1. Occupying the Third Space: The Writer, the Book and the Reader Nhlanhla Maake LIASA – CICD Winter Seminar 29 June – 1 July 2009

2. This discussion and thoughts in progress seek to address the space of the writer, the book and the reader in South African society in the twenty- first century, primarily within the education system and the broader social and economic context. South Africa, especially after 1994, has been besieged by contending demands which make legitimate claims of varying degrees to limited material resources. As a result relatively urgent needs to ameliorate the status quo in housing, social development, health and poverty alleviation seem to occupy the First Space in government programmes. Other needs such as job-creation, increasing productivity in manufacturing and other industries, seem to occupy the Second Space in the hierarchy, towards keeping inflation under control. This discussion and thoughts in progress seek to address the space of the writer, the book and the reader in South African society in the twenty- first century, primarily within the education system and the broader social and economic context. South Africa, especially after 1994, has been besieged by contending demands which make legitimate claims of varying degrees to limited material resources. As a result relatively urgent needs to ameliorate the status quo in housing, social development, health and poverty alleviation seem to occupy the First Space in government programmes. Other needs such as job-creation, increasing productivity in manufacturing and other industries, seem to occupy the Second Space in the hierarchy, towards keeping inflation under control.

3. The a priori perspective of this discussion is that given such a context, it often seems tenable to marginalise, albeit inadvertently, educational requirements, which at face value are not readily quantifiable, yet should form the foundation of every sound political economy, perhaps even more saliently than short term considerations. Thus the Writer, the Book and the Reader occupy the Third Space.

4. The book refers to the artefact and its intellectual content and every space which it occupies – where it is lodged for access in a public building or a private dwelling, in transit (carried in a school bag, luggage etc.) and anywhere where it lies; where its intellectual content is to be perused, and by implication its originator (writer), its producer (book value chain), its custodian (teacher, librarian, student, etc.) and its user (public).

5. AN OVERVIEW Problems of the profession Problems of the profession Funding and resources from national government and other funding agencies Funding and resources from national government and other funding agencies Uneven distribution of resources Uneven distribution of resources Leadership training Leadership training Status of library and information organisations such as LIASA, CHESA, GAELIC, etc. Status of library and information organisations such as LIASA, CHESA, GAELIC, etc. The charter The charter What has been achieved (new libraries, refurbishments, mobile libraries, container libraries. What has been achieved (new libraries, refurbishments, mobile libraries, container libraries. Skills development Skills development

6. THE FIRST SPACE In Maslows hierarchy of needs there are two main concepts, namely, primary (lower/biological/physiological) – In Maslows hierarchy of needs there are two main concepts, namely, primary (lower/biological/physiological) – the need to breath, eat, drink, sleep, control their temperature, safety etc. Failure to fulfil these needs may result in death.

7. THE SECOND SPACE THE SECOND SPACE Secondary / aesthetic /higher/ sophisticated – Secondary / aesthetic /higher/ sophisticated – needs which have to do with love, affection, appreciation, satisfaction, knowledge and other abstract needs. These are not life threatening needs and can, up to considerable degree, be deferred. needs which have to do with love, affection, appreciation, satisfaction, knowledge and other abstract needs. These are not life threatening needs and can, up to considerable degree, be deferred.

8. WHAT IS THE RELEVANCE OF THIS MODEL IN OUR DISCOURSE? WHAT IS THE RELEVANCE OF THIS MODEL IN OUR DISCOURSE? Writing, Writing, the product of writing and the product of writing and the use of the product the use of the product (What space do they occupy?)

9. THE INFRASTRUCTURE – THE SECOND SPACE physical infrastructure of education, that is, physical buildings, material resources (chalk, boards, the school bell, books, etc.) are higher in this space, whereas the direct instrument education, the book, occupies a unique space, which I would like to argue that it is the Third Space, unique in its own rights. physical infrastructure of education, that is, physical buildings, material resources (chalk, boards, the school bell, books, etc.) are higher in this space, whereas the direct instrument education, the book, occupies a unique space, which I would like to argue that it is the Third Space, unique in its own rights.

