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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

Volksblad: Moshoeshoe Memorial Lecture
2006-05-27

27 Mei 2006

Moshoeshoe het mense saamgebind
KONING MOSHOESHOE kon bewys dat verskeidenheid ’n bindende eienskap kan wees. Dit blyk ’n sleutelbeginsel van sy leierskap te wees – en dit is nie ’n maklike een om te begryp nie.

Jy bereik die grootste eenheid tussen onderskeidende entiteite waar jy relatief vrye ruimte aan hulle gee om hul eiesoortige kenmerke na vore te bring.

Dít blyk uit prof. Njabulo Ndebele se gedenklesing oor koning Moshoeshoe.
Lesotho; het; onder Moshoeshoe se leierskap mense van verskeie dele van die subkontinent gelok.
Dié mense het hierheen gevlug van die verwoesting wat as lifaqane bekend geword het toe Shaka sy koninkryk met militêre onderwerping verstewig het.

Ndebele het gesê daar is algemene ooreenkoms dat die oorloë wat hieruit gespruit het, die maatskaplike grondslae van talle samelewings in Suider-Afrika geskud het.

“Dit was in dié konteks dat Moshoeshoe leierskap getoon het.”
Prof. Frederick Fourie, rektor en visekanselier van die Universiteit van die Vrystaat (UV), het gesê die lesing vorm deel van ’n groter debat oor leierskapmodelle, veral die konsep van Afrika-leierskap, en die voortgesette diskoers oor nasiebou en versoening.

Die Moshoeshoe-projek is in 2004 aan die UV begin om met Suid-Afrika se eerste dekade van demokrasie saam te val.
Die projek was deel van die UV se eeufeesvieringe in 2004.
Met dié projek word geprobeer om ’n groot Afrika-leier te vereer en die UV se verbintenis tot transformasie te toon sodat ’n ware inklusiewe en nie-rassige universiteit geskep kan word.

“As die stigter van die Basoeto-nasie, word daar wyd erkenning aan koning Moshoeshoe vir sy buitengewone leierskapstyl gegee.

“Diplomasie, versoening en vreedsame naasbestaan is van die kenmerke van sy leierskap, soos getoon in sy pogings om verskillende groepe in een nasie te verenig,” sê Fourie.

KONING MOSHOESHOE, een van Afrika se eertydse groot leiers. Hy is meer as 130 jaar gelede dood. Foto: verskaf

Waarde van openbare spraak ‘nou bedreig’
AANDUIDINGS bestaan dat die waarde van openbare spraak wat hoog deur koning Moshoeshoe van Lesotho op prys gestel is, nou onder ernstige bedreiging kan wees.

Om dié rede dra hy die koning Moshoeshoe-gedenklesing op aan al dié mense in Suid-Afrika en elders wat die moed het om hul oorwoë mening uit te druk oor belangrike sake wat die samelewing in die gesig staar, het prof. Njabulo Ndebele, visekanselier van die Universiteit van Kaapstad, gesê.

Ndebele, wêreldbekende skrywer, het gesê dié lesing kom op ’n kritieke punt in Suid-Afrika se nuwe demokrasie.
Dié lesing, om die buitengewone nalatenskap van een van Afrika se groot leiers te eer, is eergisteraand op die kampus van die Universiteit van die Vrystaat (UV) gelewer en het ’n staande toejuiging deur ’n groot gehoor uitgelok.

Ndebele het gesê die mense wat hul menings uitdruk oor belangrike sake, kan rubriekskrywers, redakteurs, kommentators, alle soorte kunstenaars, akademici, koerantbriefskrywers, nie-gewelddadige optoggangers met plakkate en strokiesprentkunstenaars wees “wat ’n spieël voor ons oë sit”.

“Selfs wanneer hulle dit waag op heilige gebied, soos sommige strokiesprentkunstenaars onlangs gedoen het, herinner hulle ons net dat selfs die heilige misbruik kan word vir doeleindes wat min met heiligheid te doen het.

“Dit is hul manier om ons te help, dalk meer diepsinnig as wat ons besef, om daardie einste ruimte van heiligheid in ons lewe te bewaar.

“Hulle verdiep ons insigte deur ons begrip te verdiep.
“Dit is gepas om hul dapperheid te vier,” het Ndebele gesê.
“Hulle herinner ons dat leierskap nie al is wat ons doen wanneer ons in ’n sekere magsposisie geplaas is om ’n organisasie of ’n sekere instelling te stuur nie.”

Hy het gesê onder die mense wat gevier moet word, sluit hy nie dié in wat deur haatspraak ander aanhits om geweld te pleeg; teen; mense; wat hul andersdenkende menings lug nie.

“Dit is nie met dapperheid dat hulle aanhits nie, maar weens hul toevlug tot die narkotiese beskerming van die skare.”

Mense voel glo ál kwesbaarder
Vise-kanselier lewer Moshoeshoe-gedenklesing
’n TOENEMENDE aantal hoogs intelligente, sensitiewe en toegewyde Suid-Afrikaners oor die klas-, ras- en kulturele spektrum heen bely dat hulle – soos nog nooit tevore nie – onseker en kwesbaar voel sedert 1994.

Só het prof. Njabulo Ndebele, vise-kanselier van die Universiteit van Kaapstad, gesê in die Universiteit van die Vrystaat (UV) se eerste koning Moshoeshoe-gedenklesing.

