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07 February 2023 | Story Siyanda Magayana | Photo Supplied
Sivuyisiwe Magayana
Siyanda Magayana is the Senior Officer: Gender Equality and Anti-Discrimination Office in the Unit for Institutional Change and Social Justice, University of the Free State (UFS).

Opinion article by Siyanda Magayana, Senior Officer: Gender Equality and Anti-Discrimination Office, Unit for Institutional Change and Social Justice, University of the Free State.
Historically, the terms ‘head boy’ and ‘head girl’ originated in British boarding schools in the 19th century. They were positions that were often chosen from the senior class and given privileges and duties, such as serving on school governing bodies and serving as role models for other students. Other schools and institutions of higher education, including those in other countries such as South Africa, later copied this custom, and it is still practised today. Similarly, concepts such as ‘head boy’, ‘head girl’, ‘brotherhood’ and ‘sisterhood’ remain among the longest-standing traditions and practices used in schools and post-school institutions for leadership positions as well as selected groups for men and women. The numerous and diverse gender groupings that are now present in these institutions, however, are not served by this heritage. 

Currently, in schools and HEIs, there is a significant portion of the student body that is multi-faceted in terms of gender identity and expression; institutions are now experiencing a growing number of gender non-conforming, non-binary, and transgender students. One of the biggest concerns right now is whether South Africa’s schooling system and Higher Education Institutions (HEIs) are prepared to acknowledge this reality or not. Are they prepared to change their long-standing traditions and ‘language’ to also cater for sexual minority groups and/or gender-diverse groups that do not match the gender binary or the norm?

These are crucial questions to ask and address because of the difficulties these students are currently experiencing, such as a sense of isolation, bullying, discrimination, and lack of safety (due to their sexual orientation and gender identity).  Thus, these questions are imperative for our institutions to consider the established traditions of promoting participation by all, while valuing diversity and inclusivity. Given the shifting demographics of their student body, basic education and higher education institutions (HEIs) should work harder than ever to create inclusive environments for all students, regardless of gender identity and sexual orientation. Re-imagining diversity and inclusivity within schools and HEIs is important for all students – more importantly for historically underrepresented and marginalised populations.

For instance, when it comes to higher education institutions (HEIs), they reflect one of society's most complex and diversified groups. They serve as a symbol of an environment where diversity goes beyond ethnicity, colour, economic background, and gender, to name a few. HEIs host students from various walks of life; however, despite the obvious diversity within HEIs, there is still a lack of comprehensive acceptance of the complex and diverse nature of the current student body and how this necessitates changes to university practices, procedures, and traditions. 

Abolishing gender-binary concepts and terminologies for more inclusive ones

More recently, the ‘head boy and head girl’ concepts have come under fire; several students have become increasingly vocal in resisting binary thinking, traditions, and practices regarding gender identity and expression. Given the diverse nature of the student population, increased awareness and the complexities of gender identity and expression have given rise to questions regarding practices and traditions that (do not) promote gender inclusivity on campuses, such as the ‘head girl and head boy’ culture. 

Against this background, the long-standing tradition of using terminologies that only recognise the gender binary ought to be denounced, as it is discriminatory and exclusionary towards students who do not identify as either male or female for participation in leadership roles. These concepts exclude transgender, non-binary, and gender non-conforming students from participating and being equally recognised in these leadership roles because of their gender identity and expression. In addition, such terms are unfair in that they force trans, gender non-binary, and/or non-conforming persons to fit into a particular binary box to attain certain roles and accolades. Moreover, concepts and titles such as ‘head boy or head girl’ insinuate that gender is the primary reason to attain or occupy leadership positions – which should not be the case.

Given the above, traditions change over time, and institutions should follow suit. It is time for all educational institutions to embrace gender-neutral alternatives to old titles and customs in order to give all students an equal chance to engage in leadership roles. More inclusive terms could include concepts such as ‘head student’, ‘head prefect’ or ‘student leader’, and abandon practices of selection and leadership based solely on gender. This change is important, as it will reflect the true nature of diversity within our schools and campuses and reflect a growing recognition of the importance of creating a welcoming and accepting environment for all students, regardless of their gender identity and expression. Using gender inclusive language in institutions of learning affirms students whose identity is outside of the ‘societal norm’, creates a more inclusive environment for all students, demonstrates respect for all students, and ensures that all students are accurately represented. Overall, using gender-inclusive language is a crucial aspect of creating a welcoming and inclusive university environment for all students.

