Students gained valuable insights into the topic of human trafficking thanks to a partnership between the Faculty of Business and Management Sciences and A21, an organisation which fights human trafficking.

Co-ordinated by Mandie Richards, Senior Lecturer and Transformation Forum Chairperson, and Douglas Dyers, Lecturer and Transformation Forum Representative in the Faculty, the project saw Katie Modrau, A21 South Africa Country Manager, and Chené Fourie, the A21 SA Reach Co-ordinator, sharing information with academics and students.

They interacted with Diversity Management second-year students, co-ordinated by Richards and Advanced Diploma Project Administration students, co-ordinated by Dyers, as students worked on their research projects, which were integrated into the curriculum of their respective subjects.

Richards stated: “False promise and hope are often sold to people, and it is indeed tragic that people are exploited for financial gain, and traffickers take advantage of the vulnerabilities and desperation of people. Even more shocking is that one in every four children are victims of human trafficking.”

Dyers commented: “Human Trafficking is a crime hidden in plain sight, it happens in our communities often, and the responsibility of the Advanced Diploma students is to create awareness as to this shocking crime. The fulltime and part-time students created awareness through activations on campus, as well as in shopping malls and in community spaces”.

“According to national statistics, 30% of people who are trafficked know the traffickers as they are either friends or family members,” said Fourie. She also shared the toll-free number - 0800 222777, which is open 24/7 and 365 days a year, and encouraged students to save the number and to report anything suspicious with regards to the red flags identified in the conversation. She further advised students of the job vetting service offered by A21, should it be required.

Students engaged interactively in the sessions and shared many questions and comments.

Tshepo Ngwane voiced the question many students enquired about: “What signs or indicators should we look for to help identify potential trafficking situations?” Sibabalwe Hlazo commented: “The high unemployment rate and lack of resources is the key contributing factor to human trafficking”, whilst Luzette Tobias, stated: “I never knew that human trafficking was a big thing in South Africa until now. I always thought it just happens overseas”.

Fourie further cautioned students: “Be careful as to your online presence and understand that there are many fake profiles and traffickers online who want to reach and deceive vulnerable people, so do not post any personal information, which can be used to track you and blackmail you.”

Richards stated: “This cohort of second-year and Advanced Diploma students also completed a social media module: What every University Student needs to Know, and accredited by the Digital Law Academy, to prepare them to not only take precautions whilst online, but also to the various online scams in enticing young people seeking employment to various trafficking organisations.”

Students engaged in a silent protest against human trafficking at the Piazza on the District Six campus and created awareness through their digital storytelling videos and displaying their posters, which formed part of the project, in the Commerce Building. Students also joined Richards in the Walk For Freedom, which is an annual day of global awareness organised by A21, as the local action in the fight against human trafficking.

The students indicated that they gained many insights into the topic and that they were unaware of the gravity of Human Trafficking and would be able to share their knowledge in their communities to create further awareness.

Richards further emphasised that the curriculum cannot be taught in silos and that educators have the responsibility to engage young people on the realities of life and encourage them to add their voices to the conversations and share information and empower communities.

Written by CPUT News

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Second-year Diversity Management students in the Faculty of Business and Management Sciences recently engaged in a one-day District Six Heritage Learning Journey workshop at the District Six Museum (D6M).

Mandie Richards, Senior Lecturer and Chairperson of the Transformation Forum in the Faculty of Business and Management Sciences, said the District Six Heritage Learning Journey is integrated into the curriculum in the subject Diversity Management and that this year marked the 12^th year of the project and a collaboration with D6M.

Full-time and part-time Diversity Management students from the District Six and Wellington campuses participated in the workshop.

Richards stated: “The story of District Six is not an isolated story and synonymous to Cape Town and the Western Cape. Forced removals as a result of the Natives Land Act of 1913, and the Group Areas Act of 1950 during apartheid impacted the lives of many people of colour across South Africa socially, politically, psychologically and economically. Families were torn apart, traumatised and communities were destroyed.”

Fidelis Chu, the subject lecturer at the Wellington Campus, stated that the workshop was necessary for all students to attend, as it allowed for students to have a meaningful and deeper understanding of history and the past.

Mandy Sanger, the D6 Museum Head of Education, engaged in interactive conversations with students, through exploring the past, looking at the present and the future, and the roles students should be playing. Students were afforded opportunities to engage in inter-generational conversations with ex-residents who shared their stories and challenges, and enlightened students through a personal guided tour and shared the history of the sites and the culture of the people who once lived in this vibrant community.

Richards further stated: “Students need to have an understanding of the past, and more so as the Institution is built on land which was the homes of people living in District Six, and who were forcibly removed on 11 February 1966 by the apartheid regime.”

Richards indicated that 74% of the students who attended the workshop, were unaware that CPUT was built on the homes of residents who had lived in D6.

One of the ex-residents, Nadeema Oostendorp, lived in Richmond Street in D6, and was forcibly removed with her family to Lavender Hill on the Cape Flats, and started working in a clothing factory at the age of 14 to assist her mother financially. Nadeema stated: “The District Six Museum is my comfort space, as it reminds me of a community we once were, before we were destroyed by the apartheid Land Act”. Students also created digital storytelling videos and shared the story of the ex-resident with whom their team interacted.

One of the students, Bontle Swazi, stated: “The workshop improved my understanding of the history, as well as the forced removals and the impact of apartheid. I genuinely didn't know that D6 was a community filled with numerous homes, families and schools. So, it was so heartbreaking to hear the aunties’ stories, and what they went through at such a young age.”

Students also shared their stories and challenges and worked on a #CreateChange project to address challenges in their communities. The challenges were varied and included, amongst others, gender-based violence (GBV), teenage pregnancy, gangsterism, drug addiction, unemployment and a lack of service delivery. This required that students explore the challenge they identified in their team, present their projects in the session and provide solutions to addressing these challenges in their communities and an action plan with solutions which would work towards empowering youth and community members, thus working towards nation building.

Sesethu Haya highlighted domestic violence as a challenge their team identified for their team project and passionately stated: “The patriarchal and apartheid system left deep scars which resulted in violence, and we as young people need to guide young men to know what is meant by being a man, and that real men do not beat women.” He advocated for change and that GBV should be eradicated. He further proposed ways in which young students could contribute to change and empower young people through workshops and conversations in safe spaces; and serve as role models for young men and teach them to respect women.

Richards stated: “Most students shared that they enjoyed the interactive discussions and hearing firsthand accounts from the ex-residents and students about their real-life experiences, as it created a powerful atmosphere where everyone felt connected to the history and impact of content being taught”.

She further indicated that curriculum could not be taught in isolation and devoid of the realities of socio-political challenges nor ignore the voices of students and community members.

Written by CPUT News
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