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New Social Compact

Coloured Trauma

Abigail George

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I don’t remember the past.

For a long time, in schools in Port Elizabeth. Swaziland and Johannesburg I was very unhappy with myself. I thought my South African self, had not turned out properly. All neat around the edges. I had no identity to speak of, no culture, no tradition, no heritage, and most of all no inheritance. I only had the genes of my mother and my father on my side. So to progress in life I educated myself. I read all that I could. All my life I was the proverbial square peg in a round hole. This image or rather idea that I had of myself was not an identity. It was a spoilt, dysfunctional identity that had no sound psychological framework.

Where did this child, a Coloured child of mixed race belong? How did I become traumatised?

It is easy to begin with the land question in retrospect, the politics of the day, the divide between the haves and the have nots, the black majority not ruling the country, the white minority in power and the Coloured playing the role of Moses in the wilderness. Nobody wants to talk about the intellectual abandonment of the Coloured people. The complete difficulty, complex and mysterious collapse of culture, identity, consciousness over generations.

When I was in school I was a child and we were taught as I am sure that children are still taught today that time waits for no man, woman or child. That we should look to the future because aren’t all children as the song says ‘the future’ but there comes a time in your life when you are an adult and you wonder where did all that time go. You realise that time flies. Studying history when I was in high school, Bethelsdorp and the Kat River Settlement were not in the curriculum. It will still not be written about today I am sure. There are no longer historians who are so up to date.

Why would they write about a vanishing tribe of people? A people who only exist as rock paintings.

Rock paintings on the walls of caves in Bethelsdorp, Nelson Mandela Bay. There are no hiking trails to mark their position. No tourists who flock to these caves but my father, an educationalist has seen these caves. He wants to take me there. This is our shared history not just a living legacy.

When I was a child I knew nothing of the London Missionary Society. Even less about the scourge of apartheid and the promulgation of the Group Areas Act. The cause and effect of emotional damage that trauma can cause. What happens to the genius, the creativity of a marginalised, disadvantaged, disenfranchised generation? What do we as a people, as a ‘tribe’ relate to? We have inherited a culture. Remember these words. The Kat River Settlement. Apartheid. Detention. Banning. Dennis Brutus. Stephen Biko. Kwame Nkrumah. Franz Fanon. Black Consciousness. Frank Talk. Bethelsdorp. The promulgation of the Group Areas Act. W.E. Du Bois. Bantu Education. Azania.

For a long time, I was openly distrustful of the world when I was an adolescent. I have always been an introvert, withdrawn and reserved and had an uneasy attitude towards people of other races, other faiths but then democracy, and three presidents into that democracy changed all of that. I am still sensitive but it is a healthy sensitivity. Beyond the trauma I know now of a novel world.

A world that is beautiful in perpetuity, full of opportunity and breakthrough but the trauma has never left me.

Not completely though. I have to understand the darkness and the light of God to perhaps to understand His people. I have to live in this world and praise it at the same time and I cannot reject the youth who find no escape from their own sorrow. I too have a dream in the final analysis. That my people, my tribe would become spiritually great. That the Coloured youth would become productive members of society.

Contribute positive outcomes and be happy instead of damaged and living in denial that this is the way that life should be. A violent fight song with a gun. Coloured trauma almost always involves the territory of drugs and violence. Coloured trauma is sexual violence and rape. Coloured trauma is going to the funeral of your child whom you have to bury before you cross over. Coloured trauma is indecisiveness and not having choices. Coloured trauma is not a mystery. It is murder, aggression against your peers and family. I want to change the world I live in and how can I not do that by writing about it. I don’t know how and when things will change.

In this version of my life I am both a student and a teacher, a leader and a follower, a poet and a writer.

And perhaps someday there will be others like me in the Northerns (the Northern Areas) who will be both a student and a teacher, a leader and a follower with potential, a poet and a writer, an introvert.

Abigail George is a feminist, poet and short story writer. She is the recipient of two South African National Arts Council Writing Grants, one from the Centre for the Book and the Eastern Cape Provincial Arts and Culture Council. She was born and raised in the coastal city of Port Elizabeth, the Eastern Cape of South Africa, educated there and in Swaziland and Johannesburg. She has written a novella, books of poetry, and collections of short stories. She is busy with her brother putting the final additions to a biography on her father’s life. Her work has recently been anthologised in the Sol Plaatje EU Poetry Anthology IV. Her work was nominated for the Pushcart Prize. She briefly studied film.

New Social Compact

Modernizing Higher Education for Economic Growth

MD Staff

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Malawi has fewer affordable universities than it has students who want to go to them, leaving college out of reach for many. Enrollment in tertiary education is low, but more and more Malawians hunger for it. With IDA financing from the World Bank, Malawian citizens now have more options.

The five-year, $51 million Skills Development Project is helping public universities to strengthen and increase public access to programs that cater to sectors critical to Malawi’s economic growth. These include engineering, natural resources extraction, agriculture, construction, health services, tourism, and hospitality.

Beyond the establishment of the National Council for Higher Education, project funding supports a range of activities at institutions, including improving course offerings and staff skills, renovating infrastructure, and setting up satellite facilities.

Market-relevant course offerings

To expand the range of scientific skills and mid-level technicians needed to fuel Malawi’s economy, 39 new programs have been developed by universities, with the participation of the private sector ensuring their relevance to the economy. By 2017, these programs contributed 44 percent of the new student intake to public universities.

