A History Inclusive of All

INTRODUCTION A HISTORY INCLUSIVE OF ALL

Re-imagining our past, reflecting our present and shaping our future.

2020 has been a year in which the ‘status quo’ has been shaken on many levels – and often quite rightly so. One of these focus areas was sparked by the tragic images of the seemingly ‘casual’ and wholly inhumane way George Floyd was murdered in the United States of America, manifesting in an outpouring of international grief, and engagement and debate amongst our own alumnae and current learners about how we address race and racism in our communities. As a school we welcomed and supported these conversations – they are essential if we are to transform our society – and we acknowledge and are committed to the following core principles in our engagement with issues around injustice: ƒ In all matters, we strive to be guided by the principles of the Bill of Rights enshrined in our Constitution, as well as the values of our school: integrity, respect, inclusivity, empathy, courage and accountability. ƒ Institutional (and individual) racism is real, deep-seated, and wrong. It must be challenged as a matter of human and social justice and dignity. ƒ We seek to build an inclusive community where everybody’s voice is important, and to listen and share with compassion and kindness to ourselves, as well as to others. ƒ We invite open and constructive engagement and dialogue that does not hide or deny the injustices of our past, and present. ƒ We recognise that – as a school – our primary purpose is to educate and nurture the development of powerful young people with informed opinions and a desire to make a meaningful and just difference in our country, and the world. At the same time, we recognise that it is important, in turn, also to listen.

One of the many resultant conversations that took place this year centred on how to transform physical spaces in a manner that makes everyone feel that they belong, and that their contributions are valued – especially in light of the principles outlined above. Inspired by the removal of statues and memorials to past slave owners and the confederacy in the USA, and the process of renaming and repurposing that followed, a group of Grade 12 learners gathered in June to discuss spaces within our school, and how history is represented within these spaces. In order to create our own ‘blank canvas’ upon which the heritage of our school can be

re-imagined, the decision was taken to clear the Entrance Hallway and the Memory Room of their current memorabilia, much of which is reminiscent of the colonial and apartheid eras in our country’s history, and to present our school’s history in a more transformative, and inclusive, manner. The idea behind this action was not to deny or attempt to hide our history. It is for this reason that each of these items has been photographed, accessioned and added to the school’s archival collection. Some pieces were also returned to this space to reflect an aspect of the school’s past, but in a way that encompasses many voices, perspectives and lived experiences of our learners and staff over the years.

In the words of two of our Grade 12 learners: “The aim of restructuring the Memory Room is not to erase Wynberg’s history … The aim is to create an environment where the Memory Room resembles both the past AND the present. The Memory Room was currently lacking any indication of change that has taken place in the school since 1994. It only focused largely on the school’s history prior to 1994 (when only white pupils were permitted to attend WGHS), and ultimately alienates the current POC community of Wynberg by doing so. The Memory Room and reception area/foyer are rooms of significance as they are the first space visitors, and potential students coming for interviews, enter, and paints the first impression of what the school stands for. So it makes no sense to only have symbols of a pre-1994 school and nothing that resembles what the school CURRENTLY stands for.” Charlotte Gumunyu (Matric 2020)

“Myself and other matrics have been meeting with Ms Wallace, about BLM and also about transformation and the treatment of POC in our school. While there are still so many more conversations to be had, which everyone is invited to join in, we have made some progress. We will be dismantling the Memory Room and removing all items that celebrate colonial history that has been painful to many of us. I understand that this does not fix the mistakes of the past … my hope is that this is only the beginning of a more inclusive school, and that this process will continue.” Stacey Muzanya (Head of School, 2020)

It is our hope that a project of this nature will allow our learners to be agents of change in a way that will bring about healing, and growth. Reflective of the pioneering spirit that has always been Wynberg, it is our vision to make this space one which speaks afresh, boldly and invitingly, of the living, changing learning environment that proudly is Wynberg Girls’ High School. Dr Jennifer Wallace

I UNDERSTAND THAT THIS DOES NOT FIX THE MISTAKES OF THE PAST … MY HOPE IS THAT THIS IS ONLY THE BEGINNING OF A MORE INCLUSIVE SCHOOL.

GRADES MATRIC