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15 June 2024 | Story Dr Nitha Ramnath

The University of the Free State (UFS) is pleased to announce the upcoming UFS Thought-Leader panel discussion titled “Navigating a new era of democracy in South Africa”. This event is a key part of the 2024 Thought-Leader Series and is presented in collaboration with the Free State Literature Festival. As a prominent public South African higher-education institution, UFS acknowledges its responsibility to contribute to meaningful public discourse. This panel will bring together esteemed thought leaders to discuss the social, political, economic, and business landscape of South Africa, exploring its implications for our future. The discussion will be facilitated by Prof Francis Petersen, Vice-Chancellor and Principal of UFS. 

Event details: 

Date: Thursday 4 July 2024
Time: 10:00-12:00
Venue:  ATKV Albert Wessels Auditorium, Bloemfontein Campus
Click here to RSVP by 3 July 2024

For further information, please contact Alicia Pienaar at pienaaran1@ufs.ac.za. 


Panel discussion presented on 4 July 2024

The 2024 South African elections saw the African National Congress (ANC) fall short of a majority, leading to significant questions about the country’s direction. The way forward is not clear-cut. What is evident is that the people have spoken. The upcoming panel will address the critical need for effective leadership and stable governance to serve the people’s interests. Key topics include political and ideological tolerance necessary for building trust and advancing democracy.

Panel facilitator: 

Prof Francis Petersen: Vice-Chancellor and Principal, UFS

Panelists:

Ebrahim Fakir: Consultant Election Analyst, Electoral Institute for Sustainable Democracy in Africa (EISA)

Prof Erwin Schwella: Director, Centre for Good Governance in Africa  School of Social Innovation, Hugenote Kollege

Sanet Solomon: Lecturer, Department of Political Sciences, College of Human Science, University of South Africa

Gert Coetzee: Former Editor, Volksblad

 

 

 

Speakers’ biographies:

 

Ebrahim Fakir

Ebrahim Fakir has over 25 years of experience in the political and governance sectors, spanning NGOs, academia, media, government, and business. Currently, he serves as a Consultant Election Analyst at the Electoral Institute for Sustainable Democracy in Africa (EISA). Fakir has a rich background in governance, having headed EISA’s Governance Institutions and Processes Program from 2009 to 2016. He has contributed extensively to academic and policy journals and is a frequent commentator in the media. His previous roles include Senior Researcher at the Centre for Policy Studies and Analyst at the Institute for Democracy in South Africa. He has also served in the first democratic Parliament of the Republic of South Africa in the Legislation and Oversight Division.  He serves on the Board of Directors of Afesis, a development NGO based in Buffalo City, East London, and is a member of the Advisory Council of the Council for the Advancement of South Africa’s Constitution (CASAC).

Prof Erwin Schwella

Prof Erwin Schwella is a distinguished academic, consultant, and leader in governance and public administration. He holds five degrees from Stellenbosch University, including a PhD on the Role of the Media in Public Accountability in South Africa. Schwella has held numerous prestigious positions, including Emeritus Dean of the School of Social Innovation at Hugenote Kollege and Affiliated Full Professor in the Department of Public Administration and Management at the University of the Free State. He has served as a visiting scholar at world-renowned universities such as Harvard and Leiden and has consulted for various governments worldwide. He is currently a Fellow of the International Leadership Association and an Emeritus Full Professor with Ius Promovendi at Tilburg Law School. With over 90 publications, Schwella is a leading expert in governance and public leadership.

Sanet Solomon

Sanet Solomon, a highly accomplished scholar in Political Sciences, is a lecturer at the University of South Africa and a PhD candidate at the University of the Free State. She has earned numerous academic accolades, including membership in the International Golden Key Honour Society. An internationally published author, her research focuses on Africa and the Middle East, with recent publications including a Springer Nature book chapter on the climate-security nexus in Mali. Solomon is also an active member of several academic organisations, contributing to her field through teaching, research, and service. 

Gert Coetzee

Gert Coetzee, former editor of Volksblad, embarked on his career in journalism in 1986 at Volksblad. He has served in various roles including Bloemfontein (several terms), Kimberley, (Northern Cape editorial bureau chief, 1996 to 1998), London (Media24 correspondent, 2001), and in parliament in Cape Town (political correspondent, 2004 to 2008). In 2008, he was Media24’s Rykie van Reenen Fellow at Stellenbosch University’s School of Journalism. From July 2014 to June 2015, he acted as Volksblad editor and subsequently retired at the end of 2022. He still contributes columns and articles to Netwerk24 and the remaining Afrikaans newspapers. Coetzee’s career has spanned many roles including general news reporter, in-depth reporter, political writer, op-ed writer, columnist, feature writer, news manager, ombudsman, and manager of change. He has covered state visits of former presidents FW de Klerk and Thabo Mbeki, reported on the regime change in the 1990s, and various elections from 1994 to 2020. He holds BA, BA Honours (English), and MA cum laude (Creative Writing) degrees, as well as an HED from the University of the Free State. He is the recipient of several journalism awards.

 

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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