Phase 5: site survey of the fish traps - January to June 2018

Fig. 36 Paramount Chief Steenkamp positioning the wooden stick on the fire, 06/05/2016

Fig. 37 The participants around the fire repeating “we are here”

An important aspect linked to the dissemination of the project’s pedagogical imperative were school visits to the exhibitions guided by the Chiefs and largely organized by Chief Gert Cornelius Steenkamp in Port Elizabeth and Chief Daantjie Japhta in Graaff-Reinet. These two exhibitions were followed by screenings of short films and conferences in South Africa and abroad. Our work was given important recognition nationally (see outcomes list in the appendix). During the execution phases of the project, thanks to Prof. Maarten de Wit (AEON), a group of researchers from the University of Southampton visiting Port Elizabeth interviewed me at the fish traps and the interview became part of a MOOC offered by that University which contributed to international academic awareness about our work.

Phase 5: Site survey of the fish traps January to June 2018. In 2018, the project along the Eastern Cape coast continued with greater involvement from my students at the School of Architecture in the form of a scientific survey of the fish traps utilising drones and theodolites. From the beginning of the research project, thanks to the collaboration of my colleagues and friends from the School of Architecture, Lucy and Hansie Vosloo, we were able to identify other sites with fish traps besides Cape Recife, which we added as case studies. These sites are at Oyster Bay and Klipt Drift. The survey was organised as a year-long exercise for History of Architecture and Art 3 students in collaboration with Donald Flint, senior lecturer of Topography and Geometry at the School of Architecture, Prof. Phillips Russell from the Mechanical Engineering School, in co-ordination with the KhoiSan Chiefs and local guides. The exercise had the objective of increasing student awareness and knowledge of South African heritage and precolonial history as well as building a better understanding of Indigenous culture and sustainable principles as applied to the ocean. This aided the development of the students’ ability to employ different disciplines as research instruments.

Fig. 38 Chief Maleiba calling the names of the KhoiSan heroes and ancestors in the direction of the cardinal points

Fig. 39-40 Different moments of the ceremonies

Fig. 41 Chief Maleiba at the end of the art performance-rituals