10. ALLOCATION OF RESOURCES The First Space Government Departments: Government Departments: Health and Social Development Housing (now Human Settlement) Forestry and Water Safety and Security Home Affairs Defence Force and Navy (Doctors, nurses, social workers, town planners, demographers, soldiers, police officers, etc.)

11. ALLOCATION OF RESOURCES The First Space (lower) Public Works Labour Trade and Industry (Builders, quantity surveyors, engineers, plumbers, welders, etc.)

12. ALLOCATION OF RESOURCES The Second Space Tourism Tourism Sports Sports Arts and Culture (visual artists, actors, etc.) Arts and Culture (visual artists, actors, etc.) Education (writers, books, readers, libraries, teachers, librarians, etc. Education (writers, books, readers, libraries, teachers, librarians, etc. (Is the degree of quantifiability relatively less facile in this space?)

13. ALLOCATION OF RESOURCES The Third Space Arts and Culture Education Shifted from Second space by: physical buildings physical buildings material resources (chalk, boards, the school bell, books etc.) material resources (chalk, boards, the school bell, books etc.)

14. SECTORS WHERE THE BOOK OCCUPIES SPACE : Higher Education Higher Education Further Education and Training Further Education and Training General Education and Training General Education and Training Basic Education and Training Basic Education and Training (Is the book marginalised from the second space in this sector?)

15. WHAT IS THE DIAGNOSIS? OUTCOMES BASED EDUCATION OUTCOMES BASED EDUCATION Information v. knowledge Information v. knowledge Skills v. knowledge Skills v. knowledge Data v. knowledge Data v. knowledge (Does allocation of resources undermining the republic of letters and professions?)

16. COMPARISON CERTIFICATE OF MATRICULATION OF A PUPIL AT THE HIGH SCHOOL AT TRIER CERTIFICATE OF MATRICULATION OF A PUPIL AT THE HIGH SCHOOL AT TRIER KARL MARX KARL MARX III.Knowledge and Accomplishments III.Knowledge and Accomplishments 1.Languages 1.Languages (a)In German his grammatical knowledge, as well as his composition, very good (a)In German his grammatical knowledge, as well as his composition, very good (b)In Latin he translates and explicates at sight the easier passages in the classical texts read in High School accurately and fluently; after appropriate preparation or with some aid he can often also translate the more difficult passages, especially those where the difficulty lies in the subject-matter and the train of thought rather than in peculiarities of language. (b)In Latin he translates and explicates at sight the easier passages in the classical texts read in High School accurately and fluently; after appropriate preparation or with some aid he can often also translate the more difficult passages, especially those where the difficulty lies in the subject-matter and the train of thought rather than in peculiarities of language. c)In Greek, so far as the classical texts read in High School are concerned, he shows knowledge and ability similar to those that he displays in Latin. c)In Greek, so far as the classical texts read in High School are concerned, he shows knowledge and ability similar to those that he displays in Latin.

17. COMPARISON (Cont) d)In French his grammatical knowledge is fairly good d)In French his grammatical knowledge is fairly good e)In Hebrew e)In Hebrew 2.Sciences 2.Sciences a)Religion. His knowledge of Christian theology and ethics is reasonably clear and well-founded a)Religion. His knowledge of Christian theology and ethics is reasonably clear and well-founded b)Mathematics. In mathematics his knowledge is good b)Mathematics. In mathematics his knowledge is good c)In History and Geography he is in general reasonably proficient c)In History and Geography he is in general reasonably proficient d)Physics (and the natural Sciences). In physics his knowledge is mediocre d)Physics (and the natural Sciences). In physics his knowledge is mediocre e)(Philosophical Propaedeutics) e)(Philosophical Propaedeutics) 3.Accomplishments 3.Accomplishments a)(Drawing) a)(Drawing) b)(Singing) b)(Singing)

18. CONSEQUENCES No culture of reading No culture of reading No interrogation of knowledge No interrogation of knowledge No creation of knowledge No creation of knowledge No creation of knowledge products No creation of knowledge products Dependency on importing knowledge Dependency on importing knowledge Dependency on foreign expertise Dependency on foreign expertise Dependence on metropolitan languages Dependence on metropolitan languages Degeneration of production of knowledge Degeneration of production of knowledge (Does this lead to alienation?)

