MIL Africa Engine

Source: The Conversation – Africa – By Jack Swab, Assistant Professor Department of Geography & Sustainability, University of Tennessee

The African Union has endorsed the #CorrectTheMap Campaign, a call for the United Nations and the wider global community to use a different kind of world map. The campaign currently has over 4,500 signatures.

The map most commonly used is called the Mercator projection. Map projections are how cartographers (map makers) “flatten” the three-dimensional Earth into a two-dimensional map.

The Mercator projection was created over 450 years ago, designed for colonial exploration and maritime trade. But, over the centuries, it has become an “all purpose” projection for many governments, educators and companies.

That flat drawing inflates the size of countries closer to the North or South Pole. It exaggerates the area of North America and Eurasia while under-representing the size of much of South America and Africa. As the largest continent in the global south, Africa is a victim of this cartographic inequity.

The #CorrectTheMap campaign calls for a move to the Equal Earth map projection, developed in 2018 by an international team of cartographers. It addresses the distortions found in the Mercator projection.

Controversies over map projections are not new. Since the 1970s cartographers have discussed how certain projections distort how the Earth looks and how people imagine their place in that world.

At the heart of the debates about maps are tensions about what sort of power maps have in the world.

A change in map projections, for the African Union, is about more than correcting a technical flaw. It’s also a chance to influence how current and future map users view, talk about and value Africa.

The call is a demand for Africans to be represented on their own terms, rather than through cartographic traditions that have long diminished their scale and significance.

As cartographers, we pay attention to the social and communicative power of maps.

Given that maps help shape how we make sense of the world, the simplest decisions that go into crafting a map can have major geopolitical consequences.

Maps are not neutral

There are over 200 major projections of the world map. Each one warps the image of the Earth in different ways, making the choice of projection a consequential and complicated decision rather than a neutral one.

For example the Dymaxion projection, developed by the American engineer Buckminster Fuller, was designed to challenge ideas of the north and the south. Others, like the Lambert conformal conic projection, are used extensively in aviation to aid in flight planning.

Maps are a form of storytelling, as well as an information source. Even the lines, colours, symbols and size of regions depicted on maps communicate social meaning. They subtly but powerfully educate people, from schoolchildren to world leaders, about who and what matters.

US president Donald Trump’s recent interest in the US buying Greenland, citing its large size, was likely influenced by map distortion. The Mercator projection shows Greenland as nearly the same size as Africa, when in reality Africa is about 14 times larger.

Other projections do a better job at more accurately representing the true size of continents. Some projections are better than others for this specific task; for example the Gall-Peters projection has been used in the past as an alternative to the Mercator projection.

Cartography as a tool of control

Cartography has been a powerful tool of control throughout Africa’s history. Topographers and surveyors participated in the European conquest and colonisation of Africa, regularly accompanying military expeditions. Map-makers in Europe framed Africa as a landscape to be exploited by populating maps with trade routes, resources and blank spaces ready for development – all while often ignoring the mapping traditions and geographic knowledge of indigenous Africans.

The Berlin Conference of 1885, where European powers assembled with no African representation, was one of the pinnacles of this cartographic and colonial grab and partitioning of the continent.

The Mercator projection is joined by other kinds of western storytelling – found across popular culture, the news and diplomatic circles – that have stereotyped, degraded and undersized Africa’s place in the world.

Viewed in this light, the public reckoning over the Mercator projection can be interpreted as not just about the visual accuracy of a map, also the restoration of dignity and autonomy.

Why changing the world map is difficult

Bringing about changes won’t be easy.

Firstly, global map production is not governed by a single authority. Even if the United Nations were to adopt the Equal Earth projection, world maps could still be drawn in other projections. Cartographers are frequently commissioned to update world maps to reflect changes to names and borders. But the changes don’t always find quick acceptance. For example, cartographers changed English-language world maps after the Czech Republic adopted the name “Czechia” as its English name in 2016. While making the change was not difficult, broader acceptance has been harder to achieve.

A person’s mental image of the world is solidified at a young age. The effects of a shift to the Equal Earth projection may take years to materialise. Previous efforts to move away from Mercator projection, such as by Boston Public Schools in 2017, upset cartographers and parents alike.

Given the African Union’s larger goals, supporting the Equal Earth projection is the first step in pushing the global community to see the world more fairly and reframing how the world values Africa. Mobilising social support for the new projection through workshops with educators, diplomatic advocacy, forums with textbook publishers, journalists, and Africa’s corporate partners could help move the world away from the Mercator projection for everyday use.

Shifting to the Equal Earth projection alone will not undo centuries of distorted representations or guarantee more equitable global relations. But it’s a step towards restoring Africa’s rightful visibility on the world stage.

– World maps get Africa’s size wrong: cartographers explain why fixing it matters
– https://theconversation.com/world-maps-get-africas-size-wrong-cartographers-explain-why-fixing-it-matters-263833

Source: The Conversation – Africa – By Vhothusa Edward Matahela, Associate Professor: Health Sciences Education, University of South Africa

Young people in rural Limpopo, the South African province bordering Botswana, Zimbabwe and Mozambique, face high risks of HIV, unplanned pregnancy, and other societal challenges.

One reason is that they aren’t always getting sexuality education that connects with their lived realities. Schools provide lessons on reproduction, HIV prevention and relationships. But too often, what’s taught in class doesn’t match what learners are experiencing outside, leading to unsafe sexual practices.

