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Elandré Williams is an analyst in the South African Doping Control Laboratory (SADoCoL), which is housed by the University of the Free State (UFS), and she is primarily responsible for all analyses and method development conducted by the GC-C-IRMS. She believes there are opportunities for more women to contribute to the ever-changing field of science and research. She is also part of the team responsible for all analytical work regarding the analysis of anabolic steroids by GC-MS/MS.

Diversity in the scientific community is of the utmost importance and it is important to know that the inclusion of women in science is inevitable. Women have done so much for the scientific community, and as time goes by, the impact of women in science will become greater, creating more opportunities for other women to come. 

This is according to Mrs Elandré Williams, analyst in the South African Doping Control Laboratory (SADoCoL), housed by the University of the Free State (UFS). Williams, who is primarily responsible for analyses and method development conducted by the GC-C-IRMS, believes there are opportunities for more women to contribute to the ever-changing field of science and research. She is also part of the team responsible for all analytical work regarding the analysis of anabolic steroids by GC-MS/MS.

Possibilities for women as scientists and researchers

“When I look at our field of expertise in the anti-doping community, there are a lot of possibilities for women as scientists and researchers to contribute to the science; the number of women in the laboratories is growing, again taking it back to our laboratory employees, consisting mainly of women scientists.” 

“Young women now have the ability and opportunities to study science, to do research, and to participate in scientific innovations. Scientific laboratories are encouraged to offer positions for women, which can contribute to the empowerment of young women and to encourage women to pursue a career in science,” says Williams. 

Having to find your own way in a scientific community that was once led by men only, can still be challenging at times, but, says Williams, even though women are climbing the ladder quickly, both women and men today still use the science that was once developed by men. This science is now evolving and changed by women. “It is an honour to be a female scientist and to know that the efforts and achievements of our scientific work and excellence will hopefully one day also benefit other women as scientists.”

Making a contribution to the Olympic Games

With the Olympic Games taking place this year, Williams and her colleagues are at the forefront of making a positive contribution to the Games as an anti-doping laboratory. Says Williams: “It is an honour to be a part of something that has a positive impact on sport, as well as something as big as the Olympics. Although the pressure of an Olympic year brought about several challenges, it taught me how to work well under pressure and made me aware of the kind of pressure I can work in.” 

According to her, her first Olympic year at SADoCoL made her realise that the more she does, the more she can do. It is, however, says Williams, not an individual goal, but a combined goal of the SADoCoL team to ensure that they make a positive contribution.  

What challenges do women still face?

Williams believes that women in the 21st century have more opportunities than in previous decades. “In the era we live in, women advocating for women are seen more often and it will remain this way if all women in all areas of life and careers continue to stand up for what they believe in and continue to influence other women in their professional careers. 

“Sexism is one of the biggest challenges facing women in society. Women are excluded from positions that hold power, they are unable to express their concerns, and are also unable to contribute to the authority that mostly men have. Young women are also faced with difficulties when making career choices due to the lack of information and available career opportunities that they can pursue,” says Williams.

These challenges can be addressed by simply realising the impact and role that women play in our society and all over the world. According to Williams, women should be introduced to leadership positions and should be given equal opportunities as men. 

“I do believe that if every person acknowledges the real worth of the person next to them, whatever gender, equality will be established in the near future. Women have become more than just housewives and ‘moms’; in fact, women, just as men, have an incredible force inside them that will be remembered forever if they are given the chance to showcase their capabilities and talents.”  

Science has helped to shape her

“Although these challenges might not be resolved quickly, I do believe that we as women have the power to overcome it, but it begins with us, all women today, to ensure that we leave a positive change in the world for the women coming after us.”

Williams concludes by saying that science – for which you need certain values, such as honesty, courage, being meticulous – helped to shape her into who she is today. “It taught me so much through challenging times where I had the option to either ‘jump in at the deep end and swim’ or drown’; I opted to ‘swim’, and this is a decision that I make every day, and I give it my utmost best. It has shown me what I am capable of and so much more – what I can achieve in the future.”

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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