JUNE 1976 COMMEMORATIVE DIALOGUE

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More About This Title JUNE 1976 COMMEMORATIVE DIALOGUE

English

The book, aptly titled June 1976 Commemorative Dialogue, serves as a powerful memoir that sets several facts straight. It’s written much along the lines of JULIE FREDERIKSE’S NONE BUT OURSELVES, which is ranked among the most authentic accounts of how the struggle for the liberation of Zimbabwe was won.
The book, written by Eunice Rakhale-Molefe, forms part of a series of commemorative dialogues aimed at; first, demystifying and bringing to light the above mentioned omitted facts. Secondly, to highlight the milestones that have been implemented as part of turning the heritage schools as institutions of academic excellence.
Rakhale-Molefe’s elaborate narrative is enhanced by interviews with the school ’ s alumni including former North West premier Popo Molefe, Nelson Mandela Children ’s Fund chief executive Sibongile Mkhabela, the fund’s spokesman Oupa Ngwenya, former director-general in president Thabo Mbeki ’ s office Frank Chikane and Provincial Chief Director in the Department of Basic Education and Training’ s Zanele Mthembu. Others include Enos Ngutshane, the man whose letter to the Bantu education department rejecting Afrikaans as a medium of instruction sparked the June 16 1976 insurrection, and retired Sowetan news editor Willie Bokala.

They all speak frankly, albeit nostalgically, in the book June 1976 Commemorative Dialogue, and are all working hard behind the scenes to return Naledi High School to its former glory as an academic, sporting and cultural powerhouse. Predictably, the book starts with the recollections of incumbent principal Kenneth Mavatulana, who poignantly says in part that: “A school is an institution that is about academic performance and unless we have addressed the school’s performance, we cannot truly celebrate.”
All the book’s interlocutors present enthralling anecdotes about how bad things were in the early 1970s and how the families and the entire communities’ lives were adversely affected. Readers will appreciate the writers ’ noble and surprisingly mature liberation struggle roles which they played as innocent youths who were reacting to an otherwise oppressive, suppressive and divisive regime. It tells of how Naledi High School is an institution worthy of respect as a one of the 8 heritage schools of Soweto.

English

I grew up in Moletsane Soweto and went to school at Musi High Pimville in the ’70s. I am a mother of two and a proud grandmother of one.
I was schooled into the hospitality business with Portuguese cuisine, therefore fish, mainly shell fish fascinates me. I am a former owner of Rio Sol in Sandton and African Cuisine in Fourways. The Fourways restaurant gave me an opportunity to blend the two cuisine and come up with a unique African Mozambican fusion. I was in the hospitality business for 15 years before I ventured into writing and publishing heritage books.
“Food stairs my heart and makes my tongue a pen of a skilful writer...”
Therefore most of my conversations are centred around food.
The recipes are inspired by the many tables I served interacting with tourist from different countries in Africa. The core of my conversations however were inspired by personal circumstances. It began with a letter my daughter wrote to me. The pinnacle of my conversations however is the conversation with my mother which was forced on me by circumstances of my life when I had to go home. A conversation we had over a period of two years before her passing.
Subsequent to the above conversations I became skilled in talking through complex and painful situations using dinner tables and family meals as a stirring spoon.
Eunice tells the African food story through hosting dining tables at distinctive cultural heritage eateries/sites; bringing to light the neglected aspects of African cuisine.

https://dialoguedining.wordpress.com/

Eunice Rakhale-Molefe
2017
CEM Publishers

English

CONTENTS

Foreword
6
Introduction 9
1. Career Grooming 12
2. Role Of Politics 17
3. Being A Soldier 21
4. Peer Mentorship 25
5. Girl Mentorship 32
6. Boy Mentorship 38
7. The Letter 44
8. Understanding The 8th June ’76 57






CONTENTS

Foreword
6
Introduction 9
1. Career Grooming 12
2. Role Of Politics 17
3. Being A Soldier 21
4. Peer Mentorship 25
5. Girl Mentorship 32
6. Boy Mentorship 38
7. The Letter 44
8. Understanding The 8th June ’76 57








9. Priority Areas For Schools
10. Celebrating 13th June
11. The Role Of The Church
12. Realities Of Life After School
13. Leadership
14. Sports, Arts And Culture
15. In The Midst Of ’76 Uprisings


61
64
68
72
76
79
85

CONTENTS

Foreword
6
Introduction 9
1. Career Grooming 12
2. Role Of Politics 17
3. Being A Soldier 21
4. Peer Mentorship 25
5. Girl Mentorship 32
6. Boy Mentorship 38
7. The Letter 44
8. Understanding The 8th June ’76 57








9. Priority Areas For Schools
10. Celebrating 13th June
11. The Role Of The Church
12. Realities Of Life After School
13. Leadership
14. Sports, Arts And Culture
15. In The Midst Of ’76 Uprisings


61
64
68
72
76
79
85
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