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11 October 2023 | Story Veena Naidoo | Photo Supplied
The battle for ideas in African Studies
From the left: Dr Munyaradzi Mushonga (Programme Director: Africa Studies Programme and discussant); Prof Sabelo J Ndlovu-Gatsheni (speaker); Dr Stephanie Cawood (Director: CGAS); Prof Mogomme Masoga (Dean: Faculty of The Humanities).
African Studies, Prof Sabelo J Ndlovu-Gatsheni, African knowledge, Heritage Month, Resolution 91064, decolonisation.

The University of the Free State (UFS) recently hosted the inaugural lecture of Extraordinary Professor and globally renowned decolonial scholar, Prof Sabelo J Ndlovu-Gatsheni. This momentous occasion, coinciding with Heritage Month, marked a significant milestone in the university's academic calendar and underscored the enduring importance of African knowledge and its tumultuous history. Dr Munyaradzi Mushonga, the Programme Director for Africa Studies in the Centre for Gender and Africa Studies (CGAS), had the honour of convening and discussing this profound lecture.

The battle for African knowledge

Prof Ndlovu-Gatsheni's lecture began with a poignant reflection on the domain of knowledge in Africa, highlighting the various crimes that have been committed against it throughout history. These transgressions encompassed the theft of history, epistemicides, culturecides, linguicides, linguifam, and the subjugation of indigenous knowledge. Such acts, as he eloquently pointed out, left an indelible mark on Africa's intellectual landscape, a legacy of looting that continues to resonate today.

Resolution 91064: A path to understanding

In his lecture, Prof Ndlovu-Gatsheni introduced 'Resolution 91064,' a conceptual framework that served as a map to navigate the complex terrain of African Studies. He addressed nine contextual questions, spanning existential, historical, developmental, reparative/restitutive, material, identitarian, epistemic, dignitarian, and re-membering/reconstitutive issues. These questions provided a historical and intellectual backdrop, tracing the lineage of African anti-colonial and decolonial struggles, which led to the emergence of movements such as Ethiopianism, Rastafarianism, Garveyism, and Pan-Africanism.

Challenges haunting African Studies

The lecture's second segment delved into the ten formidable challenges that continue to haunt African Studies. These include genealogical, epistemic, linguistic, chronological, theoretical, spatial, androcentric, disciplinary, canonical, and the resilient colonial library. Prof Ndlovu-Gatsheni emphasised the imperative of confronting these challenges to liberate African Studies from the confines of the Africanist enterprise. Notably, he underscored the urgent need to address the androcentric question, highlighting the erasure of women in history as a crucial area for correction.

Key debates in African Studies 

The lecture's third section raised six pivotal debates in African Studies, including fundamental epistemological questions, the contestations surrounding the meaning and implications of colonialism, debates on Marxism and decolonisation, the dominance of the Africanist enterprise, the coloniality of the global knowledge economy, and the delicate issue of writing about Africa in the 21st Century. These debates have been fuelled by cultural shifts, ‘woke’ consciousness, the resurgence of decolonisation in the 21st Century, and the rise of epistemologies from the Global South.

Envisioning the future of African Studies 

Prof Ndlovu-Gatsheni concluded 'Resolution 91064' by presenting four possible future pathways for African Studies: Comparative African Studies (CSA), Critical African Studies (CAS), Frontier African Studies (FAS), and Global African Studies (GAS). He cautioned against CSA's limitation due to its continued adherence to the 'white gaze' and called for an innovative blend of CAS, FAS, and GAS. This vision aims to liberate African Studies from historical constraints and promote a more inclusive, dynamic field.

Un-learning in order to re-learn

In response to Prof Ndlovu-Gatsheni's lecture, Dr  Mushonga aptly described it as a clarion call to engage in African Studies with Africans. He stressed the importance of exorcising the ‘gaze of the other’ that has long perceived Africa as a land of childhood. This call to action aims to foster the growth of the African idea of Africa and to liberate African Studies from its origins as 'Area Studies.' Dr Mushonga also emphasised the importance of ‘un-learning in order to re-learn,’ highlighting the need for continuous intellectual evolution.  