Die onderwerp was Reflections on the leadership challenges in South Africa.
Wanneer ontembare optimiste beken hulle voel dinge is van stryk, versprei die naarheid van angs. “Dit moet iets te doen hê met ’n ophoping van gebeure wat die gevoel van dreigende inploffing oordra.”

’n Gevoel heers dat Suid-Afrika ’n baie komplekse samelewing het wat liewer eenvoudige, gesentraliseerde beheer voortbring in die hoop dat dienslewering dan beter en vinniger gedryf kan word. Die kompleksiteit van beheer word dan in ’n enkele struktuur van gesag gevestig, eerder as in die afgewentelde strukture soos wat in die Grondwet beoog word.

Dat die afgewentelde strukture nie hul grondwetlik-gedefinieerde rolle verwerklik nie, moenie toegeskryf word aan die mislukking van die beheermeganisme nie.

“Dit is te vroeg om te sê dat wat ons sedert 1994 bereik het, nie gewerk het nie,” het Ndebele gesê.
Dit lyk of ’n kombinasie van omstandighede tot die “gevoel van ontknoping” lei.
“Ek wil dit vermy om te sê: ‘Kyk na Khutsong’, asof u sal verstaan wat ek bedoel wanneer ek sê u moet na Khutsong kyk.”
Sulke kennis lei tot wanhoop, want dit roep ’n werklikheid op wat só oorweldigend is dat dit fatalisties kan wees.
Ndebele het gesê niks kon meer vreesaanjaend wees as toe ’n komplot van die Boeremag oopgevlek en sekere Boeremaglede aangekeer is nie.

Sekere Boeremaglede het van ’n maksimum-sekuriteit-tronk ontsnap. “Sover ek weet, is hulle nie weer gevang nie.
“Wat is gedoen om die gaping te oorbrug?” was een van sy vrae hieroor.
“Van só ’n belangrike saak weet die publiek nie baie nie. Die karige kommunikasie kan die gevaarlike boodskap uitdra dat óf niks gedoen word nie, óf die staat in dié saak misluk.”

Hy het gevra: “Hoekom het die kwessie van munisipale afbakening tot die situasie in Khutsong gelei? Dit lyk of die probleem voortgaan, sonder ’n oplossing in sig.”

’n Aantal soortgelyke, oënskynlik plaaslike rebellies het oor die land heen plaasgevind. “Is hier ’n patroon?”
Ndebele het na die onlangse verhoor van oud-adj.pres. Jacob Zuma, wat van verkragting aangekla was, verwys.
Dié drama blyk ver van oor te wees. Dit beloof “om ons almal sonder verligting te hou, in ’n toestand van angs”.
Die gemene draad van dié gebeure is die gevoel van ’n oneindige spiraal van probleme wat vertroue tap. Daar kan ’n sterk suggestie in al dié gebeure wees “dat ons dalk nooit sosiale samehang in Suid-Afrika gehad het nie...”

“Wat ons sekerlik oor dekades gehad het, is ’n mobiliserende visie. Kan dit wees dat die mobiliserende visie onder die gewig van die werklikheid en omvang van maatskaplike heropbouing kraak en dat die legitieme raamwerk om oor dié probleme te debatteer ineenstort?”

‘Swart mense staar hulself in die gesig’
DIE swart meerderheid staar homself nou in die gesig: dalk werklik vir die eerste keer sedert 1994.
Só het prof. Njabulo Ndebele gesê toe hy die koning Moshoeshoe-gedenklesing by die Universiteit van die Vrystaat in Bloemfontein gelewer het.

Hy het gesê dit lyk of Suid-Afrika ’n meganisme nodig het om selfvertroue te bou.
Deur dié meganisme “kan ons die situasie waarin ons is, erken, wat dit ook al is”.
“Ons het ’n meganisme nodig wat die verskillende posisies van die mededingers sal bevestig en hul eerlikheid sal bekragtig op ’n manier wat die publiek vertroue sal gee dat werklike oplossings moontlik is.”

Dit is dié soort “openheid wat nooit maklik kom nie”, wat lei tot deurbraak-oplossings.
Ndebele het gesê ’n komplekse demokrasie soos Suid-Afrika s’n kan nie oorleef met ’n enkele gesag nie.
Net veelvuldige owerhede binne ’n grondwetlike raamwerk “het ’n ware kans”.
“Kan ’n deel van die probleem wees dat ons nie in staat is om die idee van ‘opposisie’ te hanteer nie?
“Ons is verskrik dat enige van ons ‘die opposisie’ kan word.
“Dit is tyd dat ons die koms voorsien van ’n oomblik wanneer daar nie meer ’n enkele, oorweldigende, dominante politieke mag is soos wat nou die geval is nie.”

Ndebele het gesê: “Ek glo ons het dalk ’n oomblik bereik wat nie fundamenteel verskillend is nie van die ontnugterende, tóg hartversterkende nasiebourealiteite wat gelei het tot Kemptonpark in die vroeë jare negentig.”

“Die verskil tussen toe en nou is dat die swart meerderheid nie nou na wit landgenote oor die onderhandelingstafel kyk nie.

“Die swart meerderheid staar homself in die gesig: dalk werklik vir die eerste keer sedert 1994.”
Dit is weer “tyd vir visie”, het Ndebele gesê.

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