Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
01 November 2022 | Story Dr Claire Stephanie Westman | Photo Robyn Davie
Dr Claire Westman
Dr Claire Stephanie Westman, Postdoctoral Researcher at the Free State Centre for Human Rights

Opinion article by Dr Claire Stephanie Westman, Postdoctoral Researcher at the Free State Centre for Human Rights, University of the Free State.
The upcoming 16 Days of Activism for No Violence against Women and Children is an annual international campaign, running from 25 November until 10 December, which aims to reinforce the call for the prevention and elimination of violence against women and girls (VAWG). The South African Government explains that “the 16 Days Campaign forms the centre point of government’s comprehensive 365 Days of Activism for No Violence Against Women and Children”, and forms part of a so-called emergency response to the scourge of gender-based violence in South Africa.

However, despite these calls to end gender-based and sexual violence, it is clear that violence against women and girls continues unabated, not only in South Africa, but worldwide. Focusing on the South African context, between October and December of 2021, 11 315 people, primarily women and girls, were raped. This amounts to more than 11 000 reported cases of rape within a period of only three months (SAPS). However, according to the Rape Survivor’s Justice Campaign, approximately only 7,7% of sexual offences are reported, thus putting the actual number of sexual offence cases at an estimated 645 580 per year. In addition, there are on average 2 763 murders of women in South Africa a year, which is approximately 7 women per day. This places South Africa in the top five countries in the world regarding femicide. 

Understanding gender-based violence

While such violence may seem to be simply one manifestation of other ‘forms’ of violence, it is necessary to understand that gender-based violence, particularly sexual violence, is used as a means of social control. It is used to control the movement and behaviour of women, as well as to uphold patriarchal and heteronormative norms and ideologies. This social control is especially ‘effective’ in a country like South Africa, where GBV and sexual violence occur at alarming rates and where such violence is often enacted very publicly and graphically (as seen particularly in cases of lesbo-phobic rape). The extremely violent and public nature of many rapes serves to not only violate and harm the individual victims/survivors of rape, but also serves to remind all women that they are vulnerable to such violence. Rape, as such, becomes a very effective means through which to ‘keep women in check’ and often leads to them changing their behaviour or movements so as to avoid such violence. As Pumla Gqola explains, the constant threat of violence reminds women that “they are not safe and that their bodies are not entirely theirs”. As such, it can be understood that GBV and sexual violence are, in a way, systematically and strategically used to uphold dominant forms of power and perpetuate ideologies related to sex and gender. 

Of course, this is not a problem isolated to the South African context. According to the United Nations, “VAWG remains the most widespread and pervasive human rights violation, worldwide affecting more than an estimated one in three women, a figure that has remained largely unchanged over the past decade. The most recent global estimates showed that, on average, a woman or girl is killed by someone in her own family every 11 minutes.”

What is clear, is that we cannot rely on ineffective and often-patriarchal justice systems in order to address GBV or to protect women and girls from the scourge. Consequently, the theme for this year’s 16 Days of Activism campaign is ‘UNITE! Activism to end violence against women and girls.’ Related to this theme is the United Nations Secretary-General’s UNiTE by 2030 to End Violence against Women campaign (UNiTE campaign). This multi-year campaign ‘calls for global actions to increase awareness, galvanise advocacy efforts, and share knowledge and innovations.’ While legal frameworks, effective justice systems, and serious government responses to VAWG are incredibly necessary, it is also vital that the ideologies that create the conditions in which VAWG flourishes and is often even condoned, must be addressed. For this, awareness, education, accountability, and activism are necessary.

Support and advocacy

In South Africa, there are many organisations, including POWA, Rape Crisis Cape Town Trust, and the TEARS Foundation (among many others) that work tirelessly to provide support and advocacy to survivors of sexual and gender-based violence. For example, Rape Crisis Cape Town Trust reports that between March 2021 and March 2022, “9 650 survivors and their supporters received direct services from Rape Crisis. This support was provided across our helplines, in-person counselling, court support, social work sessions, community workshops and the three Thuthuzela Care Centres in which we work.” Such support and advocacy work are not only vital in helping survivors access post-violence medical and mental health support, but also in filing police reports, accessing courts, and receiving support throughout legal proceedings. Furthermore, such organisations provide education that helps to address toxic gender ideologies and debunk myths around rape and sexual violence.

However, we should not solely rely on organisations to do this work. We all need to be aware of our own actions and words and the ways in which they might contribute to a culture in which VAWG is acceptable; call out the behaviour and actions of others; assist those organisations providing support and advocacy in whatever way we can; and hold the government accountable for developing and implementing plans and procedures for addressing violence against women and girls in South Africa. 

Perhaps, however, it is also time that we take to the streets – as we are seeing in Iran – to demand better conditions for women, girls, and other marginalised communities in South Africa. We need to UNITE to create a country in which women and girls have a future that is free from the ever-present threat of violence. We need to demand an effective justice system that holds (primarily) men accountable for their actions. We need to make it clear that we will no longer allow the complacency and lack of urgency shown by the government in addressing VAWG. We need to UNITE in demanding a country that is safe for women and girls!

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
 

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept