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26 April 2021 | Story Prof Chitja Twala | Photo Sonia Small
Prof Chita Twala
Prof Chitja Twala is an Associate Professor of History and Vice-Dean in the Faculty of the Humanities at the University of the Free State and writes in his personal capacity.

In South Africa, the month of April is referred to as Freedom Month with 27 April known as Freedom Day. In celebrating and commemorating this day in 2021, it is important to acknowledge the role of the contribution of safe houses to the liberation struggle. The safe houses were sometimes referred to as ‘hosting or transit’ houses. The relative dearth in academic research and the scrutiny of those houses cannot be left unattended. This academic investigation attempts to contribute to the South African historiography on cross-border politics and that of liberation struggle studies.

After the banning of liberation movements/organisations such as the African National Congress (ANC), the Pan Africanist Congress (PAC) and others by the apartheid regime in the 1960s, these movements established networks of safe houses inside and outside the country. However, in response to this, the regime stepped up its repression by targeting such houses to destabilise the underground activities of the liberation movements.

The significance of the contribution of safe houses to the liberation struggle

Therefore, it is against this background that this article briefly considers highlighting the significance of the contribution of safe houses to the country’s struggle for liberation. In counter-acting the apartheid regime’s efforts, the liberation movements embarked on tightening security measures around safe houses for those using them. These measures amongst other things included, first, that the political cross-border activities were determined by a few individuals within certain ‘cells’. These ‘cell’ leaders were responsible for masterminding the exile routes of those escaping the country.

Second, for security reasons, the owners of these houses and host families were not identified. The houses would mainly be known only to the ‘cell’ leaders. The duration of staying in these safe houses was also determined by those in leadership. Third and lastly, in most cases the political activists who used these houses were not familiar with the territory; thus, tracking their location was not an easy task. Furthermore, the apartheid agents also battled to track their routes into exile because of the limited information of how and where they stayed in transit in the north of the continent. On many occasions, the safe houses were located in towns near the border of South Africa and the intended host country. Ronnie Kasrils remembers meeting Nelson Mandela for the first time in July 1962 in a small safe house in Durban. He recalls that the house belonged to a worker.

In Lesotho there was Maleseka Kena and her husband Jacob Kena who resided in the small village of Tsoelike in the Qacha’s Neck district. Jacob Kena was an influential member of the Communist Party of Lesotho. They used their house as a safe place for South African political activists coming into the area. Although Maleseka was not actively involved in politics, she was sympathetic to the ANC liberation cause. John Aerni-Flessner notes the following about her: ‘Maleseka Kena’s  life story, child-rearing, border-crossing, refugee-smuggling, and political involvement as a woman in rural Lesotho turned out to be more compelling from the standpoint of understanding how apartheid and issues of local identity impacted lives in communities of the periphery of the apartheid state. She channelled her political work into groups on both sides of the South Africa/Lesotho border’.

Raids and attacks on safe houses

As mentioned previously, the apartheid regime launched raids and attacks on some of the safe houses. For example, on 30 January 1981 the South African Defence Force (SADF) raided safe houses in Matola, a suburb on the outskirts of Maputo (Mozambique). These safe houses served as transit points for uMkhonto WeSizwe (MK) cadres. During the raid 12 MK members and one Mozambican citizen were killed. Another MK member, Mduduzi Sibanyoni, later died of injuries sustained during the raid. On 9 December 1982 the SADF launched another attack in Maseru (Lesotho). The ‘Moscow House’ which was used as a transit camp in Lesotho became a target of the SADF. This raid was unofficially referred to as ‘Operation Blanket’. In this raid 12 Lesotho nationals and 30 South Africans were killed. Attacks on safe houses in neighbouring states showed the disregard by the apartheid regime for their sovereignty. This was to instil fear in the governments of neighbouring countries so they would desist from supporting the liberation movements. The raid in Lesotho was condemned by the Commonwealth as an infringement of the territorial integrity of the sovereign states. Not only were the safe houses or camps targets, but also offices belonging to the liberation movements. The raid in Gaborone (Botswana) on 14 June 1985 was on the office of MK. This raid was dubbed ‘Operation Plecksy’. During this raid 12 people were killed and only five were members of the ANC.

In Manzini (Swaziland), house number 43 Trelawney Park, a four-bedroomed house belonging to Buthongo and Rebecca Makgomo Masilela provided shelter for ANC members. Masilela’s house was commonly known as KwaMagogo. The house was frequented by the likes of Jacob Zuma during his underground operations in Swaziland. Others who used the house during their operations were Thabo Mbeki and Glory September. In the vicinity was the ‘White House’ which was established by John Nkadimeng on his arrival in the country in 1976. Another safe house in Swaziland was ‘Come Again’ in Fairview.

In Botswana, a kingpin in accommodating political activists crossing into the country from South Africa was Fish Keitsing. He was a Botswana-born ANC activist who was responsible for establishing The Road to Freedom. He came to South Africa at the age of 23 as a migrant worker and joined the ANC in 1949, later becoming the leader of the Newclare Congress Branch and was its volunteer-in-chief during the 1952 Defiance Campaign. He was charged along with others in the Treason Trial of 1959-1961 and was later deported to Botswana. Before he left South Africa, Walter Sisulu asked him to set up a safe house in Lobatse. Assisted in his task of controlling the Road to Freedom were other ANC activists, including Free State-born Dan Tloome, Michael Dingake, Mack Mosepeli and Mpho Motsamai.

Although this article samples just a few of these safe houses and the role the owners played in assisting South African political activists en route to exile, more is still to be academically recorded in this regard.

* Chitja Twala is an Associate Professor of History and Vice-Dean in the Faculty of the Humanities at the University of the Free State and writes in his personal capacity

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

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