Teaching the boy child in the South African context

The South African context is plagued with social ills that directly affect the boy child within the South African context, to the extent to which the natural curiosity, sensitivity and interest in learning is drained, and these young children are filled with anger, weighted with responsibility and burned with the weight of gender roles at an early age. The blog post speaks to the importance of nurturing the natural identity, skills, and fragile, developing mind of the boy child in the sphere of Education, in adjacence with his position in society.

A great amount of pressure is placed on boys to make rational, logical decisions. In many societal spheres this is seen as the only acceptable way for a boy to reason, think and solve problems. Thus, emotions are neglected and not nurtured in the boy child. Constant emotional neglect and surpression, has contributed to a number of societal ills that have further lead to the crippling of societal structures.

Boys, bare emotions too, and from an early age, they ought to be taught to regulate their emotions in a healthy manner. This can include

Intent developing a hobby, practicing an interest in the arts, or simply just teaching/giving young boys the vocabulary to express their feelings, and regarding it.

Boys desired to be seen, appreciated and accepted, not just for potential providers, but for their humanity.

Considering the above, for boys to feel safe, loved, seen and valued in the field of Education, they require:

• Interest-based learning, which requires vigor. In my experience as a teacher, boys love being active, which makes many of them kinesthetic learners who are quick and punctual. Activity releases happy hormones, which increase a desire to learn, sharpness and assists with regulating their emotions and balancing their hormones.

• Displaying a representation of a healthy male: this requires sensitivity, wisdom, and regard. In practicality, this can be through showcasing honor and respect to males in authority or even speaking about male figures in authority.

• A listening ear: boys need to be listened to with the aim of being understood, not just with aim of modifying behaviour. Oftentimes, their emotions run deeper than what is often expressed. In the case of a problem, boys do not need to be blamed, instead taught how to conduct themselves in the face of any adversity - self-respect is crucial.

• Intentionality in teaching: the Oedipus complex in boys has to be redirected towards teaching and learning, with intentional emphasis placed on driving curiosity to enquire why an element of teaching and learning functions the way it does in reality. The successful and optimally intentional redirection gives boys a sense of achievement, boosts a healthy ego and encourages confidence, which many boys in the South African sphere require.

Stories, philosophical phrases and an interest in encouraging Ubuntu assist with achieving the inclusivity of boys in the sphere of education. Above all, it offers boys a healthy, positive hope to look forward to being a contributor to society from a young age.

Boys are cool, and they matter just as much. Raising a healthy boy who is self-aware is crucial for the well-being of self and eventually for society.