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23 November 2021 | Story Gcina Mtengwane | Photo Supplied
Gcina Mtengwane is a lecturer in the community development programme at the University of the Free State, QwaQwa Campus. He believes democracy is more than just voting. It is the expansion of self-determination opportunities.

Opinion article by Mr Gcina Mtengwane, Lecturer: Community Development Programme, University of the Free State.


Voter apathy has been diagnosed as part of the reason for the low voter turnout in the 2021 local government elections. The turnout was the lowest since democracy the dawn of democracy, with only about 12 million (46%) of about 26 million registered voters casting ballots. Apathy among voters in representative democracies is defined as a lack of interest in voting. Some choose to view this apathy as a threat to South Africa’s democracy. But it may not be the case, as some would like to put it. Instead, it may reflect the evolution of South Africa’s democracy and the expansion of choices available to South Africans outside of the voting principle commonly used to define democracy.

While I am inclined to agree with the view that this voter apathy has some messaging on the state of South Africa’s democracy, I argue that it is only a small part of the big picture. Democracy is, among many other things, the freedom to make choices. One of the permissible choices is the right not to vote. Defining the success or failure of democracy by voting is quite restricting and problematic   at least for me.

Local government is about addressing challenges in daily live

Local government is mainly about addressing issues and challenges in our daily lives. It does not require much of an overly ideological stance. Put simply, a community member at an informal settlement or village does not need to know the works of Marx, Fanon, and Biko to know that she or he does not have a road, potable water, or ablution facilities. It takes building materials, not political slogans or party ideology to build a house for those without houses or to provide food for the hungry.

What is more interesting has been the activism of young people outside the banner of political parties. Young people are engaged in issues that affect them in their daily lives. They are also engaged in lending a helping hand to others. They are doing this outside of formal party politics. The writings of Adam Prezowski (2003) identify ‘autonomy’ as the ability to participate in the making of collective decisions, which is a paltry notion of freedom. Prezowski asks whether democrats should value the freedom to choose. He further asks whether people value facing distinct choices when they make collective decisions. In the absence of concrete answers to these questions, Prezowski comments that “true” democrats must be prepared that their preferences might not be realised as the outcome of the collective choice. When many people cannot vote for what they most desire, democracy suffers. The low voter turnout may indicate that none of the political parties offered what most South Africans desire, hence they see no impetus to vote. 

Democracy is more than just voting

Democracy is about the expansion of opportunities and choices. Choosing not to vote does not necessarily reflect badly on our democracy. Instead, it speaks positively on the freedom of citizens to choose other arenas through which to have their issues heard. It is the freedom to decide on the relevance or lack thereof of the formal party-political system. The choice not to part take in party politics has allowed young people such as Lonalinamandla Bawuti, who responded to the plight of a young boy from the Eastern Cape living with his grandmother who needed support to go to initiation school. Bawuti appealed for assistance from South Africans to get the youngster to initiation school. 

It is the freedom of a group of businesspeople putting money together to create boreholes for a community without access to potable water. It is Nasizo Mndende,  a young social work graduate in the Eastern Cape seeing the plight of young rural girls and starting an NGO to educate on sexual and reproductive health rights. It is young people creating crowdfunding for students in need of university registration fees and for students wanting to go to university.

It is many others doing what they can with what they have and their influence contributing to change in communities.
The point I am making is that democracy is more than just voting. It is the expansion of self-determination opportunities. Low voter turnout may not be such a disastrous thing after all. This is because a lot of young people are contributing to making a better South Africa outside of the confines of political party membership.

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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