Institutions of learning, such as basic education and higher learning institutions, must therefore renounce practices, language, and traditions that legitimise and serve only the gender binary – that is, man and woman – in favour of diversity and inclusivity, which acknowledges various gender identities and sexual orientations. Equally important is the creation of gender terminologies and concepts out of respect for the uniqueness and validity of each student’s self-perception and identity. Having only practices and traditions that recognise someone, for instance, based on their biological sex, creates a very unsafe and unwelcoming environment for persons who do not conform to social norms regarding gender expression, presentation, or identity. Abolishing gendered titles is one way to challenge and disrupt traditional gender norms and to help create a more equal and inclusive society for all.

Why is it important for institutions of higher learning to adopt gender-inclusive language and terminology?
Universities ought to move away from thinking along the lines of the gender binary. It is important for institutions of higher learning to adopt gender-inclusive campus traditions and ‘language’, because the use of binary gender-specific titles and campus traditions is very limiting and exclusionary as it does not reflect the diversity of gender identities and expressions.  Gender-binary processes and ‘language’ lead to a sense of exclusion for persons who identify as either gender non-conforming or transgender and/or gender-diverse – who generally do not identify as male or female. By changing the concepts, ‘language’ used, and campus culture to be more inclusive and reflective of the diversity of gender identities, universities can create a more welcoming and supportive environment for all students, regardless of their gender. 

Additionally, this transformation can also help to raise awareness of gender and sexuality issues and encourage students to think more critically about traditional gender roles and expectations. Overall, changing binary gender-specific titles to be more inclusive is a step towards creating a more equitable and inclusive society where all individuals are valued and respected, regardless of their gender identity. This helps to break down gender stereotypes, promote equality, and foster a sense of belonging for all students, regardless of their gender. Furthermore, it sends a message that all students are valued and respected, and that the university is committed to creating an inclusive environment for all.

This can foster a greater sense of belonging and empowerment among students and can also help to break down gender-based stereotypes and discrimination. Additionally, gender-neutral language and titles can help to create a more equitable playing field for students, regardless of their gender. This can promote leadership opportunities for all students, regardless of their gender identity, and help to create a more diverse and representative student body.

News Archive

Inaugural lecture: Prof Robert Bragg, Dept. of Microbial, Biochemical and Food Biotechnology
2006-05-17



Attending the inaugural lecture were in front from the left Prof Robert Bragg (lecturer at the Department of Microbial, Biochemical and Food Biotechnology) and Frederick Fourie (Rector and Vice-Chancellor).  At the back from the left were Prof James du Preez (Departmental Chairperson:  Department of Microbial, Biochemical and Food Biotechnology) and Prof Herman van Schalkwyk (Dean: Faculty of Natural and Agricultural Sciences). Photo: Stephen Collett
 

A summary of an inaugural lecture delivered by Prof Robert Bragg at the University of the Free State:

CONTROL OF INFECTIOUS AVIAN DISEASES – LESSONS FOR MAN?

Prof Robert R Bragg
Department of Microbial, Biochemical and Food Biotechnology
University of the Free State

“Many of the lessons learnt in disease control in poultry will have application on human medicine,” said Prof Robert Bragg, lecturer at the University of the Free State’s (UFS) Department of Microbial, Biochemical and Food Biotechnology during his inaugural lecture.

Prof Bragg said the development of vaccines remains the main stay of disease control in humans as well as in avian species.  Disease control can not rely on vaccination alone and other disease-control options must be examined.  

“With the increasing problems of antibiotic resistance, the use of disinfection and bio security are becoming more important,” he said.

“Avian influenza (AI) is an example of a disease which can spread from birds to humans.  Hopefully this virus will not develop human to human transmission,” said Prof Bragg.

According to Prof Bragg, South Africa is not on the migration route of water birds, which are the main transmitters of AI.  “This makes South Africa one of the countries less likely to get the disease,” he said.

