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06 July 2021 | Story Prof Sethulego Matebesi | Photo Sonia Small (Kaleidoscope Stuidos)
Prof Sethulego Matebesi is an Associate Professor at the Department of Sociology at the University of the Free State.

Opinion article by Prof Sethulego Matebesi, Associate Professor at the Department of Sociology, University of the Free State


More than two centuries ago, Patrick Henry of the Boston Tea Party noted, “Is life so dear or peace so sweet as to be purchased at the price of chains and slavery? … give me liberty or give me death.”

 

This statement resonates with the current political theatre set up in Nkandla near the homestead of former President Jacob Zuma. In attendance are many Zuma loyalists of all walks of life. For these Zuma loyalists, their presence at Nkandla symbolises their unparalleled love for their leader, whom they regard as a champion of the poor and the needy. But at the same time, I reckon they want to convey a bold message of their understanding of an expansive idea of what democracy and justice entail.

Notwithstanding this, democracy delivered Donald Trump to America and Zuma to South Africa. But, as intriguing as the contributions of many South African commentators who have compared the two former presidents, one thing is clear: they had all the power to the right things but failed.

The recent sentencing of Zuma by the Constitutional Court for contempt in defying its order to appear before the Judicial Commission of Inquiry into Allegations of State Capture, has created widespread anxiety. Some described this as a resounding affirmation of the independence of the judiciary and the rule of law. Along with this affirmation, so it is believed, is the possibility of solidifying political renewal. For the ardent Zuma supporters, however, the judgement represents a dangerous moment and a threat to the values of South African democracy. 

Ascendance to the political stage 

Undoubtedly, the sentencing of Zuma resurrects an ancient metaphor that life is like a never-ending play in which people are actors. Accordingly, democracy thrust Mr Zuma as the lead actor onto the stage of politics in South Africa in 2009. Of course, there had been several doubts about Zuma’s credibility, long before his ascendance to political power. But we live in a liberal era in which an extensive political background hardly matters anymore. However, history would later suggest that we have erred.

Since becoming President of South Africa, many euphemisms have been used to describe the leadership of Zuma. One of the most scathing euphemisms came from President Cyril Ramaphosa and Finance Minister Tito Mboweni’s reference to the Jacob Zuma presidency as nine wasted years. Similarly, taking a look at history, one wonders who of the twelve former presidents of the ANC shaped Zuma’s notions of power and political identity. Could it be that he embodies the spirit of the founders of the ANC, such as, for example, Josiah Gumede, John Dube, Oliver Tambo, or Sol Plaatje?
Some co-actors in the Nkandla play may mumble that Zuma’s sin is that he is a courageous leader who was not afraid to take risks in facing and dealing with the country’s challenges. For them, Zuma has been able – thus far – to successfully challenge the hegemony of the judiciary and the problems arising from rent-seeking legacies and patronage within the apartheid system that is now blamed on their leader. Such praise comes despite some viewing it as a political tenure that eschewed good governance and financial prudence principles.

A theatre script that went horribly wrong

A conclusion about the play’s primary character is that he has continued – from a supporter’s perspective – to depict the vulgarity of the judiciary in threatening democracy in the country. A root problem with the primary character is the intensity of commitment observed each time he displays his visceral hatred for the judiciary yet performs erratically and confusing when he explains why he did not use the opportunity to state his case. Instead, using his trademark of indiscernible pride, Zuma and his supporters are drawing hysterical comparisons between his sentencing and how the apartheid government was pardoned.

In essence, none of this is surprising. The convergence at Nkandla is symptomatic of an aggrieved group seeking to fight back and exorcising themselves of the destructive spirit of the ANC’s Nasrec elections in 2017. These are acts of delusion – the inevitable result of a political theatre script gone horribly wrong. 

The acid test for the health and vitality of democratic institutions

There have been deliberate attempts by the ruling elite in Africa to narrow the judiciary’s scope since the advent of the third wave of democratisation on the continent. As a result, the euphoria that sees South Africa as a beacon of entrenched constitutionalism in the Southern African region, is waning at an alarming rate. Even more disturbing is the disregard for the rule of law by the political elite, which can manifest itself at different societal levels.

One of the pathways to the current crisis has been the profoundly divisive factional battles of the ANC. The factional is the longer-term context in which the judiciary must affirm its centrality in providing appropriate enforcement mechanisms for constitutionalism. However, any form of back-door concessions for the political elite will be misguided and reckless. South Africans should never again proceed down the road of ideological politicking at the expense of constitutional supremacy. Such a path dissipates the rights of the people.

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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