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25 January 2023 | Story Lacea Loader | Photo Supplied
Prof Vasu Reddy
Prof Vasu Reddy, newly appointed Vice-Rector: Research and Internationalisation.

Prof Vasu Reddy has been appointed as Vice-Rector: Research and Internationalisation of the University of the Free State (UFS). His appointment for a five-year term was approved by the university’s Council during its quarterly meeting on 25 November 2022.

Prof Reddy completed a BA, BAHons, and an HDE at the University of Natal (Durban), a master’s at Wits University, and a PhD in Gender Studies at the University of KwaZulu-Natal. He began his career in languages, comparative literature, and gender studies as a lecturer at the same institution in 1993, before moving through the ranks as senior lecturer, associate professor, honorary professor, and research fellow. He was also Executive Director of the Human and Social Development Research Programme at the Human Sciences Research Council (HSRC) before joining the University of Pretoria as Professor of Sociology and Dean of the Faculty of the Humanities in 2015.

“Prof Reddy has valuable experience in the South African higher education sector, and his extensive networks – nationally, on the continent, and globally – will contribute greatly to the university’s intent for the coming years to be a research-led university that contributes to development and social justice through the production of globally competitive graduates and knowledge. His portfolio will play a critical role in supporting the institution’s Vision 130, which is a formulation of our aspirations and intentions to reposition the UFS leading up to 2034, when the university will celebrate 130 years of existence,” says Prof Francis Petersen, UFS Rector and Vice-Chancellor.

Prof Reddy is a member of the Academy of Sciences of South Africa (ASSAf) and a B1 NRF-rated scientist. His research areas are African sexualities, genders, and inequalities, which exposes the persistent silences around sexualities (also aligned to HIV/AIDS). His research focuses on the importance of sexual cultures to interpret and understand sexual diversity in promoting people’s rights, well-being, and dignity with local and international research partners. He has supported an extensive number of postgraduate students and contributed to numerous peer-reviewed publications as both author and editor. He also boasts an extensive list of local and international conferences and is a respected workshop and short course facilitator.

Between 2007 and 2022, he was involved in obtaining substantive research funds, which contributed to numerous projects, including topics such as gender-based violence, affirmative action, poverty, food security, sexuality, education, public intellectuals, and equality – to name a few.

Prof Reddy is a regular guest for local and international media, providing expert opinions and insight in his field of interest. He was part of a Ford-funded international project on sexualities and pedagogies and had several successful linkages with institutions in the USA and the UK. He has also been involved in successful partnerships with civil society organisations and some multilateral agencies that have resulted in successful research collaborations with scholars and activists in South Africa, other parts of Africa, India, Europe, the UK, Latin America, and North America.

“Prof Reddy’s experience in these positions and his demonstrated success with research collaborations across different sectors place him in good standing to lead research and internationalisation at the UFS, “says Prof Petersen.

Prof Reddy will assume duty on 1 May 2023.

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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