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29 October 2020 | Story Thokozane Ngcongwane | Photo Supplied
Thokozane Ngcongwane recommends that students and staff should actively seek help for their mental-health challenges.

My name is Thokozane Ngcongwane. I coordinate the UFSS1504 module in the Centre for Teaching and Learning (CTL). The journey of struggles and triumphs against mental illness has often peppered my life more than I thought. Having grown up in rural Free State, it was hard for my parents, as well as those around me, to believe that things such as mental illness exist – let alone their own son! 

I grew up with attention-deficit / hyperactivity disorder (ADHD) and was admitted numerous times as the illness was misdiagnosed and untreated. This laid the foundation for a childhood filled with amazing feats of energetic activity, but also had the downside of being misunderstood, or ill-treated due to this illness. Before I knew about this illness, I believed that because of my height (I have been given the names ‘Napoleon’ and ‘Goliath’ by various people, throughout) and stature. I was a prime target for bullying. 

Fast forward to university, and with the world as my oyster, I believed I would do well, graduate, and become the scientist I have always dreamed of becoming. Nothing could prepare me for the roller-coaster ride that, even to this day, has taught me highly valuable life lessons that I would never have received anywhere else. I started a degree in Chemistry (Extended) and was doing well in the first year. I was even fortunate enough to be selected for the F1 Leadership for Change exchange programme that took me to the USA. That was an incredible experience. Fast forward to my third year, and things took a turn for the worse. 

By 2013, I started getting panic and anxiety attacks, the origin of which was quite unknown to me at the time. I thought that I was starting to go insane and this caused a huge drop in my academics, as well as distorting my overall view on life. I started refusing to see friends and family and even shunned myself from engaging in academics. This was the start of my battles and little prepared me for the fight ahead. I took a trip outside of my surroundings and became aware of how the people I avoided cared for me, and the result was that I overcame anxiety for that period. Family, friends, and lecturers were supportive and encouraged me to do my best amid this unknown period in my life. My academics improved and I became social again. 

When I thought the worst was behind me, I was diagnosed with generalised anxiety disorder (GAD). I contacted Student Counselling and Development and received professional assistance. I started feeling better again and was on my way to graduating, albeit the journey was fraught with anxious moments. My graduation was delayed due to a credit shortfall, and this threw me in the deep end once again. This time, I dealt with it better by engaging myself in my passions – sports and the outdoors. I graduated in May 2016 and secured a temporary job as a Science teacher.

I returned home to the Qwaqwa Campus, where I became an intern in CTL. My troubles reached a boiling point in 2019, and I contacted Careways on recommendation of my head of department. It is now 2020, the year of global anxieties. I have learnt that institutions such as the South African Depression and Anxiety Group (SADAG) are available to help. Higher Health is also available to deal with issues around stigmatisation. In short, seek help and never abandon your support structures. Your mental health matters.

News Archive

Faculty of Education hosts global education conference
2015-11-09



The Faculty of Education at the University of the Free State hosted the Annual conference of the South African Education Research Association (SAERA).  From the left are Profs André Keet, Director of the Institute for Reconciliation and Social Justice, Sechaba Mahlomaholo, Dean: Faculty of Education, Carlos Torres, keynote speaker and Professor of Social Sciences and Comparative Education, and former Director of the UCLA-Latin American Center, and Azlam Fataar, SAERA president.

National and global issues, trends, and research were discussed at the annual conference of the South African Education Research Association (SAERA), hosted by the Faculty of Education at the University of the Free State.

Considered as the highlight for educators, education researchers, and education policy makers, this conference is linked directly to the World Education Research Association (WERA), and to the American Education Research Association (AERA).

More than 400 delegates from national and international universities, as well as other interest groups such as the Department of Higher Education and Training of South Africa, have submitted abstracts on a variety of topics, spanning the different disciplines in education.

Keynote Speaker, Prof Carlos Torres, Professor of Social Sciences and Comparative Education, and former Director of the UCLA-Latin American Center, explained the importance of global citizenship education.

“The requirements to enable global citizenship education are clarification, bare essentials, principles, teaching methods, and agents. Global citizenship education is an intervention in search of a theory.”

Prof Torres's areas of theoretical research focus on the relationship between culture and power, the interrelationships of economic, political, and cultural spheres, and the multiple and contradictory dynamics of power among, and within, social movements that make education a site of permanent conflict and struggle.

Prof Teboho Moja, policy researcher and policy analyst for higher education in South Africa, spoke enthusiastically about changes taking place currently in higher education, changes that are driven by the recent demands of university students. Her keynote address dealt with equality and equity in higher education in South Africa.

“This conference is taking place whilst ‘something’ is happening in South Africa. This ‘something’ had to happen to achieve equity in higher education. Recent events on campuses left me proud to see the unity amongst students. Will the next phase in transformation and reform see that the doors of learning will be opened to all, as stated in the Freedom Charter?”

Prof Moja has authored articles on higher education reform issues in areas such as the governance of higher education, policy processes, and impact of globalisation on higher education.

“Hosting a conference of this magnitude validated the research work of the Faculty of Education in particular. It also positioned the Faculty positively in the national and international conversations around education research and gave the Faculty the opportunity to showcase its research, teaching, community engagement, and most importantly its organisational skills,” said Prof Sechaba Mahlomaholo, Dean of the Faculty of Education. According to Prof Mahlomaholo, staff (academic and support) in the Faculty have benefited greatly from listening to and networking with outstanding scholars from across the broad spectrum of education disciplines in the world. “These scholars also role modelled excellence in education research, which both our students and academic staff are now working towards emulating and surpassing,” he said.


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