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17 June 2020 | Story Charlene Stanley
International studies group
Dr Kundai Manamere and Dr Hlengiwe Dlamini

The International Studies Group continues to keep critical issues in Africa on the research agenda, with two of its postdoctoral research fellows awarded prestigious international research grants.

Dr Hlengiwe Dlamini won a CODESRIA (Council for the Development of Social Science Research in Africa) award as part of the organisation’s ‘Meaning-making Research Initiatives’. These initiatives focus on supporting research that contributes to agendas for imagining, planning, and creating African futures.

“I was over the moon when I heard that I received this award!” says an excited Dr Dlamini. “The competition was a tough one. Applications were received from 430 female applicants and just 12 were retained, including mine.”  
 
Her colleague in the ISG, Dr Kundai Manamere, who recently signed a book contract with Ohio University Press, has been awarded an African Peacebuilding Network (APN) 2020 Individual Research Fellowship, administered by the American Social Science Research Council.

“I am delighted to have received this award. As an early-career scholar, this is one of my several goals, and achieving it recognises and validates my work. This boosts my confidence and encourages me to keep working hard,” says Dr Manamere.

Examining border disputes
Dr Dlamini’s research project is a comparative study of two border disputes – between Cameroon and Nigeria over the Bakassi Peninsula borderland, and between Eswatini (formerly Swaziland) and South Africa over the demarcation of their borders, and how the international doctrine of uti possidetis juris, as an instrument of inter-state conflict resolution, applies to these disputes.

“The doctrine of uti possidetis juris (literally translated: as you possess, thus may you possess) states that frontiers inherited from colonialism cannot be changed under any circumstance. Cameroon won its case in the International Court of Justice in 2002 in its border dispute with Nigeria and this had a direct impact on Eswatini, which also had a border dispute with South Africa,” she explains.

“The post-apartheid South African governments have been hostile to the idea of adjusting their borders with Eswatini, while the Eswatini monarchy has relentlessly been pursuing what it calls ‘its stolen territories by the British and the Boers in the 19th century’.”

Dr Dlamini will be heading a team of four female researchers from different nationalities. As soon as international flights resume, two scholars from Canada and Sweden will head for Cameroon, while she and another researcher will start with archival research in Southern Africa, before embarking on fieldwork.

“There will be no rest for us. It is incumbent on me to assemble the data collected and use it to write two or three scholarly articles for journal publications,” says Dr Dlamini.


Migration issues and public health interventions
Dr Manamere’s research focuses on documenting the experiences of former refugees and their host communities at Chambuta refugee camp, one of the five refugee camps established by the Zimbabwean government along the Mozambican border in the 1980s to accommodate asylum seekers fleeing from the Mozambican civil war.
“The project explores their experiences and examines their perceptions about conflict, displacement, refugee conditions, and the occurrence of diseases and intervention following a disease outbreak that killed nearly 200 people in August 1992. I use the Chambuta case to reflect on the politics of voice and representation in history – how official reports by governments and non-governmental organisations overshadow the experiences of refugees and host communities.”

The COVID-19 lockdowns in both South Africa and Zimbabwe have delayed Dr Manamere’s fieldwork plans. She will now first spend time collecting information from digitised archives and doing telephonic and online interviews.

ISG a melting pot for international research talent
Both researchers expressed their appreciation for the role the ISG has played in shaping their academic careers.
“By creating opportunities for me to network with renowned historians in my field, the ISG has expanded my circle of mentors. All these opportunities culminated into several achievements, including this award, forthcoming articles in leading international journals, presentations at international conferences, and a book due to be published by the Ohio University Press, one of the leading Africanist publishers in the world. To me, this is the best foundation for a successful academic career, and I am proud to be part of the group,” says Dr Manamere.

“The ISG creates one of the most convivial environments for intellectual production.  We are really flying high. The scholars of the ISG are making their mark in different ways. I am very grateful for the Stanley Trapido seminar series and other academic activities that constitute a vital crucible for the cross-fertilisation of our minds and for the acquisition of new methodologies and updates in our disciplines,” says Dr Dlamini.

Prof Ian Phimister, Head of the ISG, says the two researchers have brought great credit to the UFS and the ISG.“By winning such prestigious awards, Drs Dlamini and Manamere show themselves to be first-rate scholars. Their academic commitment and drive are exemplary. At the same time, their research projects, respectively on comparative African territorial boundary disputes and on Mozambican refugees' experiences of civil war, drought, and disease, have significant policy-making implications.”

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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