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19 November 2018 Photo Sonia Small
On Statues and Statutes MT Steyn statue creates a vital precedent
Prof Francis Petersen, UFS Rector and Vice-Chancellor

Opinion article by Prof Francis Petersen

Every morning on my way to the office, I pass this imposing figure. Elevated on a granite plinth in front of the Main Building of the University of the Free State’s Bloemfontein Campus, cast in bronze, more than twice the size of a normal person, the statue of President Marthinus Theunis Steyn is by all accounts an impressive work of art.
  
Why such a contentious figure?

Unlike Cecil John Rhodes, who has become the embodiment of colonialism in South Africa, history paints the last president of the independent Orange Free State a little more amicably: MT Steyn was an outspoken anti-imperialist, a pacifist who tried until the very end to avoid war with Britain, a humanitarian who did a lot for Boer women and children after the war.
  
However, he was also the leader of a republic that didn’t acknowledge the rights of all its ethnic groups. From a modern-day human rights perspective, his Free State was decidedly unequal and unjust.
  
In its recent report, the ministerial task team on the transformation of the heritage landscape points out that statues are never just “innocent pieces of architecture.”  They embody a strong “symbolic power” and project “the foundational values of the state and those in power.” It’s never about the persona alone, but about the totality of values he/she represents.

Situated where it is – in front of the building housing the university’s executive – the question is whether we, as the leadership of this institution, align ourselves with these values.

And if there’s any doubt, how should we go about to consider changing the status quo?

Removal of statues in the past

As South Africans, we are acutely aware of how unhappiness about statues and what they represent have been dealt with on our university campuses in the past.

Statues have been defaced, damaged, and toppled by protestors – not only in South Africa, but around the world. At the University of the Free State (UFS), it also happened with the statue of CR Swart on the Bloemfontein Campus; the same as with the statue of Cecil John Rhodes at the University of Cape Town.

There is of course a legitimate driving force behind students’ conduct: frustration about the perceived slow pace of transformation.
  
However, what should also be considered, is the heritage legislation that is in place to protect symbols that hold historical value and significance – specifically aimed at preserving our country’s cultural heritage for all its citizens.

Process followed

At the UFS, discussions regarding the possible repositioning of the MT Steyn statue date as far back as 2003. In January this year, our Integrated Transformation Plan (ITP) was launched, and the statue was identified as a priority within the work stream dealing with ‘Names, Symbols and Spaces.’

At a student engagement earlier this year, the student community, through the Student Representative Council (SRC), once again asked for the statue to be removed. It was clear that it made certain students feel unwelcome because it represented a period in history that they did not feel part of.

I realised the urgency of the matter and appointed a Special Task Team to fast-track the review of the statue’s position. Four options had to be considered during the review process: (i) retention of the statue in its current position; (ii) reinterpretation; (iii) relocation on campus; (iv) relocation to a site off campus.

The task team, made up of representatives of various campus communities, appointed an independent heritage consultant to conduct a Heritage Impact Assessment (HIA) as prescribed by the heritage legislation, consulted widely, and gathered qualitative data. This encompassed a two-month-long public participation process.

Great effort went into inviting people to comment on the position of the statue, like erecting a giant reflective column in front of the statue, effectively erasing it out from a frontal view of the Main Building. Seven questions in English, Afrikaans, and Sesotho about the statue and the person it represents, cement benches to invite reflection, and a suggestion box for comments completed the picture. In addition, I also had various individual meetings with relevant role players, including members of the Afrikaans community on campus, the SRC, and alumni.
  
Robust discussion sessions were facilitated on campus, and various opinion articles were carried widely in the media.

As there is no precedent for such a process under current South African legislation, the task team was guided at all times by principles of fairness, inclusivity, and objectivity.

The Special Task Team has now presented the university’s executive with a report, and a final decision on the position of the statue will be made during a meeting of the University Council on 23 November 2018.

What we learned

I have repeatedly been asked whether the time, effort, and resources we’ve poured into the process around deciding the statue’s future have been worth it. My answer is consistently a resounding “yes”. 

Through this process, everyone involved with our university were given the opportunity to express their opinions on this aspect of its future. It was a chance to really listen to one another.

Where discussions sometimes became one-sided and overbearing, we could use it as an opportunity to lay down the rules for respectful debating as a quid pro quo for future discussions on any matter.

In short: The two-month public participation period was a fruitful time of discussion, reflection, and communication. 

A time of deliberate stocktaking on the values which are important for all our communities.
  
Road ahead

Whatever the final decision on the Steyn statue, it is bound to dissatisfy some. That much is unavoidable. 

However, I believe that this should not inevitably lead to division on our campuses. I see the wake of the statue journey as an opportunity to foster a new university citizenship based on the value of caring – a value that we all treasure.

The past few months have given us a chance to think deeply about what it truly means to care; also, to reflect on how we should apply this value in order to be a university where equality, social justice, tolerance, and forward-looking is actively lived out every day. 

A place where everyone truly feels welcome – and involved.

News Archive

Doll parent project exposes learners to real-life issues of responsible reproductive health
2016-11-01

Description: Doll parent project  Tags: Doll parent project

Princess Gaboilelwe Motshabi,
Princess Gabo Foundation, Maki Lesia,
School of Nursing, Zenzele Mdletshe,
Internationalisation office, Masters of
Education students from Rutgers University
and study leader.


With the alarming rate of teenage pregnancies in secondary schools, a concerned teacher approached University of the Free State (UFS) School of Nursing in 2013, and in 2015, the Reproductive Health Education Project (RRHEP) was established in collaboration with fourth-year Midwifery students, the Princess Gabo Foundation and the UFS Community Engagement Directorate.

Empowering learners to make responsible reproductive health choices was the primary objective, which got final-year nursing students involved in the Doll-Parenting Project as part of their Service Learning Module. To simulate parenting, boys and girls in Grade Eight were given dolls to take care of as their “baby” for a given period of time. After an information session with parents and guardians, the project took off at Moroka High School in Thaba Nchu and Lekhulong High School in Mangaung. The Princess Gabo Foundation, an NGO operating in the Thaba Nchu community, which supports maternal health programmes, provided the dolls, kangaroo wraps, and diaries in which learners recorded their daily experiences of caring for a baby.

Teen parenting – a challenging experience

Learners were required to calculate how much it would cost to care for a baby, the cost of buying nappies, formula milk (if not breast feeding), doctor’s visits, and medicine. The project was supported by teachers in various subject classes, and learners were encouraged to express themselves through writing of poems or essays about how it feels to be a teen parent.

Dr Delene Botha, lecturer at the School of Nursing, said there was a need to establish a sustainable research project that would attract funding. By adding some of the missing components and drawing on other disciplines such as Sociology and Psychiatry, the project was expected to be extended to meet the needs of other stakeholders including teachers, parents and the community at large.

With cellphones and data provided by the Community Engagement office, the “parenting practice” involved receiving SMS messages from nursing students during odd times of the day to remind them about the needs of the baby; such as wet nappies, the “baby” not feeling well and to be soothed.

Sensitising learners yields success

In evaluating their performance, appointed “police learners” became the eyes and ears of the community to observe and report on how “parents” treated their “babies”. Statements from participants and feedback showed Incidences of negligence and the feeling of embarrassment from being a teen parent. The report indicated that learners felt that having a baby while still at school was not a good idea. The project concluded with a debate on the subject.

As part of the programme, a group of postgraduate Education students from Rutgers University in the US, visited Chief Moroka High School and received first-hand information from their interaction with the learners from which they created digital stories of their Community Engagement experience and took these back with them.

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