Occupying the Third Space: The Writer,

the Book and the Reader

Nhlanhla Maake

LIASA – CICD Winter Seminar

29 June – 1 July 2009

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

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

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

AN OVERVIEWAN OVERVIEW

• Problems of the professionProblems of the profession

• Funding and resources from national Funding and resources from national government and other funding agenciesgovernment and other funding agencies

• Uneven distribution of resourcesUneven distribution of resources

• Leadership trainingLeadership training

• Status of library and information Status of library and information organisations such as LIASA, CHESA, organisations such as LIASA, CHESA, GAELIC, etc.GAELIC, etc.

• The charterThe charter

• What has been achieved (new libraries, What has been achieved (new libraries, refurbishments, mobile libraries, container refurbishments, mobile libraries, container libraries.libraries.

• Skills developmentSkills development

THE FIRST SPACETHE FIRST SPACE

• In Maslow’s hierarchy of needs there are In Maslow’s hierarchy of needs there are two main concepts, namely, two main concepts, namely, primary primary (lower/biological/physiological)(lower/biological/physiological) – –

the need to breath, eat, drink, sleep, the need to breath, eat, drink, sleep, control their temperature, safety etc. control their temperature, safety etc. Failure to fulfil these needs may result in Failure to fulfil these needs may result in death. death.

• THE SECOND SPACETHE SECOND SPACE

• SecondarySecondary / / aesthetic /higher/ aesthetic /higher/ sophisticatedsophisticated – –

needs which have to do with love, needs which have to do with love, affection, appreciation, satisfaction, affection, appreciation, satisfaction, knowledge and other abstract needs. knowledge and other abstract needs. These are not life threatening needs and These are not life threatening needs and can, up to considerable degree, be can, up to considerable degree, be deferred.deferred.

WHAT IS THE RELEVANCE OF THIS WHAT IS THE RELEVANCE OF THIS MODEL IN OUR DISCOURSE?MODEL IN OUR DISCOURSE?

• Writing,Writing,

• the product of writing andthe product of writing and

• the use of the productthe use of the product

(What space do they occupy?)(What space do they occupy?)

THE INFRASTRUCTURE – THE INFRASTRUCTURE – THE SECOND SPACETHE SECOND SPACE

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

ALLOCATION OF RESOURCES ALLOCATION OF RESOURCES The First SpaceThe First Space

• Government Departments: Government Departments:

Health and Social DevelopmentHealth and Social Development

Housing (now Human Settlement)Housing (now Human Settlement)

Forestry and WaterForestry and Water

Safety and SecuritySafety and Security

Home AffairsHome Affairs

Defence Force and NavyDefence Force and Navy

(Doctors, nurses, social workers, town (Doctors, nurses, social workers, town planners, demographers, soldiers, police planners, demographers, soldiers, police officers, etc.)officers, etc.)

ALLOCATION OF RESOURCES ALLOCATION OF RESOURCES The First Space (lower)The First Space (lower)

Public WorksPublic Works

LabourLabour

Trade and IndustryTrade and Industry

(Builders, quantity surveyors, engineers, (Builders, quantity surveyors, engineers, plumbers, welders, etc.)plumbers, welders, etc.)

ALLOCATION OF RESOURCES ALLOCATION OF RESOURCES The Second SpaceThe Second Space

• TourismTourism

• SportsSports

• Arts and Culture (visual artists, actors, etc.)Arts and Culture (visual artists, actors, etc.)

• Education (writers, books, readers, libraries, Education (writers, books, readers, libraries, teachers, librarians, etc. teachers, librarians, etc.

(Is the degree of quantifiability relatively less (Is the degree of quantifiability relatively less facile in this space?) facile in this space?)

ALLOCATION OF RESOURCES ALLOCATION OF RESOURCES The Third SpaceThe Third Space

Arts and CultureArts and Culture

EducationEducation

Shifted from Second space by:Shifted from Second space by:

• physical buildingsphysical buildings

• material resources (chalk, boards, the material resources (chalk, boards, the school bell, books etc.)school bell, books etc.)