If the AI virus does develop human to human transmission, it could make the 1918 flu pandemic pale into insignificance.  During the 1918 flu pandemic, the virus had a mortality rate of only 3%, yet more than 50 million people died.

Although the AI virus has not developed human-to-human transmission, all human cases have been related to direct contact with infected birds. The mortality rate in humans who have contracted this virus is 67%.

“Apart from the obvious fears for the human population, this virus is a very serious poultry pathogen and can cause 100% mortality in poultry populations.  Poultry meat and egg production is the staple protein source in most countries around the world. The virus is currently devastating the poultry industry world-wide,” said Prof Bragg.

Prof Bragg’s research activities on avian diseases started off with the investigation of diseases in poultry.  “The average life cycle of a broiler chicken is 42 days.  After this short time, they are slaughtered.  As a result of the short generation time in poultry, one can observe changes in microbial populations as a result of the use of vaccines, antibiotics and disinfectants,” said Prof Bragg.   

“Much of my research effort has been directed towards the control of infectious coryza in layers, which is caused by the bacterium Avibacterium paragallinarum.  This disease is a type of sinusitis in the layer chickens and can cause a drop in egg product of up to 40%,” said Prof Bragg.

The vaccines used around the world in an attempt to control this disease are all inactivated vaccines. One of the most important points is the selection of the correct strains of the bacterium to use in the vaccine.

Prof Bragg established that in South Africa, there are four different serovars of the bacterium and one of these, the serovar C-3 strain, was believed to be unique to Southern Africa. He also recently discovered this serovar for the first time in Israel, thus indicating that this serovar might have a wider distribution than originally believed.

Vaccines used in this country did not contain this serovar.  Prof Bragg established that the long term use of vaccines not containing the local South African strain resulted in a shift in the population distribution of the pathogen.

Prof Bragg’s research activities also include disease control in parrots and pigeons.   “One of the main research projects in my group is on the disease in parrots caused by the circovirus Beak and Feather Disease virus. This virus causes serious problems in the parrot breeding industry in this country. This virus is also threatening the highly endangered and endemic Cape Parrot,” said Prof Bragg.

Prof Bragg’s research group is currently working on the development of a DNA vaccine which will assist in the control of the disease, not only in the parrot breeding industry, but also to help the highly endangered Cape Parrot in its battle for survival.

“Not all of our research efforts are directed towards infectious coryza or the Beak and Feather Disease virus.  One of my Masters students is currently investigating the cell receptors involved in the binding of Newcastle Disease virus to cancerous cells and normal cells of humans. This work will also eventually lead to a possible treatment of cancer in humans and will assist with the development of a recombinant vaccine for Newcastle disease virus,” said Prof Bragg.

We are also currently investigating an “unknown” virus which causes disease problems in poultry in the Western Cape,” said Prof Bragg.
 
“Although disinfection has been extensively used in the poultry industry, it has only been done at the pre-placement stage. In other words, disinfectants are used before the birds are placed into the house. Once the birds are placed, all use of disinfectants stops,” said Prof Bragg.

“Disinfection and bio security can be seen as the ‘Cinderella’ of disease control in poultry.  This is also true for human medicine. One just has to look at the high numbers of people who die from hospital-acquired infections to realise that disinfection is not a concept which is really clear in human health care,” said Prof Bragg.

Much research has been done in the control of diseases through vaccination and through the use of antibiotics. “These pillars of disease control are, however, starting to crumble and more effort is needed on disinfection and bio security,” said Prof Bragg.

Prof Bragg has been working in close co-operation with a chemical manufacturing company in Stellenbosch to develop a unique disinfectant which his highly effective yet not toxic to the birds.

As a result of this unique product, he has developed the continual disinfection program for use in poultry. In this program the disinfectant is used throughout the production cycle of the birds. It is also used to ensure that there is excellent pre-placement disinfection.

“The program is extensively used for the control of infectious diseases in the parrot-breeding industry in South Africa and the product has been registered in 15 countries around the world with registration in the USA in the final process,” said Prof Bragg.

“Although the problem of plasmid mediated resistance to disinfectants is starting to rear its ugly head, this has allowed for the opening of a new research field which my group will hopefully exploit in the near future,” he said.

 

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