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Public consultation on MT Steyn statue begins with exhibition

16 August 2018

Public consultation on MT Steyn statue begins with exhibition 8 July 2018 Introduction In line with the UFS Strategic Plan 2018-2022 and the Integrated Transformation Plan (ITP), the University of the Free State (UFS) strives to distinguish itself as an institution that will pursue the delivery of excellent quality graduates and knowledge of the region, the continent, and the globe through academic excellence, diversity, inclusivity, and through innovative and transformative thought. The ITP shows the commitment of the UFS to widen the scope and radically accelerate transformation at the university. One of the work streams of the ITP is concerned with Names, Symbols, and Spaces. Topical at the moment is the review of the MT Steyn statue, which is situated in front of the Main Building on the Bloemfontein Campus. A public exhibition during the Vrystaat Arts Festival ensured that the review process and the statue itself remains the topic of informed intellectual conversations during the time allotted for public consultation regarding this statue. What is the university doing? Public exhibition to keep the MT Steyn statue topical To contribute to the special task team’s purpose of keeping the statue topical while its current position is under review, and to demonstrate the start of the public participation process, an exhibition consisting of a reflective triangular column has been erected in front of the statue during June/July 2018 that will effectively edit the statue out of its power position if viewed from the east along the main axis from the City of Bloemfontein. Other components are a suggestion box in which comments about the position of the statue can be deposited, and a group of encircling concrete benches. To elevate engagement and solicit comments from the university community, visitors to the campus, and other interested parties, questions appear on the smooth boards of the reflective column, each linked to its own unique QR Code with audio-format questions (see related questions below). Send your email responses to news@ufs.ac.za. Why are we doing this? Read more about the reasons the UFS is undertaking this step in the abridged Heritage Impact Assessment (HIA). What is a Heritage Impact Assessment (HIA)? A Heritage Impact Assessment is a study to determine the impact of a proposed development on the cultural-heritage value of a property and to recommend an overall approach to the conservation of the heritage resource. In other words, the main aim is to promote heritage conservation—a meticulous process comprising prescribed steps. The HIA of the MT Steyn statue included the following: Surveying, identifying, and independently analysing the heritage issues relating to the statue in its immediate and broader physical context. Assessing the significance of the MT Steyn statue as a cultural resource as set out in Section 6(2) or prescribed under Section 7 of the NHRA (National Heritage Resources Act). Assessing the impact on the heritage resource based on the four possible modes of intervention at the statue, namely: avoidance, removal, relocation or re-interpretation, or some combination thereof. Assessing the sustainable heritage significance and social benefits of the proposed interventions. What is the significance of the site where the MT Steyn statue is situated? The MT Steyn statue is situated in front of the Main Building on the Bloemfontein Campus of the UFS. The building was completed in 1909 and is a registered provincial heritage site. The statue forms part of the ‘Presidentsplein’ that was dedicated/completed in 1984. However, the name chosen to commemorate both Presidents MT Steyn and CR Swart (removed after the student protests during February 2016) never took hold, and the open space is known as the ‘Rooiplein’ or ‘Red Square’. Why is an HIA needed for the President Steyn statue? Besides being situated on a registered provincial heritage site, the statue can be considered as public art and a monument celebrating the life and work of MT Steyn – it is also one of the finest sculptures produced by Anton van Wouw. However, over time, statues can lose their initial meaning and can become associated with cultural and political issues. In the case of Steyn, many current students associate him with negative concepts such as colonialism, institutionalised racism, and white supremacy, among others. Therefore, we should consider a suitable conservation plan with strategies to either retain, remove, relocate, or re-interpret the statue and assess the heritage impact associated with each of these intervention options. Both the MT Steyn statue and the site where it is situated are bound by certain heritage considerations.	A floor-plan of the public participation exhibition around the statue. History of MT Steyn Read more about who MT Steyn was here: http://bit.ly/WhoWasMTSteyn History of the statue Learn more about why the statue was erected by reading this snippet from the HIA: http://bit.ly/MTSteynStatueHist


*Artist's rendition of the Reflective Column in place*
More articles: 8 July 2018: Statement: Public participation process regarding MT Steyn statue resumes 30 May 2018: Future of MT Steyn statue discussed during Faculty of The Humanities panel 29 May 2018: Africa Day Memorial Lecture explores future of statues 23 April 2018: Decision of FSPHRA regarding possible covering of the MT Steyn statue 13 April 2018: Submissions received regarding the covering of the MT Steyn statue 9 April 2018: Call for submissions for covering of the MT Steyn statue: Deadline extended to 11 April 2018 August 2016: Call for campus review and participation into renaming and renewal of statues, signs, and symbols on UFS campuses April 2015: Discourse on statues and symbols puts transformation questions in the spotlight
Questions To elevate engagement and solicit comments from the university community, visitors to the campus, and other interested parties, the following questions appear on the smooth boards of the reflective column, each linked to its own unique QR Code with audio-format questions (see questions below). Send your email responses to news@ufs.ac.za.

Who was President Marthinus Theunis Steyn?

Why is the statue standing here?

How is the statue connected to the UFS?

Is this statue still relevant in the current socio-political context?

What is the challenge of the statue's current position, particularly its prominence in the transforming socio-political milieu?

Should the statue stay where it is, and if not, what alternative space will serve the MT Steyn statue's heritage narrative best?

What was the role of MT Steyn in the South African War?

Why does your opinion matter?

How does participating in this consultation make you feel?

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS

2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
Place your PowerPoint presentations and any other supplementary learning materials on the web.
Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay

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