The fourth delivery saw the trio reduced to the duo of Thandie and myself as Tristan could not join. Our process was well drilled by now; Thandie arrived at the gates of the Worcester Mews early enough to catch the matrics during the first schooling period.
There was excitement in the vehicle aided by my newly enlarged comfort zone. I was ready for the Nyaluza delivery. At the school gates, we stumbled across two students doing star jumps for what I assumed was punishment for being late for school—setting a tone of intrigue. I knew this delivery was going to be different.
Thandie chatted freely with the teacher that had helped facilitate the delivery. Today we would be visiting each matric class and distributing that way. Metal railings hugged the rough concrete hallway. The walls were littered with informal writing, football references and harsh swear words, and derogatory statements. The Nyaluza environment was different. Graffiti is a form of expression, whether one is to view it as good or bad. It was clear that the students were filled with anger and frustration. I hope our SD cards can help.
The SD card team was beginning to understand our audience. Thandie was always fearless and understanding, having spent her childhood in these areas and rose to a PhD scholar. Impressive. Tristan and I were two Zimbabweans on a mission to do anything to empower students to empower themselves. We have no real grasp on the socioeconomic issues these students face daily. We will never understand, but we can offer the students the tools. The puzzle piece will hopefully find space in the students’ puzzles.
Delivering class by class was rollercoaster-like; the initial intrigue followed by the anticipation for the name call and rounded by the excitement of what the cards could hold. Rinse and repeat when taking to the next class.
Nyaluza was the last big school for delivery, with only two more schools and 81 cards left to deliver. It was a huge milestone. The vision of providing personalised learning support for the 520 matric students in Makhanda’s no-fee paying high schools was within touching distance. Of course, much work is still done, but we have grown into our roles as a trio. Thandie, always fearless and always leading. Tristan is always curious and searching for violations within the school to bark at the Department of Basic Education. Myself, always observing and always trying to get a read from the psychological cues students and teachers offered. All different strengths but all intertwined into a trio with a vision.
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