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19 November 2021 | Story Nontombi Velelo | Photo Supplied
Nontombi Velelo is a PhD candidate and Lecturer in the Department of Sociology at the University of the Free State (UFS).

Current reports related to gender reflect and emphasise the negative impact of gender on society — especially the negative impact of men and masculinity in society. Studies are conducted to understand the root(s) and triggers of men’s social conduct/misconduct. Without a doubt, men are often guilty of causing some of the social ills. However, we often do not acknowledge and recognise the pressures and challenges that society presents to men. In most instances, the focus in reporting is on their conduct/misconduct. Less attention is given to interrogating and reflecting on how masculine notions are formed and subsequently practised, and the influence of social settings on these processes. 

It is worth pointing out that masculinity is not a static entity – it is flexible, evolving, and adapts to different contexts. However, there is a struggle between upholding the traditional practices of masculinity and the desire for modern and liberal practices of masculinity. The concept of ‘traditional’ masculinity is frequently used when investigating the construction and practices of masculinity. This concept is often understood as the opposite of the modern representation of masculinity. Yet, it refers to what is considered to make a man a ‘real’ man – attributes such as independence, self-sufficiency, heterosexuality, physical toughness, and emotional restrictedness. These attributes highlight the ideas of masculinity embedded in traditional ideology, rules, and norms. We often expect men to possess these attributes, particularly independence, self-sufficiency, and emotional restrictedness. Without a doubt, these expectations present challenges for men. Men are less likely to express their feelings – they are also not expected to express their emotions. Besides, men are not as expressive as women and the signs of mental illness are not the same as those in women. Though we expect men to man-up and demonstrate strength when confronted with challenges, we are not aware of the damage this may cause to their mental and emotional well-being. According to the World Health Organisation (2021), South African men are more than four times more likely to commit suicide than women. Of more than 6 000 cases of suicide, 5 138 were men, which translates to 21,8 per 100 000. This indicates the need to unlearn the damaging expectations of gender. 

Men’s socio-economic and socio-political positions influence how they view and practise their masculinity. Though Statistics South Africa (2021) reported that 32,4% of men are unemployed (compared to 36,8% of unemployed women), South African men living in poverty find themselves in a stressful climate, as they are unable to live up to their and others’ ideas of ‘successful masculinity’. To a large extent, men are still expected to assume the role of financial provider. Failure to adhere to these expectations may result in one’s masculine traits not being recognised or acknowledged. In some cases, men are considered ‘less of a man’ since they cannot fulfil the expectation of financial provision. This, subsequently, affects their interaction and relationships with other men, women, and children. 

Apart from the societal expectations, we need to pay attention to the socialisation process within the family. A family is a training ground where members are trained and taught about desirable and undesirable behaviour and expectations of others. Within the family structure, men and women are socialised to internalise and accept toxic gender roles – one being the use of violence. Violent behaviour is often associated with normal ‘boyish’ behaviour; therefore, it is perceived to be expected of a boy child to resort to violence. It is expected of a boy child to retaliate/fight back when facing conflict. Consequently, violence is viewed as a measure to correct behaviour associated with disobedience or challenging masculine authority. The Mail & Guardian reported in 2020 that one in five women in South Africa experienced violence at a partner’s hands. South Africa has witnessed an increase in gang rapes, most of the first-time rape offenders being teenage boys (SafeSpace, 2021). Teenage boys are not only members of society but also members of the family. This does not imply that parents are responsible for the acts of their children. However, it demonstrates the need to interrogate and challenge the socialisation process as far as gender roles and expectations are concerned. Regardless of the mentioned challenges associated with masculinity, there are individual men in society who have invested efforts to transform the masculine scripts and to cultivate positive male attributes. These are men who strive to be good citizens, husbands, fathers, brothers, and uncles. Unfortunately, the efforts invested by these individual men tend to be disregarded in society, since the focus is always on unpacking and reflecting the toxic actions and attributes of men. 