SECTORS WHERE THE BOOK OCCUPIES SECTORS WHERE THE BOOK OCCUPIES SPACESPACE::

• Higher EducationHigher Education

• Further Education and TrainingFurther Education and Training

• General Education and TrainingGeneral Education and Training

• Basic Education and TrainingBasic Education and Training

(Is the book marginalised from the second (Is the book marginalised from the second space in this sector?)space in this sector?)

WHAT IS THE DIAGNOSIS?WHAT IS THE DIAGNOSIS?• OUTCOMES BASED EDUCATIONOUTCOMES BASED EDUCATION

• Information v. knowledgeInformation v. knowledge

• Skills v. knowledgeSkills v. knowledge

• Data v. knowledgeData v. knowledge

(Does allocation of resources undermining (Does allocation of resources undermining the ‘republic of letters’ and professions?)the ‘republic of letters’ and professions?)

COMPARISONCOMPARISON• CERTIFICATE OF MATRICULATION OF A PUPIL AT THE CERTIFICATE OF MATRICULATION OF A PUPIL AT THE

HIGH SCHOOL AT TRIERHIGH SCHOOL AT TRIER• KARL MARXKARL MARX• III.III. Knowledge and AccomplishmentsKnowledge and Accomplishments• 1.1. LanguagesLanguages• (a)(a) In GermanIn German his grammatical knowledge, as well his grammatical knowledge, as well

as his composition, very goodas his composition, very good• (b)(b) In Latin In Latin he translates and explicates at sight the he translates and explicates at sight the

easier passages in the classical texts read in High easier passages in the classical texts read in High School accurately and fluently; after appropriate School accurately and fluently; after appropriate preparation or with some aid he can often also preparation or with some aid he can often also translate the more difficult passages, especially those translate the more difficult passages, especially those where the difficulty lies in the subject-matter and the where the difficulty lies in the subject-matter and the train of thought rather than in peculiarities of train of thought rather than in peculiarities of language.language.

• c)c) In Greek, In Greek, so far as the classical texts read in High so far as the classical texts read in High School are concerned, he shows knowledge and ability School are concerned, he shows knowledge and ability similar to those that he displays in Latin.similar to those that he displays in Latin.

COMPARISON (Cont)COMPARISON (Cont)• d)d) In French In French his grammatical knowledge is his grammatical knowledge is

fairly goodfairly good• e)e) In HebrewIn Hebrew• 2.2. SciencesSciences• a)a) Religion. Religion. His knowledge of Christian His knowledge of Christian

theology and ethics is reasonably clear and well-theology and ethics is reasonably clear and well-foundedfounded

• b)b) Mathematics. Mathematics. In mathematics his In mathematics his knowledge is goodknowledge is good

• c)c) In History and Geography In History and Geography he is in general he is in general reasonably proficientreasonably proficient

• d)d) Physics (and the natural Sciences). Physics (and the natural Sciences). In In physics his knowledge is mediocrephysics his knowledge is mediocre

• e)e) (Philosophical Propaedeutics)(Philosophical Propaedeutics)• 3.3. AccomplishmentsAccomplishments• a)a) (Drawing)(Drawing)• b)b) (Singing)(Singing)

CONSEQUENCESCONSEQUENCES

• No culture of readingNo culture of reading

• No interrogation of knowledgeNo interrogation of knowledge

• No creation of knowledgeNo creation of knowledge

• No creation of knowledge productsNo creation of knowledge products

• Dependency on importing knowledgeDependency on importing knowledge

• Dependency on foreign expertiseDependency on foreign expertise

• Dependence on metropolitan languagesDependence on metropolitan languages

• Degeneration of production of knowledgeDegeneration of production of knowledge

(Does this lead to ‘alienation’?)(Does this lead to ‘alienation’?)

WHAT ARE THE SOCIO-ECONOMIC WHAT ARE THE SOCIO-ECONOMIC CONSEQUENCES?CONSEQUENCES?

