South Africa is losing out on the skills of refugees living in the country. Critical Skills, our new documentary released on Labour Day 2021, looks at the struggles that skilled refugees face in order to practice in South Africa.
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In Angola, wars raged for 27 years. Amidst that conflict was Maria, a single mother of three young children. She fled Angola’s civil war with her children, making her way southwards to South Africa.
One of her young children was Geruza. ‘We arrived in South Africa in 1995, when I was only two years old,’ Geruza explains. ‘I have no memory of Angola or our arrival here.’ Within the metropolis of Johannesburg, Geruza’s mother worked several jobs to provide for her family.
Her mother’s determination to succeed was passed down to Geruza – who drew from her mother’s story for her own strength. ‘It didn’t seem to matter how difficult things got, my siblings knew that as long as we had each other, we could overcome anything.’ Together, her family navigated life as refugees in early democratic South Africa. ‘In South Africa, having pride in one’s cultural heritage has always been part of the fabric of the nation.’ Neither fully South African nor fully Angolan, Geruza struggled to define her heritage, and with time found her roots within her family unit.
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‘As a teenager, I always felt like I didn’t quite fit in. I struggled a lot and spent my school lunch breaks huddled in the school library,’ she explains. ‘And because English was the language my siblings and I used at home, coupled with all the books I was reading – I excelled in English literature and creative writing at school.’
The school library offered a refuge for Geruza. ‘Writing has always allowed me to be me – it was an outlet where I could express my identity as I experienced it,’ she explains. ‘Reading introduced me to new worlds, experiences and people with stories very similar to my journey.’ Immersing herself in literature as a young girl, Geruza had already begun a journey that would pave the way to her future career.
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Geruza worked hard at school, and was awarded a year’s merit bursary to study at the University of Johannesburg. Propelled by a lived experience of injustice, she enrolled to study law. ‘My passion for social justice stemmed from the injustice I experienced living as a refugee. We were denied so much and I saw and experienced the impact. I wanted to be empowered with knowledge, to bring about change.’ she says. Once at university – aside from volunteering at human rights NGOs – she held down three jobs whilst balancing the full-time degree.
But this hard work was not enough to overcome certain administrative barriers. ‘My mum raised us saying that if we work hard, we will do well. So, my siblings and I went through life always ticking the check boxes. But the one box that no one told us about was having a South African ID number.’
Crushingly, in her second year of the law degree, during a module about the requirements to be admitted as an attorney, Geruza realized that she would not be able to practice law in South Africa due to her documentation status.
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In May 2013, the South African government announced the cancellation, or cessation, of all Angolans’ refugee statuses in the country. This affected an estimated 8,000 Angolan people on refugee status at the time. Geruza and her family were some of the 2,000 people that opted to remain in South Africa on a ‘special permit.’ The permit was known as the ‘Angolan Cessation Permit’ (ACP). It was pasted into an Angolan passport and it was valid for two years.
‘I was concerned because my degree was 4 years and I needed a permit that reflected this.’ The ACP permit expired in 2015 – before she was due to graduate. Geruza pushed to complete her studies, with the stress of knowing she could not practice law thereafter, and that her permit was soon expiring. ‘I felt that I was always on borrowed time, due to the papers expiring … but I was only the second member of my family to go to varsity so I pushed through’. She graduated with an LLB in 2015.
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In that same year, all ACP permits expired. The Department of Home Affairs did not intend to extend them, and the Angolan former refugee population was faced with an uncertain future in South Africa. For Geruza, whose family had been in South Africa for over 20 years and who had no living memory of Angola, this was an impossible situation as there was nothing to return to Angola to.
Unable to work or study, she immersed herself in her writing. ‘The year that we were waiting on decision on our documentation, I escaped back into books and wrote vigorously.’ It was during this time that Geruza really grew and developed her writing portfolio.
The Scalabrini Centre of Cape Town advocated for permanent residency to be granted to ACP permit holders. Following a lengthy legal negotiation, the Department of Home Affairs agreed to allow ACP applicants to make application to permanent residency in South Africa. Geruza, who is well accustomed to the struggles of remaining on valid documentation in South Africa, heard that The Scalabrini Centre of Cape Town was collecting applications for permanent residency. She and her family took a 19-hour bus from Johannesburg to Cape Town to submit their paperwork. And, when a new permit was granted (the Angolan Special Permit), they again returned by bus to apply for this new permit, and then again to collect the permit. The Angolan Special Permits expire on 31 December 2021.
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Working as a freelance editor and copywriter, Geruza managed to support herself and her family. Geruza found comfort and inspiration in books by similarly placed people – people who had fled as refugees, who had to be headstrong, who survived the uncertainty. As Geruza describes, ‘living the life of a refugee means everything is uncertain. You are taught to take what opportunities comes and make something of it.’
In 2019, one such opportunity came to Geruza: a friend told her about a Masters in Fine Arts in Creative Writing at Chapman University in California and advised her to apply. Geruza submitted her portfolio of writing – much of it compiled under the stress of a semi-documented state in South Africa – and awaited a response.
