young people just smoke and use drugs and they don’t even care about school. I started primary school in 2008 it was very exciting because my great grand-father was living with us, we lived with white people for a long time. My great grand-father was working for them, building their houses. My message (to the youth is) education They decided to build my great grand-father a house, however since my comes first so that you can succeed in life great grand-father is dead, the house is broken down into pieces. Mr and see a great future, because if you are Mike said he will build us a house, but till now, he hasn’t even started. playing around your future it's gonna be given to others, those who think hard and They said that my great grand-father can live in that house in Franklin play hard. street forever, for the rest of his life and when Mr Mike went to Cape Town, he betrayed my great grand-father and sold the house to a white person. (I think) my great grand-father died because of lot of stress as As a country I think the economy is going good but the mining areas a result. are starting to fight over money, so many of the mine workers are going to lose their jobs because the mining corporations can’t afford to give I remember my first grade but I was not good at school and made everyone a R12 500. excuses not to go to school, I was just interested in staying at home because it was much safer and (at the time) I was still young , because Three of the people living here are teachers, a few clinic workers, but the I was travelling from Franklin street to D.L. Jansen Primary School on most from men side are mostly mineworkers. foot . I started at Reakantswe Intermediate School in 2012. My favourite i don't care where i'll study as long as i get subject is accounting, but from grades 8 and 9 they were history and education to succeed in life.