Geography

"Mapping and Models"

An educational activity devised by Deirdre Prins,
Education Officer at the Robben Island Museum, Cape Town, South Africa.

 

Maps, what gets written onto them? What gets written out of them? What do we SEE when we look at maps? What names are given to places and what meanings do they have? What significant cultural sites are indicated on the maps? What significant sites are not on maps? For whom are they significant/not significant? Why? Why not? What purpose does a map serve? How do symbols get chosen for identifying key places on a map? How do maps serve as tools for remembering?

It could be argued that maps are a western construct. A ‘part tool’ of the power and control of land and countries by the west. Certainly, the political landscape of South Africa is reflected in its maps. The tensions associated with colonial occupation and apartheid rule can be read into maps created during these periods. Comparing maps through the ages provides a valuable insight into some of the attitudes, political, economic conditions and power relations between the people of South Africa and between South Africa and the world during the time of their creation. Maps are also natural geographic stories, undulations of mountains, natural fortifiers, streams and rivers, desert conditions, etc related to human occupation and a lack thereof, the presence and absence of resources and the life style differences influenced by it.

The insight which maps can provide needs to take place in a context. One method of doing so would be when there has been a critical engagement with a variety of stories associated with a place at various periods in its lifetime. It’s the stories and associations, which bring a map ‘alive’. Asking the ‘correct’ questions also provides the key to unlocking some of its secrets.

Maps can also define people, their lifestyles and cultural practices. For example the mapping of Africa. (Who did it? How has it impacted on cultural practices, identity on the continent?)

Maps can also act as tools for reconstruction and challenging authority. A case sited by one of the authors on landscape theory, provides the example of the aborigines in Australia using the names appropriated by colonists who ironically denied the existence of aborigines, to claim back their land serves as an illustration of this.

Robben Island is no different. Street names and its infrastructure, comparisons between maps over the various epochs of occupation tell their own stories. Interesting, telling stories of life, difference, victories and losses, which are well worth further exploration. The story to be unfolded through the exploration of the maps of Robben Island will surely uncover some interesting parallels of those on the mainland. What has become of Sophiatown for example? Who remembers exactly where it began and ended? Is there still evidence of the people and culture, which existed in that space? Will someone be able to take a current map and indicate its location? Similarly, would one be able to find traces of the lives led by the female lepers in the leper colony? Would a stranger from Mars be able to identify the exact location of this site, using a current map?

 

 

Activities to support a study of Maps and Mapping:

Outcomes of the work scheme: -

• Learners develop a sense of the role of maps
• Learners develop skills of critical analysis
• Learners develop the ability to analyse and appreciate their environment
• Creative thinking is stimulated, as learners envision and articulate a vision for the future of the communities and Robben Island
• Learners enhance and develop research skills

 

Stage One - Research

Students could:

• find old maps of the area.
• Interview elder citizens to provide information, which would lead to the drawing of maps if necessary. In addition to this they could also collect and use old photographs if available
• Identify changes and reconstruction over the years – try to find out the causes for these
• Identify significant sites or places in the area
• Identify natural resources and environmental landmarks
• If these are not marked on maps find out why, if they are marked what symbols are used to identify them
• Identify issues which are critical to the community

 

Stage Two: - Production of multi - layered map

Students collate the materials of their research into a map which can be used to illustrate the growth and development, (or vice versa), of their communities through the ages. This can be done using any form of drawing, computer generated work etc. The reader must be able to see that the entrants have captured in essence the research information. The map must be able to tell a story of the community, including a forward - looking vision, which addresses some of the issues raised by community members.

 

(Deirdre would be very interested to receive feedback from schools who undertake this exercise. She would also be happy to provide information about Robben Island and examples of work produced by South African pupils using this approach.)

She can be e-mailed on: deirdre@robben-island.org.za )