In South African township, the passion lives on

South Africa (Reuters) – Barcelona soccer club have been training this week on a grassless, hard-dirt pitch in South Africa’s Mangaung township. Not Lionel Messi and his team of champions from Spain, but a group of local youths.

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They have no sponsorship from Coca Cola, McDonald’s, or anyone else. They cannot afford tickets to see Wayne Rooney, Frank Lampard and other household names from England when they come to Bloemfontein to play Germany in the World Cup on Sunday.

Yet if the future of African soccer lies anywhere, it may well be with impoverished but impassioned kids like these.

“I wake up thinking about football. Football means so much to me. I think I will make it,” said Matthews Leeuw, an 18-year-old schoolboy, during a break in afternoon training.

The playing field is on a garbage-strewn waste ground in Manguang on the edge of Bloemfontein, a vast expanse of tin shacks, squat breeze-block homes, taverns and car repair shops.

The black residential districts known as townships are a legacy of South Africa’s apartheid regime and although they no longer suffer the political oppression of that era, many are still bleak, deprived areas where life is tough.

The goals have no nets, the pitch is strewn with broken glass, and the young players’ leave their clothes in plastic shopping bags after changing into ragged shorts and split boots. Cows sometimes wander over.

“Only the city people get chances. No scouts come down here,” Leeuw said.

Barcelona are run by Quentin Sewele, 26, a township resident who once played for local side the Mighty Lions. He started the team a year ago and they will make their debut in the city’s Metropolitan League in August.

He chose the name because he liked Barcelona, he said.

“I want the team to play like Barcelona. They are all schoolkids. When I was their age, I had a team, so I thought why not start one? It motivates them.”

He funds them himself, even though he has no permanent job. For their league debut, they will wear white T-shirts he bought at a local store.

NO TICKETS FOR THE BIG MATCH

The World Cup has thrilled the boys even though South Africa have gone out and only Ghana of the other African teams taking part look likely to progress to the second round of the tournament, the first to be held in the continent.

“It’s good for Africa. I tell everyone the time will come for Africa. This was not the time,” Sewele said.

He said he had three players he thought had future prospects and introduced a reporter to 17-year-old Kaptein Msiwonakele.

“Football means everything to me. I play for the passion. It is my first priority. I want to become professional, especially to play for Manchester United,” Msiwonakele said.

He said his parents had left him and he lived with his grandmother. He watched the World Cup on television with friends.

He was disappointed South Africa were eliminated but proud of their performance, which saw them beat 2006 runners-up France 2-1 in their final game.

“I’m still interested. It is the first time in Africa. Only Ghana are through but I think they are going to make us proud. They are going places,” he said.

They were excited about the prospect of the England v Germany match taking place in Bloemfontein and dreamed of meeting the likes of Frank Lampard and Steve Gerrard.

“I just wish we had some money to take these players to the stadium,” Sewele said.

Still, Leeuw said, the Barcelona boys had learnt a lot from watching the games on TV.

“We are the future. We want to represent South Africa.”

The pen may be mightier than the keyboard for schoolkids

Washington, September 17 (ANI): It may not be wrong to say that the pen is mightier than the keyboard, for a new study on schoolchildren so suggests.

Virginia Berninger, a University of Washington professor of Educational Psychology, looked at the ability of second, fourth, and sixth grade children to write the alphabet, sentences, and essays using a pen and a keyboard.

“Children consistently did better writing with a pen when they wrote essays. They wrote more and they wrote faster,” said Berninger.

The researcher further said that only for writing the alphabet was the keyboard better than the pen.

Results were mixed for sentences.

However, when using a pen, the children in the three grade levels produced longer essays and composed them at a faster pace.

The study also showed that fourth and sixth graders wrote more complete sentences when they used a pen, and that this ability was not affected by the children’s spelling skills.

The research also showed that many children don’t have a reliable idea of what a sentence is until the third or fourth grade.

“Children first have to understand what a sentence or a complete thought is before they can write one. Talking is very different from writing. We don’t talk in complete sentence. In conversation we produce units smaller and larger than sentences,” Berninger said.

She, however, added: “We need to learn more about the process of writing with a computer, and even though schools have computers they haven’t integrated them in teaching at the early grades. We need to help children become bilingual writers so they can write by both the pen and the computer. So don’t throw away your pen or your keyboard. We need them both.”

She further said: “We need more research to figure out how forming letters by a pen and selecting them by pressing a key may engage our thinking brains differently.” (ANI)

Schoolkids should be taught to critically analyse popular culture, say experts

London, May 25 (ANI): Schoolkids as young as five should be taught to critically analyse advertising, media and popular culture “messages”, suggests a New South Wales academic.

Karen Brooks, a Southern Cross University Associate Professor, says that kids aged five to 18-referred to as “screenagers” or “mediavores”-should be taught the skills to deal with the onslaught of sexualised images and persuasive advertising they see everyday.

These kids spend up to eight hours a day using televisions, computers and mobile phones, but these technologies were not used enough in classrooms.

She said that giving students the “tools” to decode media messages could help address issues with body image, eating disorders and perceptions of reality.

Brooks urged that popular culture and the use of new technologies in schools should be addressed as part of the new national curriculum.

“If kids are having advertising targeted at them then it is incumbent on us to be intervening in those messages in school and in the home,” News.com.au quoted her as saying.

“It’s important that we… start to teach kids about how these messages are constructed, how to put together what their purpose is, that they are to sell products. The way to do it is to use popular culture (in the classroom) from a very, very young age.
We should be using these messages and teaching (children) how to construct them themselves.

“It’s absolutely shocking that they have to wait until university to learn about something that bombards them every day,” she added.

SA Primary Principals Association president Steve Portlock agreed that it was important for students to understand the effects of media, but said it was already covered in the state’s schools.

“We look at the internet and bias in relation to advertising,” he said.

“We teach the kids that just because it’s on the internet or on TV or in ads doesn’t mean it’s good and they actually need to have a bit more knowledge and find out what the purpose is,” he added. (ANI)