The inaugural lecture by Prof Sabelo J Ndlovu-Gatsheni offered profound insights and a visionary road map for the future of African Studies. It is an invaluable resource for those seeking to engage with the discourse on African knowledge, heritage, and the battle for ideas in African Studies. Heritage Month is the ideal backdrop to honour and amplify the wisdom imparted by Prof Ndlovu-Gatsheni, celebrating the richness of African knowledge and its pivotal role in shaping the future of academia and society. His inaugural lecture was a beacon of intellectual inspiration and wisdom and a testament to the unwavering commitment of Prof Ndlovu-Gatsheni towards decolonisation and the advancement of African Studies. The profound insights and proposed future trajectories will undoubtedly influence the trajectory of academic discourse in African Studies, fostering a more inclusive and representative approach to knowledge generation and dissemination. As we honour this remarkable scholar during Heritage Month, we also renew our dedication to the decolonial project, acknowledging the imperative of recognising and valuing diverse knowledge systems.

Click here to watch the live stream or alternatively click here to read more about Prof Ndlovu-Gatesheni's inaugural lecture.

News Archive

The state of HIV/AIDS at the UFS
2010-05-11

“The University of the Free State (UFS) remains concerned about the threat of HIV/AIDS and will not become complacent in its efforts to combat HIV/AIDS by preventing new infections”, states Ms Estelle Heideman, Manager of the Kovsies HIV/AIDS Centre at the UFS.

She was responding to the results of a study that was done at Higher Education Institutions (HEIs) in 2008. The survey was initiated by Higher Education AIDS (HEAIDS) to establish the knowledge, attitudes, behaviours and practices (KABP) related to HIV and AIDS and to measure the HIV prevalence levels among staff and students. The primary aim of this research was to develop estimates for the sector.

The study populations consisted of students and employees from 21 HEIs in South Africa where contact teaching occurs. For the purpose of the cross-sectional study an ‘anonymous HIV survey with informed consent’ was used. The study comprised an HIV prevalence study, KABP survey, a qualitative study, and a risk assessment.

Each HEI was stratified by campus and faculty, whereupon clusters of students and staff were randomly selected. Self-administered questionnaires were used to obtain demographic, socio-economic and behavioural data. The HIV status of participants was determined by laboratory testing of dry blood spots obtained by finger pricks. The qualitative study consisted of focus group discussions and key informant interviews at each HEI.

Ethical approval was provided by the UFS Ethics Committee. Participation in all research was voluntary and written informed consent was obtained from all participants. Fieldwork for the study was conducted between September 2008 and February 2009.

A total of 1 004 people participated at the UFS, including the Main and the Qwaqwa campuses, comprising 659 students, 85 academic staff and 256 administration/service staff. The overall response rate was 75,6%.

The main findings of the study were:

HIV prevalence among students was 3,5%, 0% among academics, 1,3% among administrative staff, and 12,4% among service staff. “This might not be a true reflection of the actual prevalence of HIV at the UFS, as the sample was relatively small,” said Heideman. However, she went on to say that if we really want to show our commitment towards fighting this disease at our institution a number of problem areas should be addressed:

  • Around half of all students under the age of 20 have had sex before and this increased to almost three-quarters of students older than 20.

     
  • The majority of staff and a third of students had ever been tested for HIV.

     
  • More than 50% of students drink more than once per week and 44% of students reported being drunk in the past month. Qualitative data suggests that binge drinking over weekends and at campus ‘bashes’ is an area of concern.

Recommendations of the study:

  • Emphasis should be on increased knowledge of sexual risk behaviours, in particular those involving a high turnover of sexual partners and multiple sexual partnerships. Among students, emphasis should further be placed on staying HIV negative throughout university study.

     
  • The distribution of condoms on all campuses should be expanded, systematised and monitored. If resistance is encountered, attempts should be made to engage and educate dissenting institutional members about the importance of condom use in HIV prevention.

     
  • The relationship between alcohol misuse and pregnancy, sexually transmitted infections (STIs), HIV and AIDS needs to be made known, and there should be a drive to curb high levels of student drinking, promote non-alcohol oriented forms of recreation, and improve regulation of alcohol consumption at university-sponsored “bashes”.

     
  • There is need to reach out to students and staff who have undergone HIV testing and who know their HIV status, but do not access or benefit from support services. Because many HIV-positive students and staff are not receiving any kind of support, resources should be directed towards the development of HIV care services, including support groups.

Says Heideman, “If we really want to prove that we are serious about an HIV/AIDS-free campus, these results are a good starting point. It definitely provides us with a strong basis from which to work.” Since the study was done in 2008 the UFS has committed itself to a more comprehensive response to HIV/AIDS. The current proposed ‘HIV/AIDS Institutional response and strategic plan’, builds and expands on work that has been done before, the lessons learned from previous interventions, and a thorough study of good practices at other universities.

Media Release
Issued by: Mangaliso Radebe
Assistant Director: Media Liaison
Tel: 051 401 2828
Cell: 078 460 3320
E-mail: radebemt@ufs.ac.za  
10 May 2010

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