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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

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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