• Weakening of links in the book chain:Weakening of links in the book chain:

• WritersWriters

• PrintersPrinters

• EditorsEditors

• TypesettersTypesetters

• Copy editorsCopy editors

• Paper makersPaper makers

• Ink makersInk makers

• Book sellersBook sellers

SOCIO-ECONOMIC SOCIO-ECONOMIC CONSEQUENCES (Cont)CONSEQUENCES (Cont)• Book sellersBook sellers

• Book distributorsBook distributors

• Freight transportFreight transport

• LibrariesLibraries

• MuseumsMuseums

• MonumentsMonuments

• ExhibitionsExhibitions

• Book Fairs etc.Book Fairs etc.

(Contribution to the GDP)(Contribution to the GDP)

SOCIO-ECONOMIC SOCIO-ECONOMIC CONSEQUENCES (cont)CONSEQUENCES (cont)

• Infringement of copyrightInfringement of copyright

• Infringement of Intellectual propertyInfringement of Intellectual property

• Depletion of RoyaltiesDepletion of Royalties

• No Public Lending RightsNo Public Lending Rights

• Degeneration of the knowledge industry Degeneration of the knowledge industry and knowledge economyand knowledge economy

SATISFACTION OF PRIMARY NEEDS V. SATISFACTION OF PRIMARY NEEDS V. SECONDARY NEEDSSECONDARY NEEDS

• Short-term measuresShort-term measures

• Recurrence of developmental problemsRecurrence of developmental problems

• Promotion of reading culture a a series of Promotion of reading culture a a series of events rather than a processevents rather than a process

• Binary division between ‘high’ and Binary division between ‘high’ and ‘popular culture’‘popular culture’

WHAT IS THE PRESCRIPTION?WHAT IS THE PRESCRIPTION?

• Use existing modelsUse existing models

• Draw from historyDraw from history

• Derive from landmarksDerive from landmarks

• Back to the drawing boardBack to the drawing board

• Writers, teachers and librarian to be Writers, teachers and librarian to be activist custodiansactivist custodians

• Demystify books and ring it into the Demystify books and ring it into the mainstreammainstream

ROLE MODELS (Cont)ROLE MODELS (Cont)

What is the common denominator:What is the common denominator:

• Napoleon BonaparteNapoleon Bonaparte• Frederick DouglasFrederick Douglas• Mary ChisolmMary Chisolm• Fidel CastroFidel Castro• Nelson MandelaNelson Mandela• Wolw SoyinkaWolw Soyinka• Garcia MarquezGarcia Marquez• Barack ObamaBarack Obama• Mao Ze DongMao Ze Dong• John Paul IIJohn Paul II

ROLE MODELSROLE MODELS

• Sidney PoitierSidney Poitier• Jane PittmanJane Pittman• EquianoEquiano• Winston ChurchillWinston Churchill• Karl MarxKarl Marx• Noam ChomskyNoam Chomsky• Albert EinsteinAlbert Einstein• Julius NyerereJulius Nyerere• Paul KagamePaul Kagame• Pablo NerudaPablo Neruda• Charles DarwinCharles Darwin• Oprah WinfreyOprah Winfrey

CONLUSIONCONLUSION

• WritingWriting

• The bookThe book

• ReadingReading

(To be raise to a higher level – the First (To be raise to a higher level – the First Space?)Space?)

ROLE MODELS (Cont)ROLE MODELS (Cont)

• Zhou:Zhou:

Zhou made his own rules of work. Zhou made his own rules of work. Thirteen and a half hours a day studying, Thirteen and a half hours a day studying, reading books and newspapers. Three and reading books and newspapers. Three and a half hours attending to his bodily needs.a half hours attending to his bodily needs.

Zhou Enlai wandered in Arashiyama Park, Zhou Enlai wandered in Arashiyama Park, where each corner was a vision of where each corner was a vision of breathtaking beauty. “I want to know, to breathtaking beauty. “I want to know, to learn from the four ends of the world .... the learn from the four ends of the world .... the scholar wishes to know all things under scholar wishes to know all things under heaven.... Should he lack knowledge in one heaven.... Should he lack knowledge in one thing, he feels ashamed.”thing, he feels ashamed.”