She has been accepted onto the Master’s program with partial funding. Geruza is determined to complete her MFA and has made applications to source the remaining funds – using the determination that was perhaps set in her by the same determination of her own mother, back in the 1990s.
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Geruza is due to be in California in August this year. Her experience in South Africa has set the tone for her future plans. ‘I want to get into publishing and seek to promote emerging African writers – encouraging them to tell their stories.’
Throughout the stormy landscapes of her journey as a refugee, it is Geruza’s family unit that has offered sanctuary and a strong sense of identity. The prospect of leaving her family for a brief period is daunting. ‘I get emotional when I think about starting a new chapter without my family at my side. But I truly believe there’s a reason I was called to write – and I look forward to becoming a master of my craft.’
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To Aza, a leader has always been “a person in the spotlight” – someone who leads from the front. Joining UNITE has given Aza a new perspective on what it means to be a leader. She now believes that a leader is someone who pushes others forward and offers them the support to believe in themselves. This has been Aza’s experience of UNITE. Although 2021 has had an uncertain start, Aza is looking forward to being able to begin her first year of university.
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Aza was in her final year of high school when South Africa announced its first Covid-19 cases. Schools closed down and students were left uncertain. “It was hard to believe at first!” explains Aza. “This was my matric year – how could this happen?” Aza felt like her life had come to a standstill and she was filled with feelings of frustration.
Although times were difficult, Aza learnt to value the things that she has. She was surrounded by support structures; her family, UNITE and other school clubs. Aza knew that when times were difficult, she could contact any of the UNITE facilitators. For example, when Aza and her family were running low on food supplies, UNITE quickly stepped in to assist. “I felt very supported by UNITE during the lockdown.”
Aza has been provisionally accepted to study Business Management, but she is waiting for her matric results to be released before she can get started. “It seems like it’s still 2020. I feel like my year hasn’t really started because I haven’t started university.”
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Aza joined UNITE as a way to combat low confidence. “In primary school, I’d always seen myself as inferior. When I got to high school, I wanted to change that – I wanted people to recognise that I can make a difference.”
“I grew up and saw other learners with determination and drive, but I didn’t have that. I wanted people to recognise me and I wanted to recognise myself.”
Through activities and sessions, UNITE “encouraged [us] to be a person who looks at things differently.” This shift in perspective has encouraged Aza to pursue her life goals. “From that moment, it made me realise that I can do anything that I put my mind to. All of these teachings have made me realise that it’s all about being you. You can add value to the world just by being yourself.” Because of this, Aza began to see herself as someone who can make a positive impact: a leader.
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Aza has always viewed a leader as a person who leads from the front. But in Grade 11, Aza’s perspective on this changed. In that year, it came to the surface that Aza had been struggling with substance abuse. The day that she was caught smoking at school, she was heading to Scalabrini for a UNITE meeting. “I told myself to accept the fact that they were going to kick me out [of UNITE], I am supposed to be a leader yet I am doing these things.”
Instead of being kicked out of UNITE, she was shown love, support and encouragement. In what was a collaboration between UNITE, her school (Heideveld) and her parents, Aza was given support and the strength to stop smoking. “You know when you have a line – something that prevents people from getting close to you – that day the line was completely broken. I knew that I was loved.”
“We all make mistakes but being given the opportunity to understand the causes of those mistakes – or difficulties – and be able to overcome them with support is what matters most” says Jade, the manager of UNITE. UNITE has been able to use this as a learning tool – not only for Aza, but UNITE as a whole.
It was after this that Aza’s idea of what a leader should be, changed. “UNITE has taught me that leadership is not about leading from the front, it is about pushing others to go forward. It is not about you or the spotlight. It’s about being there for others like UNITE has been for me. It’s made remarkable changes in my life. It’s been a long journey and I’ve experienced some real family.”
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After 17 years with the Scalabrini Centre, Miranda Madikane will be leaving the organisation, with her last day in her current role being the 16th April 2021. Miranda has made a significant and lasting contribution to the growth of the Scalabrini Centre and under her leadership, we were able to create many opportunities for the empowerment of migrants and refugees in their journey towards integration in South Africa.
Miranda’s impact on and contribution to the Centre is far reaching and I know that everyone joins me in thanking her for her commitment, dedication and efforts and in wishing her happiness and every success as she embarks on the next stage of her career.
Recruitment processes to appoint a new Executive Director have commenced.
Scalabrini Centre of Cape Town Board of Trustees
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Position: Executive Director
Reports to: Board of Directors
Work Location: Scalabrini Centre of Cape Town
Work Hours: Full time, 40 hours per week
The Scalabrini Centre of Cape Town’s vision is to foster the cultural, social and economic integration of migrants, refugees and South Africans into local society. Perceiving migration as an opportunity, the Scalabrini Centre of Cape Town is committed to alleviating poverty and promoting development in the Western Cape while fostering integration between migrants, refugees and South Africans. In providing our assistance, we advocate respect for human rights and use a holistic approach that considers all basic needs.
