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Campus Book Discussion (2020): Born a Crime

This Semester's Book: Born a Crime

Campus Book Discussion Series

Discussion Dates, Times, and Locations

Discussion Dates and Times

Book Reviews/Interviews/Videos with the Author: Trevor Noah

Book Reviews

Interviews

Videos

South African Apartheid in the News

South Africa and Apartheid in the News

South African Apartheid: Organizations, Facts, & Statistics

Organizations

Facts & Statistics

Movies and Books with South African Apartheid Themes

Movies

Sarafina!

South African teenagers fight against apartheid in the Soweto Uprising.

From the Boer War to Apartheid

Despite his imprisonment, Mandela will quickly become the symbol of the fight against apartheid.

Yesterday

After falling ill, Yesterday learns that she is HIV positive. Her one goal is to live long enough to see her child go to school. Set against the awesome, harsh landscapes of South Africa. 

Johannesburg

Artists use their work to empower marginalized communities, reexamine history, and pursue their visions for the future.

Invictus

South Africa's low ranked national Rugby team, the Springboks, have a new slogan: "One team, One nation." President Nelson Mandela is betting that if they win the Cup, it might even be a bit true.

South Africa, the Post-Apartheid Generation

Five young people belonging to the post-Apartheid generation hope to bring multiple changes to their country.

District 9

Wikus Van De Merwe finds himself in charge of the mass eviction of aliens in District 9 and cannot believe the good luck of his sudden promotion, until events spin out of control.

The Long Walk of Nelson Mandela

FRONTLINE profiles the most widely known and revered political leader in the world: Nelson Mandela. 

The Other Man

Explores the fascinating political journey and legacy of President F.W. de Klerk, who ordered the release of Nelson Mandela.

A Dream of Millions: Africa On the Move

A former anti-apartheid activist symbolizes the transition from white financial dominance to black business ownership through the Black Economic Empowerment policy.

Books

Bodies of Truth

Bodies of Truth offers an intimate account of how apartheid victims deal with the long-term effects of violence.

Apartheid and the Making of a Black Psychologist

This intriguing memoir details what it meant to be a committed black intellectual activist during the apartheid years and beyond.

Masculinities, Militarisation and the End Conscription Campaign

Explores the gendered dynamics of apartheid-era South Africa's militarisation.

Affective Images

Examines both canonical and lesser-known photographs and films that address the struggle against apartheid and the new struggles that came into being in post-apartheid times.

Between Worlds: German Missionaries and the Transition From Mission to Bantu Education in South Africa

Raises challenging questions about the nature of mission education legacies.

Rhetorics of Resistance

Examines the tactics of resistance developed by those working for two opposition newspapers published in South Africa in the mid- and late 1980s.

Rethinking the South African Crisis

Revisits long-standing debates to shed new light on the transition from apartheid.

Broadcasting the End of Apartheid

Assesses the socio-political effects of live broadcasting on South Africa's transition to democracy.

Race Otherwise

Questions the notion that one can know ‘race' with one's eyes, or through racial categories and or genetic ancestry tests.

The Unlikely Secret Agent

Tells the thrilling true story of one woman's struggle against the apartheid system.

Discussion Questions

Discussion Questions

  1. How was Noah’s upbringing complicated by living in a “police state,” particularly as a colored child? What did he learn about apartheid, about how police treated whites as opposed to how they treated coloreds and other nonwhite people, and about the risk his parents took simply by having a child together? What specific examples from the text are most important to understanding his explanation of this aspect of his childhood—that is, growing up colored in the apartheid-era police state? 
  2. Noah describes languages in South Africa as a hierarchy, where “English comprehension is equated with intelligence” (p. 54). He explains: “I learned to use language like my mother did . . . It became a tool that served me my whole life” (p. 55). He even asserts that “language, even more than color, defines who you are to people” (p. 56). Do you agree with Noah’s assessment of the importance of language? What do his claims suggest about the power of language and the values placed on certain languages over others? 
  3. Despite his primary school teacher’s recommendation that he remain in the advanced, white dominated classes, Noah opts to take lower-level classes with black students instead. He writes, “With the black kids, I wasn’t constantly trying to be. With the black kids, I just was” (p. 59). What does this suggest about identity and belonging, especially in light of Noah’s interracial identity?
  4. List all of the different neighborhoods in which Noah lived and their respective characteristics. In his own estimation, what were the advantages and disadvantages of each place? How did each location shape his identity? What does this suggest about the influence and importance of being grounded in a particular place and time (that is, why did it matter that he was a young colored boy in a white neighborhood during the post-apartheid era?) What lessons did he have to learn, growing up in that time and place?
  5. Noah’s mother insists that he have a relationship with his father: “‘Because he’s a piece of you,'she said, ‘and if you don’t find him you won’t find yourself’” (p. 101). Explore the importance of Noah’s decision to forge a relationship with his father, Robert. Focus on the moment when Robert shows him the scrapbook of Noah’s accomplishments, and then compare that to Noah’s assertion that “Being chosen is the greatest gift you can give to another human being” (p. 110).
  6. What conclusions can you draw about what Noah learned from his friend Andrew? What was the value of what Noah learned outside of school, as compared to in school? Interpret Noah’s conclusion that “Working with Andrew was the first time in my life I realized you need someone from the privileged world to come to you and say, ‘Okay, here’s what you need, and here’s how it works’” (p. 190).
  7. Noah is dismayed when his stepfather, Abel, begins abusing him and his mother. Noah also learns a hard lesson about how South African society viewed female domestic violence victims when he saw how the local police discredited his mother’s claims of abuse. Eventually, his mother leaves Abel after he nearly kills her. Discuss how you think this part of his life affected Noah’s future, particularly given his mother’s wishes for him to live a life better than her own. How did this experience of abuse shape him and his relationship with his mother? 
  8. Note all the ways in which Noah participated in the underground economy of Alexandra,from pirating music to selling CDs and DJing parties. How do his detailed descriptions of his time in Alexandra complicate your assumptions about crime and poverty? Consider Noah’s explanation: “The hood made me realize that crime succeeds because crime does the one thing the government doesn’t do: crime cares. Crime is grassroots. Crime looks for the young kids who need support and a lifting hand. Crime offers internship programs and summer jobs and opportunities for advancement. Crime gets involved in the community. Crime doesn’t discriminate” (p. 209). Do you agree with Noah’s opinion of crime as described here?

[Penguin Random House. Born a Crime: Teacher's Guidehttps://images.randomhouse.com/teachers_guides/9780399588174.pdf.]

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