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31 May 2023 | Story Prof Anthony Turton | Photo Supplied
Prof Anthony Turton
Prof Anthony Turton is a water expert from the Centre for Environmental Management at the University of the Free State.


Opinion article by Prof Anthony Turton, Centre for Environmental Management, University of the Free State.


This week, our national sewage crisis really began to bite. A media storm has erupted over the cholera outbreak in Hammanskraal, while some families are now grieving for their dead relatives. It is important that we start this story by remembering the dead, because they were breadwinners in families, all doing their best to survive the tribulations of our times. They died unnecessarily, the victims of the slow onset disaster I spoke of in 2008 at a conference titled ‘Science Real and Relevant’.

At that conference, reference was made to three water quality challenges that we, in the dwindling aquatic sciences community, were all too aware of, but unable to speak about. We noted trends that data sets were showing us, and we felt a growing sense of alarm about the consequences of the trajectories on the graphs. We noted that our systems were failing rapidly, with much of our hard infrastructure in the water sector approaching the end of its useful design life. We noted with alarm the loss of skills, as the ravages of purging took its toll on our science, engineering, and technology core.  We noted the loss of dilution capacity in all our rivers after the first National Water Resource Strategy (NWRS), mandated by the National Water Act (NWA), indicated that we had allocated 98% of all the water in all our rivers and dams, as far back as 2002. We noted the migration of plumes of uranium moving into the headwaters of both the Vaal and Crocodile Rivers, both tributaries of the Orange and Limpopo respectively, driven by uncontrolled decant of acid mine water, as the gold mining industry started to collapse.

From these sets of data, a simple conclusion was drawn – SA was heading for a slow onset disaster unless we could convince our political leadership that we need to do things differently.

Here are some facts in the wake of the cholera crisis.

Fact 1 – The South African economy ran out of water in 2002 when the NWRS revealed that we had already allocated 98% of all the water we have legally available in terms of the NWA. This means that we cannot convince investors to have confidence in our future. We face an investment drought as a direct result of this startling but irrefutable fact.

Fact 2 – We produce more than 5 billion litres of sewage daily, all of which is discharged into our rivers and dams, only about 10% of which is treated to a standard that makes it safe for direct human contact.

Fact 3 – The Green and Blue Drop Reporting System was suspended by Nomvula Mokonyane when the data was showing trends in the failure of our sewage treatment works. This is like a pilot in a commercial airliner switching off the radar screen because the information being revealed was becoming uncomfortable to the poorly trained, but rapidly promoted cockpit crew. This is the undeniable genesis of the deaths we are seeing today.

Fact 4 – Because of Facts 1 and 2 combined, our tsunami of sewage can no longer be diluted in our rivers. In fact, more than 60% of all our large dams are now eutrophic, with highly enriched water breeding toxic cyanobacteria, all thriving off the warming water and growing flow of nutrients from sewage. In simple truth, we have lost our dilution capacity, and our rivers have been turned into hazardous sewers breeding harmful pathogens, including the flesh-eating bacteria that cost RW Johnson his leg. This means that cholera is only one of the risks we are facing from raw sewage in our rivers. For example, Hepatitis A is a waterborne pathogen directly related to sewage-contaminated rivers, but this is being reported separately in our slow onset disaster, so the penny has yet to drop.

Fact 5 – The current Minister of Water and Sanitation, Mr Senzo Mchunu, was brave enough to reinstate the Green and Blue Drop Reporting System, which has now shown that more than 90% of our wastewater treatment works are dysfunctional. He is a brave man in so doing, and I want to publicly support him as he tries to rebuild the trust that was destroyed by a previous minister.

So, this is where we are today. People are dying as a direct consequence of decisions made by a former minister, who clearly failed in her custodial role. She must ultimately be held to account for her dereliction of duty and blatant betrayal of public trust. Just this week, a spokesperson for the Presidency noted that his office was unable to intervene in another crisis, because the cooperative governance clause in our constitution prevented one sphere of government from intervening in the activities of another sphere. We must challenge this constitutional weakness and seek clarification from the appropriate court. How can a constitutional clause be so irrational as to prevent one part of government from intervening in another to avert a catastrophe? How many more lives must be lost to the absurdity of legal protection for those in power, while their activities are clearly not in the best interest of society as a whole? Surely a constitutional democracy is about empowering the citizens by protecting them against the consequences of failed service delivery.

From the depths of despair in the families of those whose lives have been lost to an entirely preventable illness, let us find the strength to rally as one and shout out, ‘enough is enough’. Our noble constitution grants all citizens rights to a better life in an environment that is safe from harm. Let us restore that dream by demanding that our sewage flows be brought under control. Surely this is the basis of modern civilization, irrespective of political persuasion or ideological preference.

News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

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