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20 March 2023 | Story Prof Danie Brand | Photo Supplied
Prof Danie Brand
Opinion article by Prof Danie Brand, Director of the Free State Centre for Human Rights at the University of the Free State.

Opinion article by Prof Danie Brand, Director of the Free State Centre for Human Rights at the University of the Free State
What does it mean to say one has a right to something, such as access to housing or to protest or to property? What are human rights? What do they ‘do’?

One often hears of human rights being asserted as if they give one an absolute claim to something specific and discrete, which can be enforced against anything and everyone else, irrespective of the impact on the interests (and rights) of others, as well as broader public goals or values.

Perhaps the clearest example of this was the way in which the right to ownership of land was understood under apartheid property law. Ownership then was an absolutely exclusive right: it entitled its holders to exclude everyone else without a countervailing right from their land, irrespective of circumstance or context. All a landowner had to prove before a court to obtain an eviction order if they sought to evict someone from their land, was that they had the right (owned the land) and that those they sought to evict had no countervailing right in law to be on the land. If the right was proved in this way, the remedy of exclusion through eviction followed automatically – the court had to grant the eviction order.

Constitutional right to peaceful protest

A more recent example of this view was on display in the way in which members of parliament complained about their removal from the house when they attempted to shut down the President’s State of the Nation Address through protest action. Many responded by saying their removal was unjustified because, by trying to stop the address from proceeding, they were exercising their constitutional right to peaceful protest. The assumption underlying this response is that the right to protest peacefully and unarmed entitles you to protest peacefully and unarmed in any way you see fit and regardless of the consequences for other people and for society at large.

With this view of rights, a right bestows on its holders a sphere of absolute inviolability – an abstract space within which they can do what the right entitles them to do (protest, hold property, speak, associate or whatever), subject to nothing and no-one else, with no limitations. Rights are seen as instruments through which to separate ourselves from other people and unilaterally impose our will and our interests on others. Rights operate as trumps, boundaries, conversation stoppers.

Understanding human rights

Fortunately, our constitution embodies a different vision or understanding of human rights. In various ways, our constitution makes it clear that what exactly our human rights entitle us to do, or have, or experience, is never abstractly fixed, immutable, or absolute, but must always be determined anew within context. Whenever we seek to exercise one of our human rights, its precise contours and limits must be determined in light of the circumstances prevailing at the time we seek to exercise it; the history of our country; the impact that our exercise thereof will have on the rights and interests of other people; and how our conduct in terms of the right aligns with the public interest and broader constitutional goals.

In this view of rights, our understanding of the right of ownership (which is of course not one of the human rights proclaimed in our constitution but is only indirectly protected in Section 25 of the Constitution) has been moulded into something entirely different from the apartheid conception. Landowners no longer have absolute, exclusive control over their land that simply arises from the fact that they have the right to ownership. If landowners today want to remove people occupying their land without any legal right to do so – in addition to and after proving their ownership – they must persuade a court that eviction would be just and equitable in light of all relevant circumstances (prevailing circumstances; interests of others, including the occupiers of their land; the public interest; constitutional goals) before they will succeed.

WATCH: The Power of Human Rights 




Building democracy

Likewise, if we seek to exercise our right to protest – in order to know what we would be entitled to do in terms of that right – we must consider how our protest will affect the rights and interests of others and whether that impact can be justified, and how the manner and form of our protest squares with constitutional goals such as building democracy. Equally, of course, if others object to our protest because of its impact on their rights and interest, they will have to contextualise their attempt to exercise their right to education, or academic freedom, or freedom of movement in light of our interests, the prevailing circumstances, the public interest, and constitutional goals such as fostering democracy, freedom of association, and freedom of speech.

That is, instead of rights in our constitutional order being abstract spheres of inviolability that can be exercised against others to protect or enforce our interests without consideration of context, keeping us apart, they are mechanisms to enable us to live together, to find accommodation between our disparate, perhaps conflicting, but often overlapping interests and concerns.

What is it then that our human rights do for us or entitle us to? Whenever our human rights-related interests are at stake, or if we rub up our fellow human beings with whom we cohabit the wrong way when our interests seem to clash, they entitle us to be taken equal account of. They require others (most importantly those in authority, usually the state) to include us and have concern for our interest, equal to the concern for others, in the conversation about what should happen and what we may or may not do. In this sense, rights do not keep us apart or stop conversations. Instead, they are acutely democratic mechanisms, making it possible for us to live together. ‘Only that?’, you may respond – but this is no small thing.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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