and Parker (2017), there are new projects in the making, such as a 'Classics in Africa: e ways forward' , a panel organised by Michael K Okyere Asante with support from the ' Ancient world, modern communities' initiative of the Society for Classical Studies; and the inauguration of a network for African Classics in 2022 hosted by Stellenbosch University's Department of Ancient Studies, which is partnering with African Minds and Liverpool University Press in publications related to African classics. To use the subtitle of Simon Goldhill's Love, Sex and Tragedy: Why Classics Matters (2005). https://classics.princeton.edu/department/news/statement-community-undergraduateconcentration. e topic ignited discussion on the Liverpool Classics list, for example.ese are racial and linguistic categories typical of apartheid classi cations. Important work is being published on diminishing linguistic diversity and its potential negative consequences in the name of science. See Cámara-Leret & Bascompte (2021) and on decolonisation see Shahjahan and Edwards (2021). For more in this regard, see Shahjahan and Edwards (2021). Katrak's article, entitled, 'Decolonizing culture: Toward a theory for postcolonial women's texts' , features this poem. ' e poem moves on to take up that sad refrain with variations: " ere was nothing le of ourselves … Feeling nothing about ourselves/ ere was nothing about us at all". Senior testi es to the denials of the histories, traditions, feelings, and culture[s] of a whole race of people' (Katrak 1989: 171). In South Africa there are 12 o cial languages, for example, making the linguistic landscape complicated.In the Luescher et al. chapter dedicated to Jerome September's university experience as a student and two-term member of the Student Representative Ccouncil at the University of Cape Town (UCT), he describes his initial experience of institutional culture at the university: 'It was a very foreign world, a very alien world. It was that stu [streaking traditions and drinking in residence during rst-year orientation], but it was also more subtle things: behaviours in the dining halls; what is appropriate and what is expected of you' (2020: 62-63). South Africa is also only just starting to get a glimpse into the adverse e ects on student mental health with the advent of the exacerbated isolation related to shelter-in-place ordinances and remote learning conditions necessitated by the Covid-19 pandemic. In her reporting in the Daily Maverick, Victoria O'Regan o ers a link to the following PowerPoint presentation of the Higher Health and Human Sciences Research Council co-authored study: Social impact of the Covid-19 pandemic on youth in the Post School Education and Training (PSET) Sector in South Africa. e survey indicated that more than 65% of students had reported su ering some form of mild to severe psychological distress during South Africa's rst wave of coronavirus infections in 2020. Mbembe's original 'apartheid' has been substituted here as 'colonial' to make for broader application to accomm...