Silene Leadership training

Terminology
In terms of terminology, I think that SU Leads would might address some of the terms.

1. Social (there is no such thing as a skakkle)

2. A good activity would be to ask them what they think leadership in Silene is (See point 2)
3. Ableism: Discrimination against people with physical, psychiatric, sensory, and developmental
disabilities which includes the expression of hate for disabled people, denial of accessibility,
rejection of disabled applicants for housing and jobs, institutionalised discrimination in the
form of benefit systems designed to keep disabled people in poverty, and the stigmatization,
othering and stereotyping of disabled people. It further includes the view that disabled people
are abnormal rather than members who belong to a distinct community. Thus, enabling little
to no effort to make society accessible both structurally and socially.
4. Institutional Culture: The prevailing ethos; the deep- rooted sets of norms, assumptions and
values that predominate and pervade most of the environments in institutions on a daily basis
(M, Steyn, 2000)
5. Modern Racism: Moves away from racism as merely Colonial or Apartheid laws that separate
and subjugate people of colour but refers to institutional structural power dynamics. Racism
within the modern context is viewing another racial group as inferior and having the
institutional, social power to subjugate another. According to the philosopher Frantz Fanon
black people thus cannot be racist because they lack the institutional hegemony to do so.
6. Rape Culture: Rape culture refers to the way in which we collectively think about rape. It
manifests in society and institutional cultures and refers to attitudes, beliefs, laws, behaviour
and practices that normalize gender discrimination and sexual violence, including rape.
Behaviour commonly associated with rape culture include gender discrimination, sexism,
victim blaming, sexual objectification, trivializing rape, denial of widespread rape, refusing to
acknowledge the harm caused by sexual violence, or some combination of these that leads to
sexual violence becoming so normalized that rape is not viewed as a serious problem. Rape
culture includes all forms of discursive, visual and audio expressions of gender violence,
including sexist jokes, media messages via for instance television, music, advertising, social
discourses and imagery that normalise violence against womxn and sexual coercion (Task
Team on End Rape Culture, Stellenbosch University, April 2016).
 7. Structural Oppression: The ways in which history, culture, ideology, public policies,
institutional practices, and personal behaviours and beliefs interact to maintain a hierarchy
based on race, age, religion, class, gender identity, sexuality, and/or other group identities
that allows the privileges associated with the dominant group and the disadvantages
associated with the oppressed, targeted, or marginalized group to endure and adapt over time
(Aspen Institute)
8. White Privilege: Institutional and social (rather than personal) set of benefits granted to white
people, especially those who resemble the people who dominate the powerful positions in
institutions, corporations, organisations, clubs and society. This includes having greater access
to power, services, benefits, and resources than people of colour do.
9. Womxn A term used to state unequivocally that womxn are not a sub-division of men as
patriarchal society dictates and as such are independent. Furthermore, it absolves essentialist
rhetoric and constricting gender roles as it elicits self-determination. The word represents
intersectional identities such as trans* or queer individuals.

Things to keep in mind

1. There is various reason why some students may or may not participate in certain Silene
events. Not everyone comes from the same Socioeconomic background so when planning
events, one needs to take into consideration that:
a. Not everyone lives on campus or has access to after-hours transportation
b. Not everyone has immediate access to funds
c. Nothing is compulsory, so punishing students (i.e, isolating or stigmatising them, or
even making them feel excluded) cant be acceptable.
2. There has been a rhetoric that leadership roles have become politicised. The role of a leader
in Silene, isnt to plan events, wear a blazer, or attend multiple socials with other residences
and PSO. If that is what they think then they arent fit to be leaders of Silene. Being a leader
today, in Silene, is all about politics. The FMF movement has led to many organs of the
university to reconsider what kind of education it is providing its student, what kind of
environment it provides and what is the role of the university in a post-apartheid society.
Many students arrive at university with multiple issues that burden them and are expected to
leave the institution with a degree. Many students are first generation students and have to
live to the high expectations that are set by their families back home. The role of student
leaders is to make their transition easier. We are here to provide them with opportunities
which will gives them a fighting chance to a better life. We are here to fight for the rights and
 voices of the minorities and ensure that this institution creates a space where all students can
actively participate and coexist in the acquisition of all forms of knowledge. It is important to
realise that once students leave university, they enter the political world. Running away from
social issues is simply delaying the inevitable and to be frank, those who turn a blind eye to
injustice tend to pay the consequences long after the incidence has passed.
3. When students leave their leadership posts, simply saying that you were prim of Silene doesnt
mean anything. Ones action means more than their words and I would recommend future
leaders think about what kind of legacy they would like to leave and work towards that. (For
me, I said at the beginning, that I wanted to create opportunities for people in Silene. And I
have. More so, I believe that I have begun to create a culture of open dialogue and
transparency.)

Scenario
1. A newcomer approaches you with issues with their registration. What do you do?
2. A newcomer approaches you with issues regarding accommodation. More specifically, they
are looking for affordable accommodation near campus, what do you do?
3. A newcomer asks for your assistance regarding funding. More specifically, they would like to
know how do they get funding to pay for their registration.
4. During the lunch periods, you notice that one student is sitting alone and does not any food.
You know that there is left over food packages, what do you do?
5. A student asks you if it is necessary for them to attend every Silene event, what do you say?
a. If the student says that they live in Langa and take public transport everyday what do
you do?
6. A student approaches you regarding their mentor. They feel uncomfortable with their mentor
and would like to be assigned a new mentor, what do you do?
7. How would you address the students? (this is just to highlight that not everyone has the
gender pronouns, she/her)