ROLE MODELS (Cont)ROLE MODELS (Cont)

• MAO TSE-Tung:MAO TSE-Tung:Mao worked desperately hard as his lessons, and by Mao worked desperately hard as his lessons, and by the end of the five months, he had made such the end of the five months, he had made such progress that it was decided he should be allowed to progress that it was decided he should be allowed to stay. (13) His classmates, who had been quite afraid stay. (13) His classmates, who had been quite afraid of him in the beginning, adopted a more friendly of him in the beginning, adopted a more friendly attitude toward him and before long, they returned attitude toward him and before long, they returned his two novels which they had hidden. Mao was his two novels which they had hidden. Mao was surprised to discover that now he could read them surprised to discover that now he could read them much more easily than he had before.much more easily than he had before.But of all the subjects in the curriculum, only his But of all the subjects in the curriculum, only his essay-writing was good. He received no marks at all essay-writing was good. He received no marks at all for English, only five out of a hundred for arithmatic, for English, only five out of a hundred for arithmatic, and in drawing the only thing he managed was a and in drawing the only thing he managed was a circle. circle.

• ““My three most notable students, of the several My three most notable students, of the several thousands I taught during my six years in Changsha, thousands I taught during my six years in Changsha, were first, Siao Shu-tung; second, Ts’ai Ho-shen; and were first, Siao Shu-tung; second, Ts’ai Ho-shen; and third, Mao Tse-tung. The three best women students third, Mao Tse-tung. The three best women students were Tao Szu-yung, Hsiang Ching-yu, and Jen Pei-were Tao Szu-yung, Hsiang Ching-yu, and Jen Pei-tao.”tao.”

ROLE MODELS (CONT)ROLE MODELS (CONT)

• Mandela:Mandela: He ended with a quotation lifted from Nehru, He ended with a quotation lifted from Nehru,

which gave the speech its title, ‘No Easy which gave the speech its title, ‘No Easy Walk to Freedom’: ‘You can see that there is Walk to Freedom’: ‘You can see that there is no easy walk to freedom anywhere, and no easy walk to freedom anywhere, and many of us will have to pass through the many of us will have to pass through the valley of the shadow of death again and valley of the shadow of death again and again before we reach the mountaintops of again before we reach the mountaintops of our desires.’our desires.’

Mandela was more influenced by Nehru than Mandela was more influenced by Nehru than he like to admit: ‘I used a lot of the writings he like to admit: ‘I used a lot of the writings of Nehru without acknowledging it, which of Nehru without acknowledging it, which was a silly thing to do,’ he said forty-four was a silly thing to do,’ he said forty-four years later. ‘But when there is a paucity of years later. ‘But when there is a paucity of views in you, you are inclined to do that.’views in you, you are inclined to do that.’

• I find television very educating. Every time I find television very educating. Every time somebody turns on the set, I go into the other somebody turns on the set, I go into the other room and read a book." room and read a book." — — GrouchoGroucho Marx Marx

• "It is what you read when you don't have to that "It is what you read when you don't have to that determines what you will be when you can't help determines what you will be when you can't help it." it." — — Oscar WildeOscar Wilde

• "Fairy tales, are more than true. Not because they "Fairy tales, are more than true. Not because they tell us that dragons exist, but because they tell us tell us that dragons exist, but because they tell us that dragons can be defeated." that dragons can be defeated." — — G.K. ChestertonG.K. Chesterton

• "Be careful about reading health books. You may "Be careful about reading health books. You may die of a misprint." die of a misprint." — — Mark TwainMark Twain

• "'Classic' - a book which people praise and don't "'Classic' - a book which people praise and don't read." read." — — Mark TwainMark Twain

• "There is no friend as loyal as a book.""There is no friend as loyal as a book."

• — — Ernest HemingwayErnest Hemingway• "I cannot live without books." "I cannot live without books."

