Abstract
The metaphor of a film, which is being shown to the reader, is employed here to highlight the dire educational and domestic situation in Limpopo, where, in 2001–2002, the authors embarked on a project with the initial aim of establishing whether it is possible, through working with teachers and learners, to help learners attain better achievements. Soon after the project had commenced, we began to realise how appalling learners' domestic backgrounds were. According to conservative estimates, 80% of all children in rural areas live with other caretakers, for instance grandmothers and aunties. Learner support material is almost non-existent Classrooms resemble broken-down shacks. Sporting facilities are almost non-existent. Sanitary amenities are nightmarish.
Our primary research question has now become: How can anyone facilitate not only scholastic achievement, but indeed the government's intended AIDS/HIV prevention programme and the life orientation programme in primary and secondary schools (intended to be a key element in its fight against the pandemic) in South Africa? How is it possible to facilitate lifeskills acquisition in domestic circumstances such as those prevailing in Limpopo? How can we seriously consider ‘Ubuntu’ (humaneness, sharing, compassion) when children are living in these circumstances?
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