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19 May 2020 | Story Charlene Stanley
The five postdoctoral fellows are from left; Dr Sibanengi Ncube; Dr Hyden Munene; Dr Joyline Kufandirori; Dr Joseph Kachim; Dr Victor Gwande

An unprecedented total of five postdoctoral fellows from the University of the Free State’s International Studies Group (ISG) recently heard the good news that they have been selected for the prestigious African Humanities Programme (AHP), presented by the American Council of Learned Societies. The programme is funded by the well-known Carnegie Corporation of New York.

Unique achievement

“This is indeed a remarkable accomplishment – all the more outstanding because we received close to 500 applications for our 45 postdoctoral fellowships this year,” says Prof Fred Hendricks, AHP Associate Director for Southern Africa. It is unique in the history of the AHP to award so many scholars from one relatively small programme and is an accolade to “the concentration of talent developing at the University of the Free State,” according to Prof Hendricks.

“I jumped for joy when I received my acceptance letter and couldn’t contain my excitement,” says a delighted Dr Sibanengi Ncube, one of the five UFS recipients. For him and Drs Joseph Kachim, Joyline Kufandirori, Victor Gwande, and Hyden Munene, this award allows an academic year free of teaching and other duties to either revise their dissertations for publication or for their first major research project after obtaining their PhDs. As fellows, they are also eligible for additional benefits such as residential stays for writing, manuscript development workshops, and publication support.

Dr Ncube, an economic historian with research interests in the histories of commodities, agricultural policies, international commodity trade and rural economies’ interactions with global value networks, plan to use the opportunity to revise his PhD thesis for a book. The provisional title of his envisaged publication is, Beyond the State: Global, Regional and Local Relations in Zimbabwe’s Tobacco Industry since 1947.

“The award does not only bring money for books and media to enhance my work, but it also makes me an American Council of Learned Societies’ African Humanities Program Fellow, in itself a very important addition to my academic CV,” he enthuses.

Producing new knowledge from Africa

According to the American Council of Learned Societies, the goals of their African Humanities Programme are to encourage and enable the production of new knowledge and new directions for research, to strengthen the capacity of early career researchers and faculty at African universities, and to advance the humanities by establishing networks for scholarly communication across Africa and with Africanists worldwide.

“We are immensely proud of our scholars who have been selected to be part of this,” says Prof Ian Phimister, Head of the International Studies Group (ISG) at the UFS. “They can use the scholarship funds to travel to archives across Africa for their research. Some of them already have book contracts in place, which means that they can now move ahead towards publication very quickly.” 

ISG scholars having international impact
  
To be awarded five of these fellowships in one year, is yet another feather in the cap of the ISG, which has established itself as a key contributor to the academic and research effort in the SADC region and further afield. 

The ISG was formed in 2012, after the need was identified to recruit senior research professors who would not only lead by research example and refereed publication, but also attract and recruit high-calibre postgraduate students and postdoctoral fellows to the UFS, driving the research-led transformation of the university as a whole.

After national and international advertisements, followed by a rigorous selection process, graduate students and postdoctoral fellows are recruited in the field of Southern and Central African Studies, usually engaging with wider regional and global processes. Comparative world history is also catered for. 

The young scholars come from across the globe – from places such as Oxford, Cambridge, Edinburgh and Minnesota, to institutions closer to home, such as the Universities of Zambia, Botswana, Pretoria, and Stellenbosch University. Their study fields encompass a wide variety of disciplines, such as anthropology, development economics, history, politics, and sociology. Just over two-thirds of the PhD students and postdoctoral fellows are black and more than half of them are female.

“This cohort of exceptionally clever young people drawn from throughout South and Southern Africa, as well as from elsewhere, has been hard at work for the past seven years or so.  Twenty of them have already passed through the ISG’s programme, many of them subsequently taking up posts at renowned institutions such as the London School of Economics, the University of Kent, the University of St Andrews, and also here at the UFS. The fact that they are proving themselves to be internationally competitive is particularly gratifying,” says Prof Phimister.

Scholars publish in renowned national and international journals during their tenure at the UFS. The ISG’s completion rate for PhD theses is within three to three and a half years – roughly half of the national average of seven years. 

Academic incubator

“As an economic historian who was introduced to Professor Ian Phimister’s works in both my honours and master’s courses, I needed no persuasion when an opportunity arose for me to work under him in the ISG,” says Dr Ncube, one of the AHP recipients. “Words really fail me when I try to describe the value of my time at the UFS International Studies Group. It is an academic incubator – a home-away-from-home environment characterised by unprecedented collegiality across the board.”

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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