Commemoration of International Men’s Day

International Men’s Day commemorates the positive contribution of men to their world, families, and communities. The day aims to create awareness around the well-being of men. As we celebrate this day, it is important to recognise and acknowledge male pain. Society often disregards male pain and focuses on male privilege.

Furthermore, recognising ways in which men are hurt by rigid gender roles and expectations and social settings where these roles and expectations are practised, does not imply disregard for the struggle and oppression of women. With the 2021 slogan being ‘Better relations between men and women’, I am reminded of the third wave of feminist scholars who pointed out that society is experiencing a crisis embedded in patriarchal masculinity rather than masculinity itself. There is a need to sensitise men and women to the dangers of patriarchy, particularly for men. It is also important to encourage men to construct their own identities that are different from those prescribed by patriarchy. Although most men might not be oppressed by sexism in ways similar to women, we need to pay much closer attention to how men suffer the consequences of sexism. It is worth recognising that men do not derive the common benefits from sexist oppression, since they do not hold a common social position. It is important to acknowledge the role of individual men in changing the masculine narrative. May we recognise such individuals in our homes, workplaces, and communities. There is a need to unlearn the damaging patriarchal expectations of gender.

News Archive

‘Is the South African university curriculum ‘colonial'?’ asks Prof Jansen
2017-11-24

Description: Jansen readmore Tags: Prof Jonathan Jansen, colonial, university curriculum, western knowledge

From left; Prof Corli Witthuhn, Vice-Rector: Research; former Rector and Vice-
Chancellor of the UFS, Prof Jonathan Jansen; Prof Michael Levitt, and
Prof Francis Petersen at the celebration lecture at the UFS.
Photo: Johan Roux

One of the critical issues that emerged from the South African student protests during 2015 and 2016 was a demand for the decolonisation of university curriculums. 

A senior professor at the Stellenbosch University, Prof Jonathan Jansen, said the number of people, including academics, who joined the cause without adequately interrogating the language of this protest, was astonishing. “The role of social scientists is to investigate new ideas … when something is presented to the world as truth.” Prof Jansen was speaking during a celebration lecture at the University of the Free State in Bloemfontein on 15 November 2017. 

Large amount of knowledge not African

He said the accusation is correct to a limited degree. “The objection, in essence, is against the centring of Western, and especially European knowledge, in institutional curricula.” There is no doubt that most of what constitutes curriculum knowledge in South African universities, and in universities around the world, derive from the West. “The major theories and theorists, the methodologists and methods are disproportionally situated outside of the developing world,” Prof Jansen said. 

The dilemma is, how will South Africa and the continent change the locus of knowledge production, considering the deteriorating state of public universities? “In the absence of vibrant, original, and creative knowledge production systems in Africa and South Africa, where will this African-centred or African-led curriculum theory come from,” Jansen asked. He says the re-centring of a curriculum needs scholars with significant post-doctoral experiences that are rooted in the study of education and endowed with the critical independence of thought. “South Africa's universities are not places where scholars can think. South African universities’ current primary occupation is security and police dogs,” Prof Jansen said. 

Collaboration between African and Western scholars
“Despite the challenges, not everything was stuck in the past,” Prof Jansen said. South African scholars now lead major research programmes in the country intellectually. The common thread between these projects is that the content is African in the subjects of study, and the work reflects collaboration with academics in the rest of the world. These research projects attract postgraduate students from the West, and the research increasingly affects curriculum transformations across university departments. There is also an ongoing shift in the locus of authority for knowledge production within leading universities in South Africa. Prof Jansen feels a significant problem that is being ignored in the curriculum debate, is the concern about the knowledge of the future. How does South Africa prepare its young for the opportunities provided by the groundswell of technological innovation? “In other parts of the world, school children are learning coding, artificial intelligence, and automation on a large scale. They are introduced to neuroscience and applied mathematics,” he said.

Prof Jansen said, in contrast, in South Africa the debate focuses on the merits of mathematics literacy, and what to do with dead people’s statues.

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