Writing Your Own World - South Africa

The project ran from April to June 2004 and was aimed at developing the Afrikaans-speaking community of Promosa, Potchefstroom. The project consisted out of three phases: sharing stories, making a book, publishing. Before starting each phase, the organisers made contact with important role players, such as the principals of both schools, teachers, and the local head of the centre for the aged. These people were involved in the project from the start, and their input as community leaders was invaluable. Research was done and sources used were the local library, the municipality, local residents and the Internet.

The participants in the project were primary school learners aged from 10-13 years, secondary school learners aged from 16-20 years and members of the centre for the aged, from 60-80 years of age. The participants were involved in bookmaking and story writing, a creative writing contest, a creative writing workshop and story telling sessions. The children made a simple booklet of their own writing and illustrating their own stories. Their topics were "My happiest day" or "My saddest day". The teenagers held a creative writing contest, writing on the topics "If I could have my life over again" and "The day I will never forget". Some of the elderly participants were not literate, in which case their stories and experiences were recorded transcribed for them. Others wrote their stories themselves. The end product, a published anthology, contained their stories, illustrations and some photos of participants.

The project created public awareness during and after the project via:

• exhibitions in the local libraries, primary school and centre for the aged
• articles in media e.g. the local paper, Taalgenoot, and the university's website
• a short video of the project was made by one of the post-graduate students specialising in video production.
• exhibitions and presentations at conferences.

Development Issues
Children, Youth, Aged

The project organisers believe involving various groups in the community in sharing stories, creative writing, and bookmaking, can:

• stimulate an interest in writing and publishing
• provide individuals with the opportunity to tell stories about themselves and their own world
• encourage individuals and generations to share their experiences and stories with each other
• contribute to the recording of a community's stories
• contribute to the knowledge and understanding of a community's unique identity and space

The project organisers say it succeeded in its aims and goal which were:

• "Die Soetsuur Lemoen: Die hartseer en geluk van Promosa" (meaning "The Sweet-and-Sour Orange: Heartsore and Happiness in Promosa") was published and proudly received by the community.
• Various groups and individuals in the community were actively involved during the different stages of the project, including volunteers.
• People told or wrote stories about themselves and their world and shared their experiences with each other.
• Individuals acquired new skills, e.g. in creative writing, bookmaking and publishing.
• The project stimulated an interest in stories, writing and publishing.
• Participation in the project contributed to individuals' self worth and sense of identity.
• Stories and experiences of Promosa's people were chronicled and this also contributed to an understanding of the community's identity and space.
• The project served as an opportunity for training students. Students of creative writing formed an indispensable part of the project and benefited by expanding their experience, knowledge and skills.

"Die Soetsuur Lemoen" tells a range of stories and emotions, from across the age spectrum of the community, providing an avenue for personal healing. The elderly participants write about their experiences of living as non-whites under apartheid, some of whom were subjected to forced removals, via which South Africa's former apartheid government forced people to live in different areas according to their race. Stories from the elderly also tell of former challenges of living in homes without running water and electricity. The children write about their day-to-day reality, including experiences of broken families, death and violence. Others write about strength gained from community solidarity, achieving personal goals and spirituality.