Diploma programs at universities have also been bolstered to increase the training of mid-level career personnel needed by various trades. For example, the University of Malawi’s Polytechnic now offers 10 technician-level engineering diploma programs in subjects like mining, telecommunications, and health. By 2019, these programs are expected to have enrolled 750 diploma students.

Modernized facilities

One of the major constraints to increasing student enrollment at public universities has been space. At Chancellor College, where most of Malawi’s secondary school science teachers are trained, more and better infrastructure is expected to make it possible to boost student intake by 65 percent. This includes modernized laboratories and four new lecture halls seating 350 students each.

This will go a long way toward meeting an increase in the demand for science teachers, following the introduction of physics and chemistry as separate subjects in the secondary school curriculum.

Mzuzu University is heading to be the country’s center of excellence in tourism training. It is constructing a purpose-built tourism and hospitality facility that will produce graduates who are industry-ready.

Online and distance learning

The Lilongwe University of Agriculture and Natural Resources (LUANAR) and Mzuzu have introduced online and distance learning (ODL), resulting in increased enrollment at both. At LUANAR, online students make up 10 percent of the total student population. Between 2014 and 2016, Mzuzu increased its intake of online students tenfold. With more affordable fees and flexible options, the ODL system has helped to open access to higher education for many people nationwide.

“I enrolled through ODL because of its flexibility. I continue with my everyday life and yet I am studying at the same time. This is wonderful,” says 45-year-old Joe Mwenye, a father of five and a teacher in Ngabu in Chikwawa district. He is studying at LUANAR for a Bachelor of Science in Agricultural Extension.

LUANAR has three ODL centers: one in the town of Mzuzu, another in Lilongwe, and another in Blantyre. Mzuzu University is opening satellite centers in Balaka, Karonga, Mulanje, and Lilongwe.

World Bank

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New Social Compact

The Depth of Taboo: Social Issues in South Asia

Dr. Matthew Crosston

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Rarely does a geopolitical handbook also make such large and important contributions to uncomfortably critical social issues. This handbook is that rare example. The author Aryal takes our MD readers deep into some disturbing discussions – caste systems, systematic violence against women, rape, honor killings, gender stigmatizing, and societal sexism – not to just anecdotally expose people to some of the continued living horrors afflicting important regions of the world but to systematically analyze such atrocities so that their long-term political, economic, social, and diplomatic consequences are revealed.

What many around the world do not realize is how crippling these gross abuses of human decency can be for a nation and region writ large: these are not just individual crimes to be noted and then forgotten. The failure of societies, the failure of GLOBAL society, to make more effective progress and take a more rigid stand against injustice is a black mark on all countries, on all of us. This handbook in its own small way strives to be a light within that darkness and as such it is both informative and courageous. While the readers of MD will not find the content of this particular handbook for the faint of heart, the importance of acquiring this knowledge, of becoming more aware of the world that we live in as it truly is in so many places, should be considered a duty of all those fortunate enough to not be born into states where such systemic violence still exists and largely goes unchallenged.

The title of this work is no accident and no shameless marketing attempt to attract more readers. Rather, it is exposing in a single word the reason why overcoming systemic violence based on gender is so difficult. Social taboos run deep in every region, state, city, town, village. We will likely not succeed in eliminating them from the social conscience of people. But the attempt to ameliorate the power of taboo, its power to push rationality out and pull insanity in, is a noble one that all of us at the editorial staff at MD recognize as silently essential for the cause of future peace on so many different levels. The battle against taboo is the secret front end of the war against gender violence and oppression. Ultimately, the criminal justice systems of societies must improve to remedy those actions not prevented from occurring. But the real long-term comprehensive solution will be the effort to eliminate the fear of social taboos, to eliminate the stigma that drives many to commit ignorant violence in the first place.

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New Social Compact

Women and girls with autism must be empowered to overcome discrimination they face

MD Staff

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On World Autism Awareness Day, United Nations Secretary-General António Guterres has joined the global call to empower women and girls with autism and involve them and their advocates in policy and decision-making to address the discrimination and other challenges they face.

“They face […] barriers to accessing education and employment on an equal footing with others, denial of their reproductive rights and the freedom to make their own choices, and a lack of involvement in policy making on matters that concern them,” said the Secretary-General in his message on the Day.

Emphasizing that “our work for gender equality and women’s empowerment must reach all the world’s women and girls,” he stressed that the international community’s efforts to achieve the Sustainable Development Goals (SDGs) must uphold the 2030 Agenda’s core promise to leave no one behind.

The Goals and the landmark framework from which they emerged were adopted by UN Member States three years ago. Together they aim to wipe out poverty and boost equality by putting the world on a more sustainable economic, social and environmental path by 2030.

“On World Autism Awareness Day, let us reaffirm our commitment to promote the full participation of all people with autism, and ensure they have the necessary support to be able to exercise their rights and fundamental freedoms,” concluded the Mr. Guterres.

Autism is a lifelong neurological condition that manifests during early childhood, irrespective of gender, race or socio-economic status. The term Autism Spectrum refers to a range of characteristics.

Autism is mainly characterized by its unique social interactions, non-standard ways of learning, keen interests in specific subjects, inclination to routines, challenges in typical communications and particular ways of processing sensory information.

The rate of autism in all regions of the world is high and the lack of understanding has a tremendous impact on the individuals, their families and communities.

The World Day is marked annually on 2 April, and this year’s official UN commemoration will be on Thursday, 5 April, with a half-day programme in New York entitled Empowering Women and Girls with Autism, that will feature a keynote address from Julia Bascom, Executive Director, Autistic Self Advocacy Network.

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