The dilemma as it evolves

Written by Maleke Montshiwagae

I have been watching with interest the racial issues in some selected schools around the country, or should I call them isolated racial incidents? regarding what has been termed racist attitudes and acts towards black learners in formally whites only schools.

One has to keep in mind that we are only dealing with reported physical incidents here! What about the unreported mental violence against these kids?
Because Eurocentric "quality" education has become a rare commodity within environments of the black grammar of suffering, blacks find themselves roaming the white streets in search of this commodity! The ability to roam these white streets is informed also by the immediate socio-economic status of the various black families; therefore it is not an organic integration gesture/act. It depends on whether one can or cannot, given the money or its lack thereof!

The adequate understanding of aspects of racism leads us to understand that racism has a lot to do with power and control over resources, which explains why blacks find themselves wanting to locate the physical bodies of their children within white educational super structures, but the reverse does not happen where whites would roam black streets looking for quality education! this truly only happened when Greeks went to black Egypt to learn from what they knew, at the time when we wrote medical textbooks about 6000 years ago or about 3000 BCE, or when various people went to the universities of Mali in the Timbuktu city! the current lack of this reciprocity places emphasis on the need to stress that blacks taking their kids to white schools is not an organic flow of integration, but a clear cut indication of a deficiency in the resource ["quality education"] informed by anti-black racism of resource imbalances.

The other aspect of the dilemma in these racism talk shops and acts is that, our very black kids whom are being physically forced to be present in these white educational realities, they remain absent as African beings and black humans because the very educational commodity being fed to them after it having being desperately chased by their not mentally liberated parents, produces and reproduces white clones who themselves will perpetuate white culture and way of thinking. The black child's mental development and emotional status remains an experimental black ball in a pool game in which she/he watches as a game of racist "anti-black" resource imbalances randomly plays out, only to be the outstanding casualty at the end of the game to be dumped into a hole by a white ball! This white ball representing the white structural power that is in-charge throughout the game!

Therefore the point at hand here is that, racism in these schools revolves around the fact that black absence is necessary for a structural continuation of the anti-black world, if blackness won't be absent in physical terms then it will be absent in mental developmental terms!


That’s why they physically attack us, or they've setup their white centred education that produces white clones that will fit into the white cultural institutions [universities] and eventually feed into their Eurocentric industrial complexes.

The question then is, what are we fighting for? Is it not time to question about the "whens" of African centred education that will define us?
Even if we are to agree that acquiring that educational commodity located in a white school means something to us, when then are we going to request for both our mental presence in there and "being" presence?

For as long as we cannot deal and confront these and other questions, structural positionality will forever determine the position of a black man in an intact anti-black-white-world.