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12 July 2019 | Story Leonie Bolleurs
Unique building project
Students from the Department of Architecture and their lecturer, Hein Raubenheimer, building a new future for colleague Adana and her family. In 2018 the builders decided to use a combination of clay bricks and earth bricks as major construction material.

When a colleague in the Department of Architecture bought a plot of land in 2014, her joy knew no bounds and she could not wait to share the news with fellow colleague, Hein Raubenheimer.

Raubenheimer, a lecturer in the department, could not help but think that Adana (pseudonym) would, “like many others, promptly erect a ‘dwelling’ of affordable second-hand material”. This made him muse on how he could help in erecting a more ‘permanent’ house for her, her son and daughter.

He related: “The first-year hut-building project was in the making, and my involvement with it made me think about the possibilities of reusing the earth bricks that were formed during the building process for a potential earth-brick dwelling. However, the quality of such bricks could not be guaranteed and a more controlled manner of forming earth bricks had to be investigated.”

Interdisciplinary research
After talking to an architect friend, JT Erasmus, about the possibility of sustainable forms of building an informal dwelling, Raubenheimer was brought into contact with a colleague in the Department of Chemistry, Dr Elizabeth Erasmus. Together, he and Dr Erasmus formulated and submitted an application for interdisciplinary research. Their application was to investigate the testing of polymer-stabilised earth bricks. “To our surprise, our application was successful. The funds prompted us to immediately start preparing the site and purchasing the necessary equipment for making stabilised earth bricks,” said Raubenheimer.

He elaborated: “During the first two years, all the first- to third-year students were involved in the earthworks, foundations, and making of earth bricks. Since 2018, Prof Gerhard Bosman, Associate Professor in the Department of Architecture, became involved with the fourth-year students, focusing on the finishing touches of the building project as well as the service components.”

Economically viable
For the project to be economically viable, the layout of the floor plan was as compact as possible (35 m²). Raubenheimer explained: “Three areas (living, sleeping, washing) were arranged to create some privacy with the minimum structure. The sleeping area was a double volume with a proposed mezzanine floor that could function as a ‘loft’ (second sleeping area).”

According to Raubenheimer, they wanted to build the entire house with stabilised earth bricks, but due to the labour-intensive and time-consuming process of making the bricks, they decided in 2018 to use a combination of clay bricks and earth bricks as major construction material.

Bloemfontein opens its heart

Apart from the approximately 200 Architecture students and lecturers involved in the project, the community of Bloemfontein also opened their hearts and hands widely.

“We were very lucky to get the roof sheets as donation – surplus as a result of the colour difference (Safintra Roofing), a lightweight-steel construction company (Siteform) sponsored the roof structure, UFS Facilities Management donated all the windows (from their scrapyard), and a well-known Bloemfontein construction company (Sebedisan Construction) delivered lots of recycled material with a three-ton truck. There were also several private cash donations from alumni of the Department of Architecture. Local artisans, Diphapang Machabe, April Milela, Kabelo Lando, and Petrus Letsoara also assisted with the project.

With the use of recycled material and earth bricks, the CO2 footprint of the building was minimal. Raubenheimer explained that the small areas with good North orientation, together with the good insulating properties of the earth bricks, is making the interior very comfortable throughout the year. “Good insulation of the roof and ‘loft’ will minimise the need for heating and cooling,” he said.

Hope for the future
If everything runs smoothly, the project will be completed in the spring of 2019. “And then we will have a proper house-warming. Up until now, each phase of the project was an adventure for Adana. In the beginning, she could not believe that anything would come of it; but her appreciation, despite the prolonged construction period, has grown,” said Raubenheimer.

On a personal level, this project also meant a lot to Raubenheimer. “The limited finances and possibility of applied low technology, experimental forms of detailing all contributed to the adventure. The greatest learning curve for me, however, was to experience the ‘neighbourhood’. The most wonderful respect for life on the faces of neighbours and passers-by. The fact that people here seem to have nothing, but then the perception that as a community they have so much caring, time, and love for each other, has given me hope.”

News Archive

‘Is the South African university curriculum ‘colonial'?’ asks Prof Jansen
2017-11-24

Description: Jansen readmore Tags: Prof Jonathan Jansen, colonial, university curriculum, western knowledge

From left; Prof Corli Witthuhn, Vice-Rector: Research; former Rector and Vice-
Chancellor of the UFS, Prof Jonathan Jansen; Prof Michael Levitt, and
Prof Francis Petersen at the celebration lecture at the UFS.
Photo: Johan Roux

One of the critical issues that emerged from the South African student protests during 2015 and 2016 was a demand for the decolonisation of university curriculums. 

A senior professor at the Stellenbosch University, Prof Jonathan Jansen, said the number of people, including academics, who joined the cause without adequately interrogating the language of this protest, was astonishing. “The role of social scientists is to investigate new ideas … when something is presented to the world as truth.” Prof Jansen was speaking during a celebration lecture at the University of the Free State in Bloemfontein on 15 November 2017. 

Large amount of knowledge not African

He said the accusation is correct to a limited degree. “The objection, in essence, is against the centring of Western, and especially European knowledge, in institutional curricula.” There is no doubt that most of what constitutes curriculum knowledge in South African universities, and in universities around the world, derive from the West. “The major theories and theorists, the methodologists and methods are disproportionally situated outside of the developing world,” Prof Jansen said. 

The dilemma is, how will South Africa and the continent change the locus of knowledge production, considering the deteriorating state of public universities? “In the absence of vibrant, original, and creative knowledge production systems in Africa and South Africa, where will this African-centred or African-led curriculum theory come from,” Jansen asked. He says the re-centring of a curriculum needs scholars with significant post-doctoral experiences that are rooted in the study of education and endowed with the critical independence of thought. “South Africa's universities are not places where scholars can think. South African universities’ current primary occupation is security and police dogs,” Prof Jansen said. 

Collaboration between African and Western scholars
“Despite the challenges, not everything was stuck in the past,” Prof Jansen said. South African scholars now lead major research programmes in the country intellectually. The common thread between these projects is that the content is African in the subjects of study, and the work reflects collaboration with academics in the rest of the world. These research projects attract postgraduate students from the West, and the research increasingly affects curriculum transformations across university departments. There is also an ongoing shift in the locus of authority for knowledge production within leading universities in South Africa. Prof Jansen feels a significant problem that is being ignored in the curriculum debate, is the concern about the knowledge of the future. How does South Africa prepare its young for the opportunities provided by the groundswell of technological innovation? “In other parts of the world, school children are learning coding, artificial intelligence, and automation on a large scale. They are introduced to neuroscience and applied mathematics,” he said.

Prof Jansen said, in contrast, in South Africa the debate focuses on the merits of mathematics literacy, and what to do with dead people’s statues.

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