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26 April 2023 | Story Leonie Bolleurs | Photo Leonie Bolleurs
reusable sanitary pads
A team of researchers from the UFS is part of a project to invent a reusable sanitary pad that is safe, hygienic, comfortable, easy to use, and friendly to the environment. From left are: Prof Katinka de Wet, Dr Marietjie Schutte-Smith, Prof Deon Visser, and Prof Lizette Erasmus.

A new reusable sanitary pad (RSP) will bring relief to many women during their menstrual cycle.

Dr Marietjie Schutte-Smith, Senior Lecturer in the University of the Free State (UFS) Department of Chemistry, together with Prof Deon Visser, Head of the Department of Chemistry, and Prof Lizette Erasmus, Associate Professor in the same department, are leading a diverse team that decided 18 months ago to do something about the challenge of not having access to conventional sanitary ware and water due to poverty and infrastructure challenges – a challenge many young women in South Africa face every month.

The team included Prof Katinka de Wet, Associate Professor in the Department of Sociology, in this process in an effort to gain a better understanding of the current perceptions, experiences, and preferences of those who will ultimately use these sanitary products. 

“We wanted to do research that has a direct and tangible impact on our immediate society,” says Prof Erasmus. 

New technology

The research team turned their focus to reusable sanitary pads (RSPs), specifically the invention of a product that can be cleaned without being exposed to direct sunlight. 

Dr Schutte-Smith explains that most RSPs must be exposed to direct sunlight to dry and prevent bacterial growth. “Exposing RSPs to sunlight is challenging for users residing in densely populated areas, besides the fact that many people find the public display of sanitary products embarrassing.”

She believes a product that can be washed and left indoors to dry, one that has antibacterial and antimicrobial properties under normal light conditions, and with durable superabsorbent inner layers, could alleviate some of these challenges.

The team then started working on technology including nanoparticles (NPs) that affix to textiles and will kill germs and fungi when exposed to normal light. 

Prof Erasmus says, “Attaching NPs to materials is not a new concept, however, the use of nanoparticles that are activated by normal light conditions is new… Also, we have synthesised several absorbent materials using natural fibres and biopolymers as the main constituents. This is an ongoing process to enhance their absorbent properties and durability so that they can be included in our product.”
We wanted to do research that has a direct and tangible impact on our immediate society. – Prof Lizette Erasmus

She adds that when the RSPs are eventually discarded (after four to five years) they will break down in the environment and not contribute further to the plastic waste problem the world is facing. Most disposable sanitary pads (DSPs) are not environmentally friendly and take 500 to 800 years to decompose. 

Dr Schutte-Smith goes on to explain that the sanitary ware will be manufactured by sewing different layers together. “The outer lower layer will consist of a hydrophobic (fluid-repellent) layer to prevent leaking, and the inner layer will consist of the synthesised and biodegradable superabsorbent polymer (SAP).”

The product will be mixed into cotton and will be removable (for better cleaning). “It will also contain NPs that use natural indoor light to disinfect. The top layer also contains our nanotechnology and will relay fluids to the absorbent inner layer.”

Social implications

Besides the important work being done by chemists to incorporate technology that will ensure the product makes sense scientifically, it is also important that the experiences, perceptions, and ideas of end users are kept in mind. 

Prof De Wet says social scientists were included in the design and development of this product to ensure that the actual needs of the end users are taken into consideration. The idea is to collaborate with school learners and university students to get their feedback on the development and eventual use of these newly developed RSPs.

“The aim, therefore, is to sensitise menstruating individuals as to the possible personal advantages of using reusable sanitary pads, including that it is less expensive in the long run, thus eliminating the problem of access to quality and reliable sanitary ware. There could even be some potential health advantages to using such products, as current disposable products contain phthalates that have been shown to have adverse health effects on individuals,” she states.

Prof De Wet also points out the environmental benefits of using reusable sanitary products, and the importance of sensitising young people to the environmental costs of single-use plastic consumption, of which sanitary ware is a major contributor. “Environmental consciousness is part of the social side of the project, given the pressures globally on the human-induced impact on our planet, and its devastating consequences,” she says. “We want the science (chemistry) to have a real social impact in people’s lives individually, socially, and environmentally.”

Future steps

According to Prof Visser, the team already has a prototype in place, which now needs to be perfected through inputs from end users. They hope to have an industry partner within the next six months that will help to get this product on the market.  

The team of chemists worked hard to develop a product that will have the potential to change many lives for the better, allowing young girls and women to thrive in life. 

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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