Masixole Mlandu
let us boycott e-learning
by Masixole Mlandulet us boycott e-learning
I hope this communique finds you in good health. As we all know, the country and the world at large is facing a pandemic whose impact has changed our daily lives. This pandemic has not only led to the closure of countries, but has also forced us to think differently about how we do things. it has forced us to remember how human beings are bound together in one way or another. Therefore, we acknowledge the stress and the anxieties brought about by this moment of uncertainty, and how this has impacted the lives of all people around the world, as well as the disruption it has brought in our institutionalized way of life.
Having said that, institutions of higher learning have been working increasingly hard in order to salvage the 2020 academic calendar, despite an alarming surge in COVID-19 cases. On Wednesday 29 April, the Minister of Basic Education, Angie Motshekga, announced what purported to be the reopening of basic education through what she termed "a phased approach to the re-opening of schools". This was immediately rejected by students in the higher education sector, viewing it as an extremely dangerous and callous position on the side of government. This, of course, is based on the known inequalities between affluent schools and poor schools, characterized by annual news-making narratives ranging from lack of adequate sanitation facilities in rural schools, overcrowding of classerooms and the typical unreadiness of our education system to cater for the the majority of our people.
It is against these voluminous backdrops that we too as the Africanists seek to caution government that such a move will not only endanger the lives of pupils in schools, but will potentially trigger an increase of cases throughout black rural communities, as well as our highly congested migrant townships. Therefore, we are of the view that the proposed model introduced by Mama Angie, simply will not work.
On the other hand, Higher education under the leadership of an alleged communist, Dr Blade Nzimande, has opted for online learning. the cheerleaders of which are of course "historically white" universities, the University of Cape Town (UCT) being at the forefront. As the Africanists, we view the decision to go online as one taken absent consideration of the poor Black.
This is evident in the manner in which UCT has unilaterally taken the decision to go online, with little consideration of the fact that other universities have no cultural, financial, and social capital to deliver online learning to all their students. This in many ways raises questions about the ethical conduct, or lack ,thereof of these so-called white institutions, who are forever hellbent on marking themselves as exceptions from other universities.
Secondly, the decision to go online didn’t factor the realities of the living condition of poor Black students in South Africa. This is evident in the assumption that the offering of data and laptops will inevitably change the quagmire that is the Black living condition. Little thought was given to the question of space, in that one needs a peaceful environment and a suitable room to be able to participate properly in the exercise of online learning. In his critique, Dr. Lwazi Lushaba, succinctly captures the collective sorrow and difficulties of studying at home for a poor Black students, when he states:
“Distance learning requires not just the computer and data. It requires several other resources. It requires an environment wherein the student can always have a quiet space/room to retreat to, the ability to free oneself from household chores, and have someone else perform them for you. But here is the most decisive factor, most exams are now going to be substituted by long essays or exercises requiring at times texts/resources that are not available online. For the rich the answer is simple: order them online and have them delivered. Even when they are available online, we know it is near impossible to read attentively for long on the computer screen. Again, for the rich a printer in the house or a Post-Net down the road are no-brainers. Cumulatively, what all of this means is that when post-graduate admissions are made in 2021, white students are going to be in the majority (all-white universities are going online black universities remain closed), two white students will relatively have better marks because for them the environment for online learning was always conducive and resources needed within reach.” (Lushaba, Lwazi. "on the politics of e-learning". 2020)
It is against this backdrop that we conclusively view this as yet another way of systemically excluding poor Black students in the name of continuing with the curriculum.
Lastly, the university contract, informed the a set of predetermined university rules, promises contact learning the primary mode of knowledge facilitation between student and lecturer. In this context then should the university be opting for online learning, it goes without contradiction that it violates the standing contractual agreement signed into between the student and the institution. this then raises another question: should students be expected to pay the full cost of study subject to normal conditions, or the equivalent amount offered for online courses? This is the burning question that confronts us at this juncture, as asked by Vladimir Lenin, which should guide our collective action going forward.
WHAT IS TO BE DONE?
Let us Boycott Online Learning period! It is our view that the only power that we have as students is to boycott the process altogether.
HOW DO WE DO THIS?
The university needs about 60% and above for participation for online learning to be impactful and legitimate. it is in our best interests that the university does not reach this threshold.
• Let us not login to Vula• Do not submit any assignment• Do not respond to emails about deadlines• Let us mobilize everyone including the privileged to join our progressive call.
