“How will teaching abroad impact your
responsibility to promote equity and social justice?”
I left this blog for last because I knew it would be a hard and important
question to answer after spending five months in South Africa. The idea that I
have a “responsibility” to promote equity and social justice is the most
meaningful thing that I have learned during my two years at Boston College. It
is what inspired me to study in South Africa. I never imagined that teaching
abroad was going to be such a life-changing experience. Not only did it
reinforce my decision to become a teacher, but it also taught me a lot about
promoting equity and social justice.
It has been 20 years since the first democratic elections in South Africa, but
still inequality and injustice are undeniably existent. This is especially
evident in the education system. I chose to have two placements in order to
better understand how unequal the institution still remains. As I explained in
my first post, I visited Victoria Primary School and the Good Shepherd School.
VP is an all girls, fee-paying public school (while the fees are not as high as
private schools’, they are still too much for many South Africans to afford). I
was in the Grade R (kindergarten) classroom. My other school, Good Shepherd, is
a free, co-educational public school. Here I was in the English classroom, and
I taught grades four through seven.
From the beginning, it amazed me how different
the two schools could be, despite the fact that they literally shared a back
fence. On a surface level, Victoria Primary had a gorgeous campus. There were
beautiful gardens and large sports fields. They had tennis courts, a swimming pool,
and multiple playgrounds. My classroom was huge with plenty of toys for the
girls. There was a large hall where the whole school could gather for
assemblies and concerts. There was an excellent music program with a choir and
instrument lessons. Good Shepherd’s campus by comparison was much more sparse.
There was only one gravel netball court and a strip of pavement for the
students to play on. My classroom was small, especially with 40 desks. While my
teacher had decorated her classroom with creative posters and students’ work,
other classrooms had bare walls. In reality though, Good Shepherd is much nicer
than most other free, township schools in South Africa because of the Good
Shepherd Trust. The Trust raises money, supplying extra resources that the
government does not provide such as the library and computer lab. I saw
first-hand how much of a difference these extra resources made for the
students. For some classes, my teacher was able to send half of the 40 students
to the computer lab. The students were able to work independently on the
computers while she or I could focus on teaching a much more manageable small
class of 20 students.
Staffing was another major difference between
the two schools. Both Good Shepherd and Victoria Primary had amazing teachers
and administrators from whom I learned a lot. However, Good Shepherd was very
understaffed, especially in comparison to VP. In my grade R classroom, there
was a teacher, an assistant teacher, and a classroom aid for the 19 students.
Victoria Primary could afford to hire additional staff such as physical
education and music instructors too. At Good Shepherd, my teacher had no
assistance for classes of 34 to 38 students. The government only pays for one
teacher per grade. The responsibility to pay for additional staff (such as a
principal) has fallen on the Good Shepherd Trust. My teacher told me that the
government has been extremely slow in replacing teachers in the past. For
example, the grade 4 students went without a classroom teacher for over half
the year two years ago. As a result, the students (in grade 6 now) are still
very behind. She said that they would sometimes have the cleaning staff watch
the class as they completed worksheets. With such little staff and no
substitute teachers, classes are often left on their own when a teacher cannot
come to school. During one of my visits, there were three teachers absent! The
students ran wild, playing outside. This
was very distracting for the other students trying to learn inside. A few times
my teacher scheduled doctor’s appointments for Fridays because she knew I would
be there to cover her classes. While at first it was intimidating to be left
alone with classes of 40 students, I was glad to be able to fill in.
With eleven official languages in South Africa,
language was one other area in which I witnessed inequity. Less than ten percent
of South Africans speak English as a first language, however it is the
predominant language of instruction throughout the country. At Good Shepherd, nearly none of the students
speak English at home (most speaking Xhosa and Afrikaans), but since grade 1 are
taught entirely in English. It never seemed fair to me that the students should
be forced to learn in a language they did not choose. The students received minimal extra support for this transition at Good Shepherd. At Victoria Primary, fewer students spoke Xhosa and Afrikaans at home. However, the few that did were sometimes at a disadvantage. Some of these students were able to receive extra support through speech therapy though.
After 5 months in South Africa, it has been
hard for me to accurately describe the inequality I saw between and within the
schools. This institutionalized inequity often saddened and frustrated me. Why
didn’t anyone care that there were not enough teachers for my Good Shepherd
students? Why did my VP students get outings to the beach and their own
swimming pool, while my Good Shepherd students had a few deflated netballs to
play with? Why did classes have 20 students at VP and 40 students at Good
Shepherd? How was it possible that two publicly funded schools could be so
disparate? Why did I constantly have to remind my students to speak in English
when I was the only native speaker in the classroom? These are questions I continue
to have.
Despite these worries, the students and staff
that I worked with gave me constant hope. At both schools, the teachers still
loved their students and the students still loved learning. I enjoyed teaching
at Victoria Primary just as much as I did at Good Shepherd. I was able to learn
a lot from both placements.
I have learned that I need to continue asking
similar questions about the American education system now. What are the sources
of inequality and social injustice in American schools? Furthermore, as a
future teacher it is my responsibility to help create a fair and equitable
education system. My last anecdote is from one interaction with a VP teacher. Upon meeting her, I told her that I would also be student
teaching at the Good Shepherd School on Fridays. She asked me where Good
Shepherd was … as I said: the schools literally share a back fence. The
students could hear each other’s bells and watch each other
play, but yet this teacher had no idea what was going on next door! While I
came to respect this teacher’s professionalism and ability, I do not want to be
her. I want to be a teacher that works towards building an education system
that benefits not only my students, but also all children.
Student teaching in South Africa was by far my
favorite part of study abroad. I have been home for two and a half weeks and
already really miss both schools! I hope that all I have learned will
continue to make me a better educator, dedicated to promoting equity and social
justice.