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16 November 2022 | Story Jóhann Thormählen | Photo Jóhann Thormählen
Mating Monokoane Louzanne Coetzee Claus Kempen
Louzanne Coetzee, Claus Kempen – who both run for the Kovsie Athletics club – and Mating Monokoane, the University of the Free State (UFS) women’s soccer captain, are joining hands by starting the Louzanne Coetzee Foundation. Here, from the left, are Monokoane, Coetzee, and Kempen at Pellies Park on the UFS Bloemfontein Campus.

Leaving a legacy. Although she is still in the prime of her career, this has motivated Louzanne Coetzee to start a foundation to benefit others.

The sports star, who won silver (1 500 m; T11) and bronze (marathon; T12) medals at the Paralympics in Tokyo in 2021, wants to empower and support para-athletes. And she is joining hands with two fellow Kovsies to do it.

They will invest their time and talents towards the Louzanne Coetzee Foundation, a result of an idea that started while the 29-year-old Coetzee was competing at the Paralympic Games.

The University of the Free State (UFS) Residence Head of Akasia started the foundation in partnership with Claus Kempen, her guide, and Mating Monokoane, the UFS women’s soccer captain.

“I realised there was a gap in development, especially for para-athletes,” she says.

“You get to a certain level, and in South Africa there is uncertainty with regard to funding and educating athletes.”

 

Identifying needs

According to Kempen, the foundation will start by generating funds to assist others. Help can be provided by educating, informing or “physically giving financial aid to someone in need, whether it is a wheelchair, entering for a competition, or a bursary”.

Coetzee serves in many leadership roles, such as the South African Sports Confederation and Olympic Committee (SASCOC) Athletes Commission and says she will make use of these.

“I am involved in the South African Sports Association for the Physically Disabled, and that gives me a good platform to see where help is needed.

“And with Mating involved in the UFS, it gives us good insights into where the needs are.”

Coetzee will also work with organisations such as the Free State Sport Association for the Physically Disabled and Visually Impaired. “I am also going to start getting more involved with KovsieSport. It is very exciting.”

 

Guiding and following

Coetzee and Kempen have been talking about a foundation for some time and she wanted to include Monokoane, the 2022 Prime of Akasia.

They have been working together for the past three years. Coetzee admires her passion, ethics, and “knows she also has a heart for leaving a legacy”.

And it is fitting that their residence motto is: ‘Live, love, learn and leave a legacy’.

Kempen says it is a privilege to be involved.

“Normally my role is to guide Louzanne, but in this instance I am following, and she is taking me on a journey to explore what we can do to empower other individuals and groups.”

He congratulated the UFS on a successful leadership pathway.

“It is something we like to talk about, namely developing students into leaders.”

“Louzanne took the opportunity with Mating, and they went from a student and employee relationship to partners.”

News Archive

Deborah Meier on Education and Social Justice
2012-06-18

 

With Deborah Meier is, from the left: Brian Naidoo, Senior Lecturer: Department of English; and Rèné Eloff, Research Assistant at the International Institute for Studies in Race, Reconciliation and Social Justice.
Photo: Johan Roux
18 June 2012

Celebrated author and educator, Deborah Meier, recently visited the university. Meier, ranked among the most acclaimed leaders of the school reform movement in the United States, spoke about democracy and education at a Critical Conversation hosted by the International Institute for Studies in Race, Reconciliation and Social Justice.

Speaking from her experience of the United States education system, Meier said that she had always been primarily concerned by the fact that schools were not engaging children in discussions about important and difficult topics such as democracy, race and class. As far as democracy was concerned, Meier pointed out that most schools viewed the occasional voting exercise as a lesson in democracy. However, as far as she was concerned, voting was the least important aspect of democracy. She admitted that democracy was almost impossible define, but in her view engaging with this difficulty was, in itself, an important democratic act – an act which could and should find its rightful place in the classroom.

Meier pointed out that children were effectively “incarcerated” for the six hours they spent at school every day. She expressed her grave concern about the fact that this time was not used to nurture and develop the considerable energy and creativity that young children had. Meier envisioned a school that could rise up to this challenge. At one point she mused, “Did I miss something? Did we invent some other institution that was taking on this responsibility?”

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