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13 September 2022 | Story Prof Jan du Plessis and André Damons | Photo Istock
Prof_Jan-DuPlessis
Prof Jan du Plessis is the Head of the Paediatric Oncology Unit at the University of the Free State (UFS).

A post on Facebook by a bereaved parent of a young child who tragically died of cancer that reads: “I want my old life back, the one with my child in it”, is unfortunately still the sad reality that many families face, even though in developed countries the overall survival rate for childhood cancer is now over 80%. For some types of cancer and in developing countries such as South Africa, the rate is much lower. There are some childhood cancers for which there is no treatment and which are uniformly fatal. 

Another harsh reality, according to Prof Jan du Plessis, Head of the Paediatric Oncology Unit at the University of the Free State (UFS), is that some of those who do survive cancer can go on to suffer long-term (sometimes life-long) health issues as a result of their treatment. Almost all cancer treatments used in children today were actually developed for adults. Most of these treatments (such as chemotherapy or radiotherapy) target all fast-growing cells (not just cancer cells), and this leads to harsh side-effects in young, growing bodies. 

Prof du Plessis says the need for more effective and safer treatments for children is urgent. Despite better outcomes for children diagnosed with cancer, some do not survive. Currently, between 800 to a 1 000 South African children are diagnosed with cancer annually. However, it’s estimated that half of the children with cancer in South Africa are never diagnosed, according to the Cancer Association of South Africa (CANSA)

Different types of Childhood Cancer

Children can get many different types of cancer. Some of the most common childhood cancers are:
• Leukaemia – cancer of the blood and bone marrow, which is the most common childhood cancer.
• Brain cancer – cancer that grows in the brain which is the second most common childhood cancer. It kills more children than any other type of cancer.
• Neuroblastoma & Nephroblastoma – the most common solid tumours diagnosed in children under the age of five.
• Sarcoma – a cancer that grows in the bones and connective tissues of the body.
• Lymphoma – cancer that develops in the lymphatic system.

St Siluan Warning Signs of Childhood Cancer:

According to CHOC Childhood Cancer Foundation South Africa, research showed that an ongoing awareness campaign on the early warning signs was needed to improve the rate of referrals at an earlier stage of the disease. It is for this reason that 15 February (International Childhood Cancer Day), and the month of September, that marks Childhood Cancer Awareness Month, are important for awareness. 

“It is not possible to prevent cancer in children, but significant improvements can be made in their lives by detecting cancer early and avoiding delays in care. A correct diagnosis is important to treat children with cancer because each cancer involves a specific treatment regimen that may include surgery, radiotherapy, and chemotherapy.

“To improve early diagnosis we try to educate the public/students on the early warning signs of childhood cancer. We use the St Siluan Warning Signs for Childhood Cancer,” explains Prof Du Plessis. 

S – Seek medical help early for ongoing symptoms
I – White spot in the eye, new squint, sudden blindness or bulging eyeball
L – Lump on the stomach, pelvis, head, arms, legs, testicle or glands
U – Unexplained fever present for more than two weeks, weight loss, fatigue, pale appearance, easy bruising and bleeding
A – Aching bones, joints, back and easy fractures
N – Neurological signs, a change in walk, balance or speech, regression, continuous headaches with / without vomiting and enlarged head

According Prof du Plessis, his hope is to diagnose these kids early, the earlier they are diagnosed, the less treatment they are exposed. It is amazing to witness how the cancer kids adapt to their new normal and reality, says Prof Du Plessis. 

“They play soccer in the corridor, not in the park. One in fact learnt to walk in the hospital. Nurses and doctors become their new family. Their joy, strength and resilience is remarkable. Their laughter will make your heart melt. Your life will be forever changed, seeing a child fight cancer.”

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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