An average participation below 60% would be a revolutionary expression of solidarity that caters not just for a few, but for everyone. It is Bell Hooks that affirms this revolutionary call to solidarity when she avers that “solidarity means intimacy in public”Our progressive action of solidarity against online learning will ensure that we do not leave behind fellow students in the far-flung villages, the informal settlements, the farms, and every place that is by historical design, not conducive for learning.
Having said that, institutions of higher learning have been working increasingly hard in order to salvage the 2020 academic calendar, despite an alarming surge in COVID-19 cases. On Wednesday 29 April, the Minister of Basic Education, Angie Motshekga, announced what purported to be the reopening of basic education through what she termed "a phased approach to the re-opening of schools". This was immediately rejected by students in the higher education sector, viewing it as an extremely dangerous and callous position on the side of government. This, of course, is based on the known inequalities between affluent schools and poor schools, characterized by annual news-making narratives ranging from lack of adequate sanitation facilities in rural schools, overcrowding of classerooms and the typical unreadiness of our education system to cater for the the majority of our people.
It is against these voluminous backdrops that we too as the Africanists seek to caution government that such a move will not only endanger the lives of pupils in schools, but will potentially trigger an increase of cases throughout black rural communities, as well as our highly congested migrant townships. Therefore, we are of the view that the proposed model introduced by Mama Angie, simply will not work.
On the other hand, Higher education under the leadership of an alleged communist, Dr Blade Nzimande, has opted for online learning. the cheerleaders of which are of course "historically white" universities, the University of Cape Town (UCT) being at the forefront. As the Africanists, we view the decision to go online as one taken absent consideration of the poor Black.
This is evident in the manner in which UCT has unilaterally taken the decision to go online, with little consideration of the fact that other universities have no cultural, financial, and social capital to deliver online learning to all their students. This in many ways raises questions about the ethical conduct, or lack ,thereof of these so-called white institutions, who are forever hellbent on marking themselves as exceptions from other universities.
Secondly, the decision to go online didn’t factor the realities of the living condition of poor Black students in South Africa. This is evident in the assumption that the offering of data and laptops will inevitably change the quagmire that is the Black living condition. Little thought was given to the question of space, in that one needs a peaceful environment and a suitable room to be able to participate properly in the exercise of online learning. In his critique, Dr. Lwazi Lushaba, succinctly captures the collective sorrow and difficulties of studying at home for a poor Black students, when he states:
“Distance learning requires not just the computer and data. It requires several other resources. It requires an environment wherein the student can always have a quiet space/room to retreat to, the ability to free oneself from household chores, and have someone else perform them for you. But here is the most decisive factor, most exams are now going to be substituted by long essays or exercises requiring at times texts/resources that are not available online. For the rich the answer is simple: order them online and have them delivered. Even when they are available online, we know it is near impossible to read attentively for long on the computer screen. Again, for the rich a printer in the house or a Post-Net down the road are no-brainers. Cumulatively, what all of this means is that when post-graduate admissions are made in 2021, white students are going to be in the majority (all-white universities are going online black universities remain closed), two white students will relatively have better marks because for them the environment for online learning was always conducive and resources needed within reach.” (Lushaba, Lwazi. "on the politics of e-learning". 2020)
It is against this backdrop that we conclusively view this as yet another way of systemically excluding poor Black students in the name of continuing with the curriculum.
Lastly, the university contract, informed the a set of predetermined university rules, promises contact learning the primary mode of knowledge facilitation between student and lecturer. In this context then should the university be opting for online learning, it goes without contradiction that it violates the standing contractual agreement signed into between the student and the institution. this then raises another question: should students be expected to pay the full cost of study subject to normal conditions, or the equivalent amount offered for online courses? This is the burning question that confronts us at this juncture, as asked by Vladimir Lenin, which should guide our collective action going forward.
WHAT IS TO BE DONE?
Let us Boycott Online Learning period! It is our view that the only power that we have as students is to boycott the process altogether.
HOW DO WE DO THIS?
The university needs about 60% and above for participation for online learning to be impactful and legitimate. it is in our best interests that the university does not reach this threshold.
• Let us not login to Vula• Do not submit any assignment• Do not respond to emails about deadlines• Let us mobilize everyone including the privileged to join our progressive call.
An average participation below 60% would be a revolutionary expression of solidarity that caters not just for a few, but for everyone. It is Bell Hooks that affirms this revolutionary call to solidarity when she avers that “solidarity means intimacy in public”Our progressive action of solidarity against online learning will ensure that we do not leave behind fellow students in the far-flung villages, the informal settlements, the farms, and every place that is by historical design, not conducive for learning.
