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05 September 2022 | Story Anthony Mthembu | Photo Supplied
Moleboheng Moshe-Bereng
Moleboheng Moshe-Bereng, Senior Marketing Officer in the University of the Free State School of Financial Planning Law.

Moleboheng Moshe-Bereng, Senior Marketing Officer in the University of the Free State School of Financial Planning Law, was honoured at the Southern Region Women in Media Awards (SRWIMA) for her outstanding and inspiring work to encourage excellence in academics. “It was an absolute surprise and honour, because at times you don’t think that people out there take note of you or the work you do,” expressed Moshe-Bereng.

The award ceremony, which was hosted at the President Hotel on 27 August 2022, was well attended by women doing inspiring work in various fields. Moshe-Bereng, who was invited to speak to women about financial planning at the awards ceremony, was surprised by one of two platinum awards for her continuous work to encourage and inspire academic excellence. “I am still overwhelmed, because even on the different platforms I use to speak about education, I do so out of passion and I don’t realise how many people are actually listening,” she stated. What is more, the recipient of the other platinum award is radio legend Mamontha Modise-Motaung, who Moshe-Bereng considers the voice of her entire childhood. “I was shocked, humbled, and honoured to realise that Mamontha Modise-Motaung was the other recipient of the platinum award.”

The importance of the Southern Region Women in Media Awards 

The Southern Region Women in Media Awards (SRWIMA) was established by the Free State Empowerment Institute for Women in 2021 as a means to develop and empower women in the media. “The awards are about acknowledging the achievements of women in the media industry who are not always the face of things – such as scriptwriters, camerawomen, technicians, and marketers,” Moshe-Bereng explained. Furthermore, she maintains that these awards are imperative, because they allow women to see other women doing inspiring things. “One of the speakers runs a school where she teaches and mentors aviation technicians. As a woman, I never thought that there were other women doing things like that; seeing it on a platform like that is incredible,” she stated.

Although the ceremony is grounded on empowerment and development, it is special to Moshe-Bereng due to the fact that it is also based on representation. “It shines a light on what is possible for a female child, but most importantly, a black female child,” she expressed. Therefore, the existence of initiatives such as these is important. She says, “I think we live in a world where, even though the opportunities are said to be there on paper – to achieve things, we compete with each other so much – to a point where we are not always giving each other a pat on the back.”

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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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