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16 July 2018 Photo Sonia Small
Critical Leadership Key to Social Change
Théogène “Totto” Niwenshuti and Rena Yamazaki discuss trauma and forgiveness

The question of leadership, ethics, morality, and social change were discussed during the opening session of day three of the Global Leadership Summit, with panellists such as Dr Mvuyo Tom from the Oliver and Adelaide Tambo Foundation, Cunningham Ngcukana from the Robert Sobukwe Trust, Nomsa Daniels of the Graça Machel Trust, and students from the University of the Free State (UFS), the University of Antwerp, and the Sol Plaatje University (SPU).  The panel discussed how critical leaders make the right decisions and for whom these decisions are taken when dealing with situations of social change. 

The dialogue was followed by a performance from the Arts and Social Justice Theatre Production, as we wait, a gripping play about trust and betrayal, exploring race relations in higher-education spaces.  The cast, consisting of UFS students, engaged in a panel discussion with the audience, who later raised insights and interpretations of key concepts such as white privilege, ‘isms’, and transformation at universities. 

Trauma, reconciliation, and nation-building
One of the most harrowing events of the 21st century in Africa is the Rwandan genocide that saw close to a million people killed in a space of three months from April to July 1994.  The story of Rwanda was presented by Prince ‘Totto’ Théogène Niwenshuti, a Rwandan artist, activist, and victim. He was joined by Yuki Tanaka and Rena Yamazaki, who are students from the International Christian University in Japan, for a discussion with delegates.  The Japanese students related the narrative of Japanese colonialism, its invasion of Korea and parts of China, and the war crimes that were committed there.  Discussions ensued on issues such as retribution, reconciliation, and the effectiveness of the Truth and Reconciliation Commission in South Africa, the community justice Gacaca courts in Rwanda, and the omission of war crime narratives in Japanese history teachings and how this affects national unity, reconciliation, and trust between victims and perpetrators.

Transformation at universities – a global concern
A wide and global view on understanding the various modalities towards reconciliation and transformation were led by a panel of four: ex-SRC president Phiwe Mathe, two students from Edmonds Community College (ECC) in the USA, staff from the UFS, Cornelius Hagenmeier, Director: Office of International Affairs, moderated by JC van der Merwe from the Institute for Reconciliation and Social Justice.  Hagenmeier said, “I grew up in a divided Germany where east and west held certain stereotypes about each other.  I decided to finish my studies in the east, and this is when I realised that, on a personal level, we were able to find understanding as fellow students”. Mathe highlighted the importance of re-looking the commercialised space that the university operates in, and how that dictates its policies.  Students from ECC presented the plight of native American people in the United States and South America, the century-old discriminatory laws against these groups, and their call for social justice. 

The summit will conclude on 14 July 2018 with a sharing and reflection session where students and staff of partner institutions will present their positions on the thematic areas that were tabled throughout the week-long summit.

Related articles:
GLS explores global view on gender and intersectionality (July 2018)
Global Leadership Summit starts off on a high note (July 2018)

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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