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18 December 2018 | Story Thabo Kessah | Photo Thabo Kessah
Charlotte Maxeke
Residence students preparing old tyres to use in new playing swings.

The name Charlotte Maxeke is, since time immemorial, associated with ‘hope’ for the downtrodden Black majority. And the name Fulufhelo means ‘hope’ in Tshivenda, the language spoken mainly in Limpopo, her birth province. She was the first black South African woman to earn a degree, a Bachelor of Science from the Wilberforce University in the Unites States of America in 1901.

Khayelisha and Khayelethu also project a very high expectation of ‘hope’. Considering our painful past dominated by the 1913 Land Act, the former literally means ‘our new home’, whilst the latter means ‘our home’.

Fast forward to 2018 at the University of the Free State’s Qwaqwa Campus. These are the names of student residences that brought hope to the needy when they collaborated with Community Engagement to give back to their communities.

“The need to give back was sparked by our encounter with needy students on campus. We then thought that if we could do the little for our fellow students who are part of the No Student Hungry (NSH) campaign, we could actually extend this to those who are even worse off,” said Beyoncé Matsoso, Prime of Charlotte Maxeke and Residence for first year students.

“Taking time out to give toys, play with the kids on the swings we erected for them, helping them with their laundry and giving them fruit and food bought from our own pockets gave us a lot of satisfaction,” said Beyoncé, a final year BA Psychology and Languages student.

Acknowledging the role played by Residence Head, Makeresemese Mokhatla, in the whole exercise was Sikolethu Dodo, Prime of Khayelitsha / Khayelethu Residence.

“Having had a dialogue on how we can make other people’s lives better with our Residence Head Makeresemese Mokhatla and Mme Matsoso from Community Engagement led to this initiative. Some of us will be going out to the world of work soon and this has equipped us with necessary skills like compassion,” said Sikolethu, a final year BAdmin student.

The centres visited were the Itsoseng housing disabled children as well as the Team Spirit Hospice.

News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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