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11 December 2024 | Story Leonie Bolleurs | Photo Supplied
Dr Busisiwe Ntsele
Dr Busisiwe Ntsele earned her joint PhD from the UFS and Vrije Universiteit Amsterdam in the Netherlands. Looking ahead, her mission is to equip graduates with the skills to conduct research that addresses community needs with and by the community, highlighting the mutual benefits of true collaboration.

Dr Busisiwe Ntsele, a first-generation interdisciplinary scholar with a rich background in law, sociology, and human rights, returned to South Africa this year after completing a joint PhD degree between the University of the Free State (UFS) and Vrije Universiteit Amsterdam (VUA) in the Netherlands. Her mission is clear: to plant seeds of hope and drive transformative change in her community.

“My purpose is to share transformative narratives of change by spreading pockets of hope for young black girls who are often perceived to be at the bottom of the barrel in any given society,” says Dr Ntsele.

Her encounter with gender-based violence and involvement in advocacy and mobilisation of communities to stop gender-based violence sparked her passion for human rights and social justice.

Recognised for her contributions to building a just society, Dr Ntsele was awarded the prestigious Desmond Tutu Fellowship by the National Research Foundation, which supported her in pursuing this dual-degree opportunity. The title of her PhD thesis is A Critical Study of Community Engagement at a South African University.

Walking across the stage on Monday 9 December 2024 to receive her PhD during the UFS December Graduation Ceremonies on the Bloemfontein Campus marked the second time Dr Ntsele has celebrated this achievement in 2024. Earlier this year, in June, she defended her PhD in Amsterdam. In addition to her PhD, she holds a Bachelor of Arts in Law (UNESWA), a BA Honours in Industrial Sociology (UJ), and an MA in International Human Rights Law (Wits).

A double-barrel PhD

Speaking about her PhD, Dr Ntsele says the focus of her work was to critically study community engagement in South African universities using the UFS as a case study. “This case study equips us to understand community engagement (CE) and engaged scholarship (ES) within South Africa's higher education context,” she adds.

Her research explored how CE aligns with the UFS vision of supporting social justice, while addressing its broader role in post-apartheid South Africa. Through document analysis, interviews, and observations, she investigated the experiences of community members, students, staff, and policy makers involved in CE programmes.

Completing a joint PhD with four supervisors across two institutions not only exposed her to different skills, experiences, and varying personalities, but also offered a range of benefits. “In my case, it provided access to diverse expertise, research facilities, and methodologies, enriching the academic experience and strengthening innovative, interdisciplinary thinking.” The collaboration expanded her professional networks and connected her with global academic communities.

“As a first-generation student, I was never confident about my capabilities, but such exposure to varied academic systems and cultural perspectives improved my adaptability,” she explained.

“For the first time I saw myself as black, and I was not ashamed of my blackness. Instead, I was determined to put my community on the map by telling stories of hope. This hope inspired me to showcase the rich narratives of communities, highlighting how co-creating solutions alongside them can lead to epistemic justice, decolonisation, and the breaking down of knowledge hierarchy,” she reflects.

Decolonising education

Central to her study is the Meraka community, which beautifully tells the story of students, teachers, and community members who came together to build an indigenous cultural village using traditional methods combined with academic and scientific knowledge. “Meraka is not just a construction project; it’s about building relationships and valuing humility. The Meraka project is a typical example of how we can decolonise education by centring indigenous knowledge and supporting it with scientific research and lived experiences of the community,” she notes.

“By hearing the voices of the people in the community and treating them as equal contributors, my study contributed to an understanding of CE and its potential for co-creative and socially just outcomes in a rapidly evolving South African higher education context,” she states.

In the future, Dr Ntsele plans to pursue postdoctoral research, publish her findings, and advocate for the importance of integrating different forms of knowledge. Her goal is to educate graduates on the value of conducting research that addresses community needs with the community and by the community, emphasising the mutual benefits of such collaborative efforts.

Engaging with communities from start to finish of the project, Dr Ntsele found that universities must recognise the critical role academics play in addressing the invisible power dynamics that hinder engaged scholarship from reaching its full potential. “If universities are to break down institutional cultures, they need to confront normalised power structures and embrace partnerships that are mutually beneficial. They must also start treating communities as equal partners who have their own voice, rather than as blank slates or vulnerable groups in need of empowerment,” says Dr Ntsele. 

Also read and listen

Click to view documentMeraka Blog

Click to view documentNarratives of Change Podcast

Click to view documentCommon Good Digital story

News Archive

Rag teamwork leads to Armentum, Emily's float
2016-02-04

Description: Rag video screenshot Tags: Rag video screenshot
Rag video clip

Perhaps the residences Armentum and Emily Hobhouse were thrown into the deep end, but they still wanted to prove a point.

This is according to Hanko Minnaar, Residence Committee member for Rag at Armentum, shortly after the residences were announced as overall float winners of the University of the Free State (UFS).

According to Minnaar, Emily Hobhouse and Armentum overcame the challenge of building a float as a two-residence team, while most of the other hostels were in teams of three.

On 30 January 2016, after about two weeks of hard work and sweat, the residence twosome was named the winner at the Bloemfontein Campus.

“I am very proud. We couldn't have asked for more,” Minnaar said, after the residences Armentum and Emily Hobhouse celebrated their victory with house songs. “Anything is possible through teamwork.”

Tom and Jerry, Olaf and a Steri Stumpie

 The theme for this year was “Cartoons, Animation, and Children's Snacks”. Among other items, Armentum and Emily Hobhouse had Tom and Jerry, Olaf from Frozen, a Steri Stumpie, and a box of Astros on their float.

Description: Rag procession photo Tags: Rag procession photo

Photo: Charl Devenish

“We thought hard about what we wanted,” Minnaar said.

“We also asked some children, and they said that Tom and Jerry is a favourite, and Olaf has always been a winner as well. And Steri Stumpies, of course. Who doesn't like Steri Stumpies?” The residences Marjolein, Veritas, and Akasia were second overall, with Karee, Vergeet-My-Nie, and Sonnedou third.

Colourful processions

The events of the day started off with a morning procession from the Pelonomi Hospital to the Twin City Mall in Heidedal, where students and the community celebrated together, and meals were distributed.

The evening procession, from the Tempe robot in Nelson Mandela Drive to the Old Grey Sports Grounds, was greeted by hordes of spectators along the way.

Artists and Co captivate audience

In the evening, music lovers were entertained at Old Grey Sports Grounds by the legendary artists Vusi Mahlasela, the talented Karen Zoid, and an energetic Francois van Coke.

Local bands, Rise in Red and Simple Stories, added to the excitement. To top it all off, a special laser show made for a colourful visual bonus, coupled with great sound.

2016 Float results
Rag photo gallery

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