Inspired by the teachings and actions of John Baptist Scalabrini, the Scalabrini Centre of Cape Town offers a welcoming environment that is open to all and where each individual is valued and treated with dignity.
Guided by a sense of humility we promote respect for cultural diversity.
SCCT is looking for a suitably qualified candidate within South Africa for the position of Executive Director to lead and manage SCCT, to ensure it meets its strategic objectives.
Job Purpose
The Executive Director is tasked to ensure the achievement of SCCT’s strategic objectives, through leading the organization, establishing and nurturing partnerships and leveraging funding that enables SCCT to implement innovative programmes that support Government policies and services and that promote the rights of all.
PRIMARY DUTIES AND RESPONSIBILITIES:
Strategic & Operational Planning
Administration & Financial management
Management of operations
Human resource management
Required qualifications, skills and experience:
To apply:
Please email your cover letter, including your salary requirements and your CV to priscilla@scalabrini.org.za.
The closing date for applications will be 7th April 2021
PLEASE NOTE:
Only short-listed candidates will be contacted. SCCT reserves the right not to make any appointment in this position.
SCCT respects the privacy of its stakeholders and will treat all personal information provided in line with our Recruitment Policy and in accordance with the Protection of Personal Information Act.
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Did you know that the South African government has committed to combatting racism, xenophobia and related intolerance? This was confirmed in the government’s National Action Plan to Combat Racism, Racial Discrimination, Xenophobia and Related Intolerance (NAP-19).
Our #NapMap19 infographic series explores the NAP-19 and what it means for South Africa.
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Click on the image to navigate through the infographic. If you are on your mobile, just swipe!
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Adriana, who is based in Brazil, studies transitional justice and the impact of mining companies on indigenous people in the Amazon. When she came to Cape Town to compare the findings of her research in Brazil with indigenous people from Southern Africa, she realized that her abilities in English were hindering the research. This realization led her to Scalabrini’s English School – which opened up her world to the melting pot of South Africa.
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When Adriana arrived in Cape Town, she only knew basic greetings and how to say ‘thank you’. Like many people in South Africa, English was to be her third language. “I was born close to Venezuela, so for me, learning and speaking Spanish was easier. It is similar to Portuguese. English is different to other languages and is difficult to learn.”
English is not a common language in Brazil and is mostly spoken by the younger generations. Language has been an important part of Adriana’s research. “When Brazil was colonized, it was forbidden to speak other languages. Even the indigenous people in Brazil cannot speak their indigenous languages. There are 174 different languages in Brazil. Only the indigenous people who live inside their own tribes speak their indigenous languages…In South Africa, people speak their own languages. It’s not like this in Brazil. If these people die, we will lose those languages.”
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Adriana and her family lived in Cape Town for two years. In the beginning this proved difficult because of the language barrier, but through her lessons with English School, Adriana improved her English abilities enough to be able to communicate easily. “[speaking English] provided me with the most important thing that I need – to speak to people and understand. I am not scared about talking to people anymore. Before English School, Adriana was very shy to try and communicate in English, but she now has the confidence to use the language
English School helped Adriana build on, not only her speaking skills, but her writing and reading too. “Because of that, I was able to contact people across Africa. I now have a group of people that I discuss all the readings of different genocides with, as well as my other findings.”
Adriana has found both similarities and differences between the indigenous populations in Southern Africa and Latin America. “Across the world, there has been a refusal to recognise the crimes against humanity {with regards to indigenous populations}.” Adriana has found similar practices in Africa and Latin America with the “illegal appropriation of labour, lands and resources from the communities.” The differences are centered around reparations. Where in Latin America, the judicial process is looking at individual reparations, the African concept – in some countries – “is about collective reparations and building the memory.”
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Adriana and her family left South Africa just before Level 5 lockdown in South Africa. They made the decision to go home because her step-son back home in Brazil fell ill. He sadly passed away from Covid-19 before his symptoms were understood.
When the pandemic hit South Africa, English School needed to adapt to be able to continue. English classes were moved online – this enabled Adriana to continue her English studies online. “It was not the same, but I loved it. English School still provided us with lessons and sent us links to watch some videos, they also helped us with our writing.” Adriana was able to complete her course with English School via WhatsApp.
Adriana now hopes to begin learning her fourth language –French – in order to continue her research of the indigenous people of the Democratic Republic of Congo.
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In our written comments, we welcome the inclusion of the principle of non-discrimination provided for in the policy. We also welcome the explicit inclusion in the policy that a learner must be admitted regardless of the ability to pay, as well as the other factors listed.
We urge, in our comments, that the policy be widened in certain areas to include provisions for learners regardless of their documentation status or citizenship. We also request that the policy speak to the fact that many learners are cared for by caregivers and guardians – not only biological parents.
Read our full written comments below.
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Read Scalabrini Centre of Cape Town’s written comments on the South African government’s draft One-Stop Border Post Policy.
Read the Scalabrini Centre of Cape Town’s written comments on the South African Government’s draft Official Identity Management Policy.
