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24 March 2022 | Story Portia Arodi | Photo Supplied
Portia Arodi
Portia Arodi, Interdisciplinary Master’s in Human Rights, Free State Centre for Human Rights, Faculty of Law

Opinion article by Portia Arodi, Interdisciplinary Master’s in Human Rights, Class of 2022 Free State Centre for Human Rights, Faculty of Law, University of the Free State.
Human Rights Day means different things to different people. For some people, Human Rights Day means commemorating the day of the 1960 massacre when 69 people were shot and killed by police in Sharpeville.   In my opinion, Human Rights Day not only symbolises the historical events that occurred in 1960, but it also provides evidence of the inequalities that currently exist in South Africa.   The labour market in South Africa is still racialised and gender biased. The black majority in the labour market earns way less than their white counterparts, even though both are immersed in the same working conditions. According to Statistics South Africa (2015), the differences in the income of South Africans remain heavily racialised. Furthermore, since 1994, bridging the gap between gender and race continues to be a struggle. On the other hand, black women experience the same inequalities as their male counterparts. The difference is that black females are subject to double discrimination, based not only on their race, but on their gender as well. Despite occupying the same positions as males and assuming similar duties and workload, their salaries remain low. 
  
Human rights in an unequal society

On the other hand, for some categories of people – namely the elite and those in power – Human Rights Day amounts to a democratic South Africa, a country where the constitution is the supreme law of the land and where everyone (without exception) enjoys freedom and human rights. For this particular section of the ruling class and elite, Human Rights Day attests to the effective transition from the apartheid era to a democratic society characterised by freedom, equality, and dignity for all.

For those who lack access to basic needs such as water, food, shelter, health care, electricity, and sanitation, their perception of Human Rights Day may be very different, as they live in poverty with no promising future prospects.  In fact, for the larger section of the population, democratic South Africa is nothing but a burden that does not have much to offer.  Indeed, how to explain that in 2022, the black majority still relies on the bucket system for sanitation; how to understand that to date, they still survive in squatter camps and go through days and nights on an empty stomach? 

It is my contention that the celebration of Human Rights Day has failed to consider a holistic approach to highlighting and raising awareness on critical issues, including poverty and inequality. The realisation of socio-economic rights by authorities exists only on paper but is yet to be done effectively. The provision of service delivery, health-care services, infrastructure, the right to food, education, and other basic needs remains characteristic of modern South African society. From this perspective, it means that we are celebrating one part while neglecting the other.

Would it be fair to celebrate Human Rights Day when there are still children studying under trees?
Would it be fair to celebrate Human Rights Day when there are children going to school without food?
Would it be fair to celebrate Human Rights Day when there are children who are not able to go to school or receive basic education?
Would it be fair to celebrate Human Rights Day when racism is still occurring in our schools and workplaces?
Would it be fair to celebrate Human Rights Day when children are being raped by their teachers at school?
Would it be fair to celebrate Human Rights Day when some universities are still using Afrikaans as their primary language?
Would it be fair to celebrate Human Rights Day when our students are being deprived of education due to the mandatory vaccination policy?
Would it be fair to celebrate Human Rights Day when white privilege still exists among university students?

Is Human Rights Day still worth commemorating?

What are we celebrating on Human Rights Day?  Are we celebrating the achievements of the minority population? Are we celebrating the few changes that have occurred since the advent of a democratic South Africa? Are we celebrating the Fees Must Fall movement that occurred in a contest where some students who were fighting for free education were arrested, shot, and even killed? Are we simply referring to what occurred in 1960? Why are we not celebrating the Fees Must Fall movement? Why are we not celebrating the Rhodes Must Fall movement? Why are we not celebrating the Steyn Must Fall movement? 

On 21 March 2022:

We need to celebrate the Fees Must Fall movement.  
We need to celebrate the Rhodes Must Fall movement.
We need to celebrate the Steyn Must Fall movement.
We need to fight for the voiceless. 
We need to get commitment from government to abolish the use of the bucket system.
We need to get a commitment from government to build more schools, hospitals, shelters, roads, and other infrastructure.
We need to get commitment from government to hire more teachers. 
We need to get commitment from government on protection against racism that occurs in schools and universities. 

We need to get commitment from government regarding the abolition of the mandatory vaccination policies at universities.

On Human Rights Day, let us evaluate whether the Constitution of South Africa is protecting and safeguarding the rights of all human beings, irrespective of their gender, race, ethnic group, socio-economic status … etc.  Is this the democratic South Africa we would want our children and great-grandchildren to have in 50 years? If not, then we have a responsibility to find better ways in which the Constitution of South Africa functions as intended. 

News Archive

Qwaqwa Campus’s Teaching and Learning Champs scoop up award
2014-10-24



Dr Elize Smuts (right) proudly displaying the UFS Vice-Chancellor’s Team Award. Equally ecstatic, is Qwaqwa Campus’s CTL Manager, Fred Mudavanhu.
Photo: Thabo Kessah
Action research to improve classroom practice and student success rates, recently received a boost when the Qwaqwa Campus’s Teaching and Learning (TL) Champions were honoured with the prestigious UFS Vice-Chancellor’s Team Award. The award was in recognition of the team’s efforts to enhance professional development and was accompanied by a R50 000 prize that will be utilised to further encourage and develop a scholarly culture on the Qwaqwa Campus.

“An active learning community has developed over the past four years, which led to the creation of a scholarly forum for sharing problems, experiences and new knowledge”, revealed Dr Elize Smuts, who has been the pillar of strength in the development of TL Champs.

“This”, Dr Smuts said, “has continuously motivated the group to persevere in challenging and often under-resourced circumstances.”

 “Over a four-year period, 44 projects were undertaken, many with great success. Thirteen scholars participated in a pilot of CLASSE (Classroom Assessment of Student Engagement) in 2013. This survey, contextualised by staff from the Centre for Teaching and Learning, was a first in South Africa,” said Dr Smuts.

“The team undertook extensive literature reviews and attended numerous workshops on principles and practices of good teaching, research and writing. The two summarising booklets they prepared from two publications (How Learning Works: 7 Research-based Principles for Smart Teaching and Student Engagement Techniques) in 2013, will serve as guides and inspiration for the larger academic community of the UFS for many years.”

Since the formation of this team, TL scholars have presented 25 papers at 12 national and two international conferences.

“Taking into consideration that it is not easy to get an abstract accepted for presentation, these are impressive achievements,” Dr Smuts said.

“Some of the immediate results of scholars engaged in this project, include improved student success rates averaging 20% compared to only 8% improvement by academics who are not part of the project.”
 
“In 2013, one TL scholar reported student success rates that increased by 29%; another reported 80% on average; and another reported an increase from 65% to 95% in a class bigger than previous years.”

In congratulating the team, Centre for Teaching and Learning’s (CTL) Prof Annette Wilkinson said that she was very proud of the team.
 
“The team’s dedication and growth in scholarly practice – amidst challenging circumstances – are in my mind, the outstanding features of the project. I am very proud of the entire team”, said Prof Wilkinson.

The two presentations at international conferences were delivered by Ms Lea Koenig at the 32nd Annual Conference on the First-Year-Experience in Orlando, Florida and by Dr Elize Smuts in North Carolina. Both of these were presented in 2013.


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