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08 February 2022 | Story Nombulelo Shange | Photo Andre Damons
Romantic love is important and revolutionary and a crucial rebellion when done in a way that is genuine and does not cause pain, writes Nombulelo Shange, Lecturer in the Department of Sociology at the UFS, and Chairperson of the University of the Free State Women’s Forum.

Opinion article by Nombulelo Shange, Lecturer in the Department of Sociology at the University of the Free State and Chairperson of the University of the Free State Women’s Forum.


Twenty-first-century dating is a nightmare; trying to find the perfect partner can feel like an extreme sport that will literally end you. Dating apps such as Grindr, Bumble, and Tinder are supposed to make finding a partner easier in the stressful modern world, but they add a deeper layer of complexity that turns unsuspecting lovestruck users into sacrificial lambs when they enter the sea of serial cheaters and broken people who flood the apps. All of this is a giant mess that has been made worse by the COVID-19 pandemic, where going out on a date can be a death sentence. 

 

But even with that said, romantic love is important and revolutionary and a crucial rebellion when done in a way that is genuine and does not cause pain. Considering an interpersonal phenomenon such as love as revolutionary is unusual, but when you consider historical events that politicised love and still have an impact on the ways we live today, one realises that love is one of the most important, relatively accessible acts of rebellion needed to undo some of the injustices of the past. The beauty of love is that it is more within our reach as individuals, compared to other grander revolutionary actions such as free education and land expropriation, which require mass action from citizens or big policy shifts and action from structures such as the state, judiciary, and even the profit-driven private sector. Love as a revolution does not rely as heavily on the slow bureaucracies of institutions, which are unwilling to adequately address injustices. Love just requires individuals to make an active choice to be together and to care for each other in ways that empower the individual and the collective. But as ‘easy’ as it sounds, many struggle to find it, and even those who have it struggle to enjoy the transformation that should come with the bond that love should create. I want to argue that this is in part because of the historical politicisation of love, which has not been unlearned even though we enjoy relatively more freedoms today; instead, this politicisation of love has in some ways become ‘cultural norms’ that we blindly and unquestioningly follow, even to our own detriment.

Love and Patriarchal Culture

Discourse on love and family tends to not enjoy as much prominence in macro-institutions such as economies or states. But understanding micro-phenomena such as family, love, and relationships is important for knowing how macro-institutions work and to make sense of social life. This is in part because the socialisation we receive from our families has the potential to influence how we interact with macrostructures as active agents who influence and can be influenced by structures. Even our leaders and the decisions they make are greatly influenced by their family and community socialisation. Discourse on family started to gain dominance in the 1960s through the rise of radical feminism, which popularised slogans such as ‘the personal is political’ as a way of challenging family values, and particularly the nuclear family structure that perpetuated the oppression and at times abuse of women and children in the family, because domestic issues were not considered public concern. 

But even with this rise, discourse on love and family is still largely lacking or only confined to psychological and feminist discourse. Feminist scholar and American professor, the late Bell Hooks, is one scholar who tries to make sense of social life in relation to love, highlighting its importance and the challenges linked to it. In her 2004 book, The Will to Change: Men, Masculinity and Love, Hooks says: 

Every female wants to be loved by a male. Every woman wants to love and be loved by the males in her life. Whether gay or straight, bisexual or celibate, she wants to feel the love of father, grandfather, uncle, brother, or male friend. If she is heterosexual, she wants the love of a male partner. We live in a culture where emotionally starved, deprived females are desperately seeking male love.

She later highlights the reason for the desperation and deprivation of male love. Women and girls are taught to believe that male love and attention are more important than the love of women, while men are taught that love is a weakness. An idea that even very young children are exposed to in fairy tales, where princesses and girls are constantly seeking approval from withholding or absent fathers or need a prince saviour. Men who show genuine love to their mothers, brothers, sisters, friends, or partners risk their masculinity, because part of being ‘truly manly’ is withholding love. 

Historically Politicised Love

Hook’s analysis of love helps us to understand some of the dynamics of how the nuclear family exists, even as it marginalises women. Women are often willing to perform free labour in the home, partly because they are seeking the love they are deprived of. This labour allows their husbands, brothers, and fathers to be productive at work and reaffirms their manliness. The invisible labour performed by women in the home is what allows the workplace to exist unencumbered. In South Africa and much of the African context, this exploitation did not just happen along gender lines, it was racial too. The building of capitalism on the continent rested on the dismantling of African families and the destruction of black love. Your worth was only based on your usefulness as a servant or slave, and how you could strengthen Western structures, from family to economy or state. African men were torn from their families and sent to work in fields and mines, while black women were isolated from their children in order to raise those of white women. Even sex, an important expression of love and pleasure and a way to build families, was used as a repressive tool. It was used for ‘breeding’ slaves to be sold. Rape was used as punishment to correct defiance. Homosexual and interracial love was unthinkable and illegal because it threatened the heteronormative, Western dominance status quo.

Love as Revolutionary Action

Love is important, because it offers abstract and emotional needs such as companionship, caring, and happiness, which can spill over to other parts of life, making us better individuals. Love can also be a lifesaving, poverty-eradicating tool that creates healthier, stronger communities. The cost of living globally is becoming higher and is leading to a shrinking middle class. Having someone to share the load, a home, and resources with, means we can undo some of the challenges that push us into poverty or financial difficulty. You can improve your quality of life and come a step closer to accessing rights and a lifestyle that you might never have been able to achieve alone. For women and people of colour, love is an even more important revolutionary action, since it was never intended for us to receive because of the fear that it would disrupt the status quo that rested on our oppression. When we play the games we play, when we hurt each other instead of forming meaningful connections, we take ourselves back to the state of love deprivation that Hook talks about. This is harmful even to men, especially black men, because to live life fearful of love is to live a life of emptiness that maintains the colonial shackles that were designed for you. 

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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