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25 August 2022 | Story Leonie Bolleurs | Photo Supplied
Bernedette Muthien
Bernedette Muthien is the author of Rethinking Africa, which critically opens new pathways for decolonial scholarship and the reclamation of indigenous self-definition by women scholars.

“Claim your own agency and power, no matter how challenging the circumstances. Violence and oppression stop with each of us. We ended apartheid. We will end patriarchy. And everyone will benefit from the end of gender and intersecting oppressions, to live their full potential in an equal and nonviolent society. We are making the change; it is coming; always have hope.”

This is the message to women from Bernedette Muthien, Research Fellow in the Office for International Affairs at the University of the Free State (UFS).

For the past 20 years, she has conducted research on intersectional justice, a topic that is both scholarly, accessible to activists and others, and can be used to improve our communities, our country, and the world at large.

Muthien has written more than 200 publications, some translated into European and local languages, on gender, gender violence, HIV, Aids, poverty, and sexualities.

Additionally, she has published widely in peace and security studies, as well as indigenous studies. Some of her other works deal with human rights and justice, specifically the constitution and education in South Africa. "As a scholar and human being and being involved in the last cohort of youth activists against apartheid during the turbulent 1980s, I consider intersectional justice and constitutional rights of critical importance,” she says.

Restoring dignity to our people

One of Muthien’s most recent works, Rethinking Africa, is a collection of chapters by diverse indigenous women – from playwright Sylvia Vollenhoven, to academic Babalwa Magoqwana – reinterpreting our past from various women’s perspectives.

The book, conceived at the start of the pandemic lockdown and produced in less than a year, critically opens new pathways for decolonial scholarship and the reclamation of indigenous self-definition by women scholars. “It is long overdue that, as indigenous women, we write our own herstory, define our own contemporary cultural and socio-economic conditions, and conceive future visions based on our lived realities, which are social and gender equality, matricentric, beyond-heteronormative, based on nonviolence or peace, ecologically responsible, and goddess-loving,” she says. 

It is Muthien's commitment to her women ancestors and contemporary communities that inspired this work, correcting misinterpretations of indigenous knowledge, women's role in society, and colonially influenced patriarchy in our urban areas.

She believes one needs women at the centre of societies, co-creating social values and practices that are humane and nonviolent, that nurture and foster individual and collective growth, that heal and care, that do no harm, and definitely do not exploit. 

“There is enough light in the cosmos for all the stars to shine. One star’s light does not diminish the glitter of other stars, and shining together, all the stars united can be brighter than even the sun. Together, we continue to define our own herstories and scholarship for ourselves, as indigenous peoples in Africa,” Muthien was heard saying at the online launch of Rethinking Africa last year. 

Through this publication, she mostly wanted to convey that women are central to indigenous societies, and that our environment is alive and worthy of respect. In Muthien's view, humans, animals, plants, and the planet should not be exploited in any way but imbued with dignity.

Furthermore, she believes that we need to reclaim these core indigenous values and practices that have been corrupted by colonially inspired patriarchy. “As a result, we will eradicate gender violence and restore dignity to our women, our men, and to our people," she says.

Challenging colonially inspired patriarchy

The intent of Rethinking Africa is to contribute to scholarship. Yet the contributors are from different sectors, writing in diverse styles, making this work accessible to all audiences. “Photographs of sacred sites and rock art, as well as poems by leading indigenous poets, are included in the book, illustrating the indigenous intersections between scholarship, art, creativity, spirituality, and between individual and community,” she explains. 

The work specifically challenges colonially inspired patriarchy, including religious teachings about patriarchy, about the subordination of women, which contradict indigenous wisdoms of equality and women at society’s centre.

Muthien’s work, although challenging for some, does add value, changing people’s lives for the better. For decades, she has worked on consciousness transformation through scholarship and community work. She is of the opinion that mindsets need to change in order to change behaviour and society. “In this way, the change is deep and lasting,” she says. 

She is also a firm believer in less talk, and more strategic and effective action. “In taking action, one first decolonises the mindset; strip it bare of all internalised oppression. Then it is important to re-instil ancient indigenous knowledge, values, and practices. Also offer skills, networks, resources, to communities as they offer their knowledge to scholars.”

“In addition, leave concrete assets for communities,” she says. Muthien tells the story of a family in Andriesvale, deep in the Kalahari, who built their Kalahari Kombuis, which serves as their residence and a tourist entertainment and dining venue, funded by a small group of Dutch feminists who wanted to contribute to reparations. According to her, the building and the family and community thrive to this day.

And importantly, it is key to have compassion. “Always compassion,” she says.

Muthien offered Rethinking Africa as her contribution to the various communities she has served over decades since birth.

• The book is available in bookshops and online, and online around the world.

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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