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13 November 2018
Photo Moeketsi Mogotsi
Kovsies took an active stance against sexual and gender-based violence through various campaigns in October.
President Cyril Ramaphosa recently announced that South Africa will launch a national strategic plan to tackle gender-based violence (GBV) after years of lobbying by activists. Speaking at the Presidential GBV Summit, the head of state commended activists who called for a nationwide shut down in August in response to high levels of GBV and femicide in the country. He says the government is now reviewing national GBV plans and will develop a national action plan.
Activism at the UFS
One of the efforts launched by the University of the Free State’s (UFS) Gender and Sexual Equity (GSE) Office in the fight against this plague is the # RESPECTME campaign. From 11 to 26 October 2018, the university held its own 16 Days of Activism.
Geraldine Lengau of the GSE Office believes that minority groups deserve the same amount of respect as all other citizens of this country, which is the core concept of the campaign. “The Campaign is a loudhailer to say, ‘just because I am different from you’, be it gender or sexuality, it doesn’t mean that I deserve any less respect,” she highlighted.
Lengau added: “Activism will forever remain important on our campuses as it creates an environment where the community is made aware of matters that would otherwise not have mattered had they not been publicised. Also activism becomes all the more important in advancing the university’s strategic plan.”
Policies advocating against GBV
As stipulated in the UFS Sexual Harassment, Misconduct and Sexual Violence Policy the university strongly believes in the principle of human dignity that is entrenched in the Constitution of South Africa (1996) which resolves to ensure a safe working and study environment for students.
Student Affairs also led a campaign which aimed to highlight the ongoing scourge of sexual and gender-based violence, in line with the policy. “The university is working relentlessly at endorsing the aspects and characteristic traits of respect amongst all of its stakeholders in an effort to reduce the notion of gender-based violence,” said the Dean of Student Affairs, Pura Mgolombane.
An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26
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.