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Mzoli’s Meat
In this story, University of Cape Town student Unathi Kondile reports from post-apartheid South Africa, where the government's economic policies are beginning to show results. A growing black middle class has nearly doubled since apartheid ended in 1994. More young blacks are going to college, earning business and marketing degrees, and capitalizing on the drive toward “Black Economic Empowerment.” So where does this up-and-coming young black middle class go to spend disposable income? Unathi says, it's a most unlikely destination - a butcher shop on the outskirts of the city.
Unathi’s profile of Mzoli’s butcher shop is part of Youth Radio’s International Desk, a newsroom initiative that explores young people's impact on the global economy, transnational youth culture, and local political struggles from major international cities like Cape Town, Kabul, Mexico City, and Bombay. Unathi met Youth Radio producer Nishat Kurwa when he worked as her guide and translator during an International Desk reporting trip, while also contributing this story. Here’s what Unathi told Nishat about how the topic developed:
I was busy talking about how Cape Town wasn't representative of the racial divides and all the other bitter jazz. I mentioned all the possible stories we could do for me - like shacks, unemployed youth, but you… said I should find something positive, so I suggested we go to a place that would show you young rich blacks who flaunt their stuff, plus the good meat and celebrities... I think you didn't believe me as such until we were there...”
Click here to find the full script and audio for this story.
Teach Youth Radio
For this month's feature, you will be able to view these strategies and resources:
1. How teachers can align this Youth Radio story to National Standards in the classroom.
2. Suggestions for lesson plans that link the story's content to your classroom's themes and subject areas.
3. Suggestions for lesson plans that explore media literacy, using the story to re-read mainstream media.
4. Bios of the Youth Radio reporters who produced the story.
5. A list of resources and further research related to the story's themes.
6. Links to Youth Radio’s media production techniques as guides and inspiration for your students’ creative media-making projects.
1. NATIONAL STANDARDS: Standards Alignment
Subject: LANGUAGE ARTS
NL-ENG.K-12.1 READING FOR PERSPECTIVE
NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE
NL-ENG.K-12.3 EVALUATION STRATEGIES
NL-ENG.K-12.6 APPLYING KNOWLEDGE
NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING
Subject: GEOGRAPHY
NSS-G.K-12.2 PLACES AND REGIONS
NSS-G.K-12.4 HUMAN SYSTEMS
NSS-G.K-12.6 THE USES OF GEOGRAPHY
Subject: ECONOMICS
NSS-EC.9-12.1 SCARCITY
NSS-EC.9-12.2 MARGINAL COST/BENEFIT
NSS-EC.9-12.3 ALLOCATION OF GOODS AND SERVICES
NSS-EC.9-12.4 ROLE OF INCENTIVES
NSS-EC.9-12.5 GAIN FROM TRADE
NSS-EC.9-12.9 ROLE OF COMPETITION
NSS-EC.9-12.14 PROFIT AND THE ENTREPRENEUR
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2. NEWS YOU CAN USE: Story content in your classroom, Suggestions for lesson plans
Listening Activities:
Where in the world:
Before playing the entire newsbreak, share a selection of excerpts, some with geographic cues and some without. Ask students to guess where the story takes place.
Interviewees:
For the first full listening, divide the class into groups of three and assign each student one of Unathi’s interviewees: Mzoli, Thembi, or DJ Fresh. Students can then share summaries of what their particular person said in their groups.
Making a connection:
While listening to the story and reading the transcript, students can highlight or underline key phrases that remind them of their own favorite hangouts.
Language Arts:
Hanging Out:
Mzoli’s Meat is, among other things, a social gathering place. Where do young people hang out and what do they do there? Are those spaces considered exclusive to particular groups? Is there an equivalent to Mzoli’s Meat in their neighborhood? How is it similar and how is it different?
Social Structure:
D.J. Fresh describes the blend of social status at Mzoli’s: “the melting pot of everybody who is either climbing the ladder, who is at the top of the ladder, or sees the ladder and wonders, ‘What do I do with this ladder?’” How can this be related to different peer groups in the United States? How does Unathi see people of different economic classes represented at Mzoli’s meat? How do students view social differences among their peers? Does class have any influence on the way social groups are organized at your school? What other factors affect the formation of peer groups?
Black and Colored:
In South Africa there is a difference between blacks and coloreds. Students can research the difference and find out what the historical rights and privileges are that have come with being labeled colored. How does this differ and how is this similar to the African American population in the United States? What is the One Drop Rule? How has the law historically been used to protect white ruling class property interests? How have these categorizations of people of African descent been used to keep the ruling class in power?
Trying to leave:
Unathi concludes this piece with, “I’m back in the township - the very same place I’ve been trying to get out of for so long.” Does this phrase resonate with any students or their family members? Why or why not?
Geography:
Cape Town:
Students can check out a map to find out where Cape Town is located. What other significant events with regard to South African history took place here?
Townships:
How does the displacement of black South Africans relate to the displacement of indigenous people and the segregation of blacks in the United States? What is the history behind the creation of townships, sovereign nations, and ghettos?
Economics:
Black Business:
Unathi says there is a government push to make sure that black people own 10% of corporations’ shares. What percentage of the South African population is black? Is this government program considered Affirmative Action? How does this relate to the United States in terms of the population of black people and the percentage of corporate shares owned by black people? Students can discuss the idea of a law that protects black people’s business and educational interests with regard to a percentage guaranteed according to the population.
Tough competition:
Imagine that Mzoli’s Meat were competing with McDonald’s. Which establishment would win? Often small businesses have a hard time surviving because larger corporations use tactics that are highly competitive. What are some of the strategies businesses use to advertise and drive costs down?
Local support:
Local support: Mzoli’s Meat is a thriving local black owned business that meets a particular need in the community. Do students in your community find that they spend more money on locally owned businesses or more well established corporate owned places? Why do students make the spending decisions they make (price, brand, etc.)? They can create a survey that investigates the spending patterns of their peers.
Corporate Executive Officers:
Unathi learns a lot from speaking directly to Mzoli Ngcawuzele. Students can do research on the CEOs of their favorite businesses (food, clothing, cars, athletic teams, etc.). How long have these businesses been in existence? How have they become successful? How many of these CEOs, owners, or founders are people of color?
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3. CRITICAL MEDIA LITERACY: Putting This Story in Context
Barbecues and murder: While Mzoli’s Meat is associated with networking, during the pre-apartheid era, white South African counterparts socialized with a braai, short for braaivleis or barbecue, which was associated with eating barbecued meat and burning the corpses of black South Africans. Students can investigate some of the Truth and Reconciliation Commission stories that tell of these atrocities.
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4. MEET THE COMMENTATOR
Unathi Kondile holds a B.A Film and Media Degree from the University of Cape Town, South Africa. He is currently working for the University of Cape Town's New Media department, while studying web design and freelancing as a radio features producer.
Born and bred in the Eastern Province in a little town called Butterworth, Unathi worked his way through the dusty government schools and finally landed himself in Cape Town, where he pursued computer science, but later switched to media. In addition to his reporting, Unathi has worked as a specialist house music deejay and technical manager, and he has been featured in several radio dramas.
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5. RESOURCES AND RESEARCH
• "History of Apartheid"
• "History of Coloreds in South Africa"
• "South African Economic Policy"
• "South Africa’s Poor Question The Power Of The Ballot"
• South Africa: The Frustrating Decade of Freedom
• Braaivleis and murder:
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6. MEDIA PRODUCTION FOR LEARNING: Making Audio Narratives
Click here to link to Youth Radio's guidelines for conducting interviews, writing commentaries, and producing features.
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