19. WHAT ARE THE SOCIO-ECONOMIC CONSEQUENCES? Weakening of links in the book chain: Weakening of links in the book chain: Writers Writers Printers Printers Editors Editors Typesetters Typesetters Copy editors Copy editors Paper makers Paper makers Ink makers Ink makers Book sellers Book sellers

20. SOCIO-ECONOMIC CONSEQUENCES (Cont) Book sellers Book sellers Book distributors Book distributors Freight transport Freight transport Libraries Libraries Museums Museums Monuments Monuments Exhibitions Exhibitions Book Fairs etc. Book Fairs etc. (Contribution to the GDP)

21. SOCIO-ECONOMIC CONSEQUENCES (cont) Infringement of copyright Infringement of copyright Infringement of Intellectual property Infringement of Intellectual property Depletion of Royalties Depletion of Royalties No Public Lending Rights No Public Lending Rights Degeneration of the knowledge industry and knowledge economy Degeneration of the knowledge industry and knowledge economy

22. SATISFACTION OF PRIMARY NEEDS V. SECONDARY NEEDS Short-term measures Short-term measures Recurrence of developmental problems Recurrence of developmental problems Promotion of reading culture a a series of events rather than a process Promotion of reading culture a a series of events rather than a process Binary division between high and popular culture Binary division between high and popular culture

23. WHAT IS THE PRESCRIPTION? Use existing models Use existing models Draw from history Draw from history Derive from landmarks Derive from landmarks Back to the drawing board Back to the drawing board Writers, teachers and librarian to be activist custodians Writers, teachers and librarian to be activist custodians Demystify books and ring it into the mainstream Demystify books and ring it into the mainstream

24. ROLE MODELS (Cont) What is the common denominator: Napoleon Bonaparte Napoleon Bonaparte Frederick Douglas Frederick Douglas Mary Chisolm Mary Chisolm Fidel Castro Fidel Castro Nelson Mandela Nelson Mandela Wolw Soyinka Wolw Soyinka Garcia Marquez Garcia Marquez Barack Obama Barack Obama Mao Ze Dong Mao Ze Dong John Paul II John Paul II

25. ROLE MODELS Sidney Poitier Sidney Poitier Jane Pittman Jane Pittman Equiano Equiano Winston Churchill Winston Churchill Karl Marx Karl Marx Noam Chomsky Noam Chomsky Albert Einstein Albert Einstein Julius Nyerere Julius Nyerere Paul Kagame Paul Kagame Pablo Neruda Pablo Neruda Charles Darwin Charles Darwin Oprah Winfrey Oprah Winfrey

26. CONLUSION Writing Writing The book The book Reading Reading (To be raise to a higher level – the First Space?)

27. ROLE MODELS (Cont) Zhou: Zhou: Zhou made his own rules of work. Thirteen and a half hours a day studying, reading books and newspapers. Three and a half hours attending to his bodily needs. Zhou made his own rules of work. Thirteen and a half hours a day studying, reading books and newspapers. Three and a half hours attending to his bodily needs. Zhou Enlai wandered in Arashiyama Park, where each corner was a vision of breathtaking beauty. I want to know, to learn from the four ends of the world.... the scholar wishes to know all things under heaven.... Should he lack knowledge in one thing, he feels ashamed. Zhou Enlai wandered in Arashiyama Park, where each corner was a vision of breathtaking beauty. I want to know, to learn from the four ends of the world.... the scholar wishes to know all things under heaven.... Should he lack knowledge in one thing, he feels ashamed.