We are part of the University of South Africa community engagement project focusing on HIV prevention among learners in Limpopo province. To understand the gaps, we ran a three-day workshop with 19 teachers (16 of them women) from rural schools near Musina. This border town is on a busy trade route, where high mobility, transactional sex and the risk of trafficking shape the everyday lives of learners.

Our goal was to hear directly from teachers about how they navigate sexuality education and to explore ways to make it more effective.

Talking about sex at school

The 19 teachers came from eight public primary and secondary schools. They all taught the Life Orientation curriculum, a mandatory subject in South African schools, which covers life skills, sexuality education and HIV prevention for learners from grades 4 to 12 (ages 9 to 18). It covers topics such as health and well-being, including sexuality education. Teachers are expected to deliver these lessons in an age-appropriate, participatory way.

Teachers told us they often struggle with this part of the curriculum. Talking about sex in the classroom is not straightforward. Some learners giggle, others stay silent, and some challenge the teacher’s authority. Teachers admitted that their own discomfort, shaped by cultural and religious beliefs, sometimes made it even harder to engage openly.

What the teachers said

During the workshop, teachers spoke candidly about the barriers they face.

• Cultural and religious taboos: Many communities expect adults, especially women, not to discuss sex openly. Teachers worried about being judged by parents or community leaders if they spoke too frankly with learners. They are held back by cultural taboos, personal discomfort, and local realities – like families depending on relationships between girls and older men.

Traditional beliefs and stigma surrounding HIV in Limpopo make it hard for teachers, parents, and learners to talk openly about prevention. Educators teaching Life Orientation are sometimes referred to as thitshere wa u funza zwavhudzimu – “the teacher who teaches forbidden topics”. This silence allows myths and misunderstandings to persist.

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Read more: Let’s talk about sex education: race and shame in South Africa

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• Limited training and resource constraints: Teachers said they had not received sufficient preparation for teaching sexuality education. Some relied only on textbooks, which they felt did not address the realities learners face, such as early sexual debut, peer pressure, or access to social media.

Teachers often feel alone. Some said they had not received enough training or materials to teach about HIV, sexual health, or sensitive issues. Sexuality is still seen as a private matter in this cultural context.

When we were brought up, it was taboo to talk about sexuality with kids. Some parents think we’re teaching forbidden things.

Some teachers have over 60 learners in a class, making it hard to give everyone attention. And, with learners speaking different languages, some important messages get lost.

Videos, posters and teaching aids are rare. Teachers have to rely mostly on talking, which does not always work for difficult topics such as sexuality.

Despite these challenges, teachers also shared how they try to adapt. Some use storytelling, role play, or small group discussions to make learners more comfortable. Others bring in health professionals to talk about sensitive topics. These approaches, despite the challenges, can make lessons more engaging while respecting local norms and working with limited resources.

What teachers can do differently

During our workshops, teachers discussed what they believed would be effective ways to deliver culturally relevant sexuality education in rural schools.

1.) Small group discussions: Teachers felt that learners are more comfortable sharing in small groups.

Learners open up more and learn from each other.

2.) Drama and role play: They suggested that acting out real-life situations, such as handling peer pressure or supporting a friend with HIV, could make lessons more real and memorable.

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Read more: We used performing arts to map out gender violence in Sierra Leone. What we found

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3.) Using videos: Short, simple videos made by the experts about HIV and relationships would help explain tough topics.

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Read more: Social media for sex education: South African teens explain how it would help them

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4.) Demonstrations: They saw value in showing, not just telling, how to use condoms (male and female), for example, to build practical skills.

5.) Storytelling and case studies: Teachers believed that sharing stories, whether true or made up, would help learners connect lessons to their own lives.

Children remember stories better. They see themselves or their families in them.

6.) Peer teaching and games: They recommended letting learners or other teachers lead parts of the lesson, and using local games and songs to keep things fun and engaging.

These suggestions by the teachers match approaches used in successful sexuality education programmes in South Africa and beyond.

Overall, the teachers’ ideas reflect proven strategies from other successful programmes and could be highly effective if adapted for rural Limpopo.

What teachers need

The Department of Basic Education reports that Life Orientation teachers receive sexuality education content during initial teacher training. The department has also developed scripted lesson plans to improve teacher confidence and curriculum consistency. In-service training is offered sporadically through workshops linked to the Life Skills and HIV/AIDS Education Programme, but these sessions are not consistently available across all provinces, creating gaps in teacher preparedness.

Studies highlight that many Life Orientation teachers still feel under-prepared, especially when dealing with learners’ trauma or sexual violence. Many teachers rely on self-study, peer networks, and NGO-supported programmes to strengthen their skills in sexuality education.

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Read more: Why sexuality education in schools needs a major overhaul

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The teachers we spoke to wanted to know more about HIV, sexual health and new treatments. They needed to know how to support children who might not fit traditional gender roles. They asked for training in how to counsel and support learners facing problems. And they called for support from other teachers, principals, and the community.

Workshops like ours can help teachers build confidence, share strategies, and support each other. The teachers told us they valued the space to reflect on their own beliefs and to practise new approaches.

What’s clear is that teachers cannot carry the burden alone. Training programmes must equip them with practical tools, not just theory. Parents, community leaders and health workers need to be engaged too, so that sexuality education is reinforced beyond the classroom.

We’ll also be tracking how these methods affect learners’ knowledge, attitudes and behaviour over time.

– Talking about sex isn’t always easy for teachers in South Africa. Here’s what they told us
– https://theconversation.com/talking-about-sex-isnt-always-easy-for-teachers-in-south-africa-heres-what-they-told-us-260462