— — Thomas JeffersonThomas Jefferson • "In a good bookroom you feel in some mysterious "In a good bookroom you feel in some mysterious

way that you are absorbing the wisdom contained in way that you are absorbing the wisdom contained in all the books through your skin, without even opening all the books through your skin, without even opening them." them." — — Mark TwainMark Twain

• "And on the subject of burning books: I want to "And on the subject of burning books: I want to congratulate librarians, not famous for their physical congratulate librarians, not famous for their physical strength or their powerful political connections or strength or their powerful political connections or their great wealth, who, all over this country, have their great wealth, who, all over this country, have staunchly resisted anti-democratic bullies who have staunchly resisted anti-democratic bullies who have tried to remove certain books from their shelves, and tried to remove certain books from their shelves, and have refused to reveal to thought police the names of have refused to reveal to thought police the names of persons who have checked out those titles. persons who have checked out those titles.

So the America I loved still exists, if not in the White So the America I loved still exists, if not in the White House or the Supreme Court or the Senate or the House or the Supreme Court or the Senate or the House of Representatives or the media. The America I House of Representatives or the media. The America I love still exists at the front desks of our public love still exists at the front desks of our public libraries." libraries." — — Kurt VonnegutKurt Vonnegut ( (A Man Without a CountryA Man Without a Country))

• "No book is really worth reading at the age of ten "No book is really worth reading at the age of ten which is not equally – and often far more – worth which is not equally – and often far more – worth reading at the age of fifty and beyond." reading at the age of fifty and beyond." — — C.S. LewisC.S. Lewis

• "If you have a garden and a library, you have "If you have a garden and a library, you have everything you need." everything you need." — — Marcus Marcus TulliusTullius Cicero Cicero

• "You get a little moody sometimes but I think that's "You get a little moody sometimes but I think that's because you like to read. People that like to read because you like to read. People that like to read are always a little fucked up." are always a little fucked up." — — Pat ConroyPat Conroy ( (The Prince of TidesThe Prince of Tides))

• "There are two motives for reading a book; one, "There are two motives for reading a book; one, that you enjoy it; the other, that you can boast that you enjoy it; the other, that you can boast about it." about it." — — Bertrand RussellBertrand Russell

• "Books are the plane, and the train, and the road. "Books are the plane, and the train, and the road. They are the destination, and the journey. They are They are the destination, and the journey. They are home." home." — Anna Quindlen (How Reading Changed My Life)— Anna Quindlen (How Reading Changed My Life)

• "You think your pain and your heartbreak are "You think your pain and your heartbreak are unprecedented in the history of the world, but then you unprecedented in the history of the world, but then you read. It was books that taught me that the things that read. It was books that taught me that the things that tormented me most were the very things that connected tormented me most were the very things that connected me with all the people who were alive, or who had ever me with all the people who were alive, or who had ever been alive." been alive." — James Baldwin— James Baldwin

• "A literary academic can no more pass a bookstore than an "A literary academic can no more pass a bookstore than an alcoholic can pass a bar." alcoholic can pass a bar." — Carolyn G. Heilbrun — Carolyn G. Heilbrun

• "A house without books is like a room without windows." "A house without books is like a room without windows." — Horace Mann — Horace Mann

• "You believe in a book that has talking animals, wizards, "You believe in a book that has talking animals, wizards, witches, demons, sticks turning into snakes, burning witches, demons, sticks turning into snakes, burning bushes, food falling from the sky, people walking on water, bushes, food falling from the sky, people walking on water, and all sorts of magical, absurd and primitive stories, and and all sorts of magical, absurd and primitive stories, and you say that we are the ones that need help?" you say that we are the ones that need help?" — Mark Twain— Mark Twain

• "Books serve to show a man that those original thoughts of "Books serve to show a man that those original thoughts of his aren't very new after all." his aren't very new after all." — Abraham Lincoln— Abraham Lincoln

• "Make it a rule never to give a child a book you would not "Make it a rule never to give a child a book you would not read yourself." read yourself." — George Bernard Shaw— George Bernard Shaw

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