28. ROLE MODELS (Cont) MAO TSE-Tung: MAO TSE-Tung: Mao worked desperately hard as his lessons, and by the end of the five months, he had made such progress that it was decided he should be allowed to stay. (13) His classmates, who had been quite afraid of him in the beginning, adopted a more friendly attitude toward him and before long, they returned his two novels which they had hidden. Mao was surprised to discover that now he could read them much more easily than he had before. But of all the subjects in the curriculum, only his essay- writing was good. He received no marks at all for English, only five out of a hundred for arithmatic, and in drawing the only thing he managed was a circle. My three most notable students, of the several thousands I taught during my six years in Changsha, were first, Siao Shu-tung; second, Tsai Ho-shen; and third, Mao Tse-tung. The three best women students were Tao Szu-yung, Hsiang Ching-yu, and Jen Pei-tao. My three most notable students, of the several thousands I taught during my six years in Changsha, were first, Siao Shu-tung; second, Tsai Ho-shen; and third, Mao Tse-tung. The three best women students were Tao Szu-yung, Hsiang Ching-yu, and Jen Pei-tao.

29. ROLE MODELS (CONT) Mandela: Mandela: He ended with a quotation lifted from Nehru, which gave the speech its title, No Easy Walk to Freedom: You can see that there is no easy walk to freedom anywhere, and many of us will have to pass through the valley of the shadow of death again and again before we reach the mountaintops of our desires. He ended with a quotation lifted from Nehru, which gave the speech its title, No Easy Walk to Freedom: You can see that there is no easy walk to freedom anywhere, and many of us will have to pass through the valley of the shadow of death again and again before we reach the mountaintops of our desires. Mandela was more influenced by Nehru than he like to admit: I used a lot of the writings of Nehru without acknowledging it, which was a silly thing to do, he said forty-four years later. But when there is a paucity of views in you, you are inclined to do that. Mandela was more influenced by Nehru than he like to admit: I used a lot of the writings of Nehru without acknowledging it, which was a silly thing to do, he said forty-four years later. But when there is a paucity of views in you, you are inclined to do that.

30. I find television very educating. Every time somebody turns on the set, I go into the other room and read a book." Groucho Marx I find television very educating. Every time somebody turns on the set, I go into the other room and read a book." Groucho MarxGroucho MarxGroucho Marx "It is what you read when you don't have to that determines what you will be when you can't help it." Oscar Wilde "It is what you read when you don't have to that determines what you will be when you can't help it." Oscar WildeOscar WildeOscar Wilde "Fairy tales, are more than true. Not because they tell us that dragons exist, but because they tell us that dragons can be defeated." G.K. Chesterton "Fairy tales, are more than true. Not because they tell us that dragons exist, but because they tell us that dragons can be defeated." G.K. ChestertonG.K. ChestertonG.K. Chesterton "Be careful about reading health books. You may die of a misprint." Mark Twain "Be careful about reading health books. You may die of a misprint." Mark TwainMark TwainMark Twain "'Classic' - a book which people praise and don't read." Mark Twain "'Classic' - a book which people praise and don't read." Mark TwainMark TwainMark Twain "There is no friend as loyal as a book." "There is no friend as loyal as a book."

31. Ernest Hemingway Ernest HemingwayErnest HemingwayErnest Hemingway "I cannot live without books." Thomas Jefferson "I cannot live without books." Thomas JeffersonThomas JeffersonThomas Jefferson "In a good bookroom you feel in some mysterious way that you are absorbing the wisdom contained in all the books through your skin, without even opening them." Mark Twain "In a good bookroom you feel in some mysterious way that you are absorbing the wisdom contained in all the books through your skin, without even opening them." Mark TwainMark TwainMark Twain "And on the subject of burning books: I want to congratulate librarians, not famous for their physical strength or their powerful political connections or their great wealth, who, all over this country, have staunchly resisted anti-democratic bullies who have tried to remove certain books from their shelves, and have refused to reveal to thought police the names of persons who have checked out those titles. So the America I loved still exists, if not in the White House or the Supreme Court or the Senate or the House of Representatives or the media. The America I love still exists at the front desks of our public libraries." Kurt Vonnegut (A Man Without a Country) "And on the subject of burning books: I want to congratulate librarians, not famous for their physical strength or their powerful political connections or their great wealth, who, all over this country, have staunchly resisted anti-democratic bullies who have tried to remove certain books from their shelves, and have refused to reveal to thought police the names of persons who have checked out those titles. So the America I loved still exists, if not in the White House or the Supreme Court or the Senate or the House of Representatives or the media. The America I love still exists at the front desks of our public libraries." Kurt Vonnegut (A Man Without a Country)Kurt VonnegutA Man Without a CountryKurt VonnegutA Man Without a Country

