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01 June 2018 Photo Mamosa Makaya
Dialogue on LGBTIQ rights in the legal profession reveals slow progress
Justice Edwin Cameron, Sivuyile Mphatheni and Maralize Conradie

The Black Lawyers Association, in collaboration with the Faculty of Law at the University of the Free State (UFS), held a public dialogue on the rights of the LGBTIQ+ community in the legal profession on 25 May, on the Bloemfontein Campus. On the panel were prominent activists for LGBTIQ+ rights, Justice Edwin Cameron, Judge of the Constitutional Court of South Africa; Maralize Conradie, UFS lecturer in Mercantile Law; and Sivuyile Mphatheni, a Law student and member of the Black Lawyers Association.

Liberal but not yet free
The Constitution of South Africa is considered to be one of the most liberal and inclusive in Africa and the world by protecting the rights of same-sex partnerships pertaining to family rights; marriage and adoption. Yet despite these provisions LGBTIQ+ legal professionals still experience discrimination in the workplace. “The LGBTIQ+ community should be regarded as a demonstration of the complexity of human nature, rather than a minority group,” said Conradie. She said the shift in mind-set could allow for more open dialogue, sharing of knowledge, building of trust, and upholding the rights of minority people. Speaking on behalf of law students, Sivuyile Mphatheni said that despite the many victories, there was still a long way to go to achieving full equality for the LGBTIQ+ community.

Discrimination still holding back society
Speaking to students from all walks of life, Justice Cameron gave a breakdown of various forms of discrimination and the effects they have on the human pysche. Actions such as racism, sexism, sexual harassment, the stigma of people living with HIV/Aids, and the upholding patriarchy in society all infringe on the rights of others, causing a society that is fraught with fear, hate and pain.
  
“South Africa is one of the most progressive countries in Africa regarding human rights, including freedom of speech,” said Justice Cameron. He added that unlike in some African countries where same-sex relationships are still criminalised, the youth of South Africa have a voice. He therefore encouraged students to use it to become change agents, and to eradicate discrimination of all forms.

The Black Lawyers Association, as thought leaders, held the event as a call to action to the entire UFS community to begin to sensitise those around them to the plight of the LGBTIQ+ in the law profession and in society as a whole.

News Archive

UFS researchers help find opportunities to create knowledge
2016-09-15

Description: Mobile libraries  Tags: Mobile libraries

The initiative hopes that the mobile libraries
will continue to contribute towards literature
awareness and access to books at rural
schools in the Free State.
Photo: Supplied

Did you know that only 3 392 primary schools in South Africa have libraries? In the Free State the statistics are shocking. Only 277 primary schools have libraries, while 1 087 carry on without them. One of nine provinces in South Africa, the Free State is regarded as a rural province. The South African Primary Education Support Initiative (SAPESI), in partnership with other sponsors, has committed to expanding access to books by donating mobile libraries to service schools across South Africa. In the Free State, the project is embraced by the Free State Department of Education, which employs the mobile operators and library assistants to service these libraries, driving many kilometres of gravel road to visit remote farm schools and other under-resourced schools. SAPESI has set a goal to supply 75 mobile libraries to provide 2 000 schools with access to books by the year 2020.

Discovering the value of the mobile libraries
Although the mobile libraries in the Free State have been functioning since 2007, no formal research had been conducted on their work. Towards the end of 2014, the Free State Department of Education and the Flemish Association for Development Cooperation and Technical Assistance (VVOB) commissioned the UFS to carry out a participatory action research project. Dr Lynette Jacobs, Head of the School of Education Studies at the University of the Free State’s Faculty of Education and her team engaged with role-players at district and provincial level in a Participatory Action Research project.

The research project aimed to describe the work that mobile libraries do, and appraise its influence on learners and schools, towards improving their functionality. In addition, this project aimed to build research capacity within the district teacher development centres.

Highlights of the mobile library project
The way the Free State Department of Education embraced and supported the initiative by Mr Tad Hasunuma and SAPESI, was inspiring. Each of the five education districts has two fully equipped library buses that periodically visit schools. The stock on the buses is regularly replaced by books that SAPESI receives from the international community. Specific books are also loaded for teachers to use as resources. One of the outcomes of the research project was that guidelines were developed for teachers on how to use books in addition to curriculum material in the classroom. At district level, the teams reflected on the work that they were doing and implemented improvement plans to provide an even better service. Findings of the project were presented at the XIV Annual International Conference of the Bulgarian Comparative Education Society that focused on education provision earlier this year. It was lauded by representatives of the international education community as an example of good practice to provide education to marginalised children.

Reading helps enrich children’s lives
The research project concluded by stating that the aim of the mobile libraries was to provide learners and teachers at rural and farm schools with reading books, and they were doing as best they could. While the mobile libraries cannot make up for possible challenges related to teaching and learning or in infrastructure, the learners and the teachers are regularly provided with good resources to encourage reading and stimulate literacy development.

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