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29 April 2025 | Story Dr Sello Sele | Photo Supplied
Dr Sello Sele GBV Article
Dr Sello Sele, Lecturer in the Department of Sociology, University of the Free State

In recent weeks, South Africa has once again been rocked by cases of gender-based violence (GBV) that have revealed an absurd contradiction in the public’s reaction towards each of these cases. The most harrowing incident involves the alleged assault of a now eight-year-old girl, referred to as Cwecwe, at Bergview College in Matatiele in the Eastern Cape. In stark contrast is the acquittal of Nigerian televangelist Timothy Omotoso, who faced multiple rape and kidnapping charges, which sparked a wave of celebration and jubilation among his followers, many of them women. This juxtaposition brings to light the serious absurdity among South Africans regarding GBV, specifically sexual violence, in this case. As such, this reveals what can only be described as glaring double standards.

Horror and urgency vs celebration

The case of Cwecwe, who was allegedly sexually assaulted at her school, ignited a massive outcry nationwide. The public’s reaction was one of horror and urgency as the details of the assault came to light. The #JusticeForCwecwe campaign gained traction, with social media platforms ablaze with calls for justice and accountability. The Eastern Cape Department of Education acted swiftly by deregistering the school involved, citing its failure to protect the young girl and being uncooperative towards the investigative process. The message from the public was clear: those who perpetrate violence against children must face the full might of the law.

Contrast this with the acquittal of Omotoso, a case which has caused an equally profound public reaction, but one that is far more troubling. Omotoso, who had been accused of grooming and raping young women over years, was acquitted by the Eastern Cape High Court following a long and highly publicised trial. The judge ruled that the prosecution had failed to prove its case beyond a reasonable doubt. A large number of Omotoso’s followers, many of them women, erupted in celebration. Some even described his acquittal as a ‘victory’ for the faithful.

The stark contrast in the reactions to the two cases cannot be ignored. On the one hand, the public called for justice for a young girl whose life was forever changed by a violent assault, demanding that those responsible be held accountable. On the other hand, a group of men and women celebrated the acquittal of a man who had been accused of using his position of power to exploit and abuse vulnerable young women. What is happening here? Is this an example of the hypnotic effect religious leaders have over their followers?

 

The opium of the people

One might ask, how can women, many of whom would undoubtedly identify with victims of sexual violence, proudly rally behind a man accused of perpetrating such crimes? The answer lies, in part, in the complex relationship between power, belief, and religion (particularly in the context of South Africa's so-called miracle churches). In the case of Omotoso, his followers see him not as a perpetrator but as a martyr, a man whose innocence was denied by the justice system they believe is unjust. They chose to ignore the testimonies of the young women who accused him of abuse, instead placing their faith in their pastor’s word.

Karl Marx’s assertion that “religion is the opiate of the masses” remains highly relevant in this context. These words reflect the view that religion can function as a mechanism to pacify and distract the oppressed, offering them solace and hope while suppressing their capacity for critical thought and action. In the case of Omotoso’s acquittal, this quote seems to ring true for many of his followers, who, rather than questioning the credibility of the accusations against him, placed unwavering faith in their pastor's innocence. To them, his acquittal became not just a legal victory, but a spiritual one, reinforcing their belief in the miraculous power of their religious leader.

The quote further highlights the broader function of religion in the lives of those who feel marginalised or oppressed. South Africa’s miracle churches, which often promise ‘deliverance’ from poverty, illness, and personal hardship, provide a sense of hope and empowerment to many. Yet, this hope can also come at a high price, particularly when the faith placed in religious leaders becomes a tool for enabling abuse. The case of Omotoso is just one of many examples in which religious power has been misused, and the celebration of his acquittal illustrates how easily a religious narrative can overshadow the moral clarity needed in the face of sexual violence.

 

Deeper societal issue

South Africa’s miracle churches have long been a source of controversy, particularly when allegations of sexual abuse and exploitation emerge within these religious communities. Bishop Stephen Zondo, another prominent figure in the religious realm, offers a stark parallel. Zondo, the leader of the Rivers of Living Waters Ministries, was accused of sexually abusing women who encountered him for spiritual reasons. Despite the accusations, his followers continued to defend him, viewing him not as a perpetrator but as a victim of false allegations. Like Omotoso’s followers, Zondo’s supporters turned a blind eye to the claims of sexual abuse, prioritising their faith in their pastor over the safety and dignity of the victims.

The responses to the Cwecwe case and the Omotoso acquittal are not just examples of legal inconsistencies but are a deeper societal issue. In South Africa, where GBV is rampant, the public's reaction to these cases exposes double standards to what is morally right and what is socially, religiously or ideologically convenient. The case of Cwecwe calls for swift action, demanding justice for a defenceless child. The case of Omotoso, however, underscores how deeply entrenched power and religious influence can obscure appropriate reactions to social injustice, regardless of the many victims involved in their lamenting voices.

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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