32. "No book is really worth reading at the age of ten which is not equally – and often far more – worth reading at the age of fifty and beyond." C.S. Lewis "No book is really worth reading at the age of ten which is not equally – and often far more – worth reading at the age of fifty and beyond." C.S. LewisC.S. LewisC.S. Lewis "If you have a garden and a library, you have everything you need." Marcus Tullius Cicero "If you have a garden and a library, you have everything you need." Marcus Tullius CiceroMarcus Tullius CiceroMarcus Tullius Cicero "You get a little moody sometimes but I think that's because you like to read. People that like to read are always a little fucked up." Pat Conroy (The Prince of Tides) "You get a little moody sometimes but I think that's because you like to read. People that like to read are always a little fucked up." Pat Conroy (The Prince of Tides)Pat ConroyThe Prince of TidesPat ConroyThe Prince of Tides "There are two motives for reading a book; one, that you enjoy it; the other, that you can boast about it." Bertrand Russell "There are two motives for reading a book; one, that you enjoy it; the other, that you can boast about it." Bertrand RussellBertrand RussellBertrand Russell "Books are the plane, and the train, and the road. They are the destination, and the journey. They are home." Anna Quindlen (How Reading Changed My Life) "Books are the plane, and the train, and the road. They are the destination, and the journey. They are home." Anna Quindlen (How Reading Changed My Life)Anna QuindlenHow Reading Changed My LifeAnna QuindlenHow Reading Changed My Life

33. "You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, or who had ever been alive." James Baldwin "You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, or who had ever been alive." James BaldwinJames BaldwinJames Baldwin "A literary academic can no more pass a bookstore than an alcoholic can pass a bar." Carolyn G. Heilbrun "A literary academic can no more pass a bookstore than an alcoholic can pass a bar." Carolyn G. HeilbrunCarolyn G. HeilbrunCarolyn G. Heilbrun "A house without books is like a room without windows." Horace Mann "A house without books is like a room without windows." Horace MannHorace MannHorace Mann "You believe in a book that has talking animals, wizards, witches, demons, sticks turning into snakes, burning bushes, food falling from the sky, people walking on water, and all sorts of magical, absurd and primitive stories, and you say that we are the ones that need help?" Mark Twain "You believe in a book that has talking animals, wizards, witches, demons, sticks turning into snakes, burning bushes, food falling from the sky, people walking on water, and all sorts of magical, absurd and primitive stories, and you say that we are the ones that need help?" Mark TwainMark TwainMark Twain "Books serve to show a man that those original thoughts of his aren't very new after all." Abraham Lincoln "Books serve to show a man that those original thoughts of his aren't very new after all." Abraham LincolnAbraham LincolnAbraham Lincoln "Make it a rule never to give a child a book you would not read yourself." George Bernard Shaw "Make it a rule never to give a child a book you would not read yourself." George Bernard ShawGeorge Bernard ShawGeorge Bernard Shaw

34. Le sale hantle Totsiens Nisale kahle Nisale kahle Le sale sentle Le sale sentle Le sale ga botse Adieus Le sale ga botse Adieus Goodbye Nisale kwakuhle Au revoir Au revoir Ciao Ciao Vhasale zwabudi Kwaherini Kwaherini