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17 April 2025 | Story Onthatile Tikoe | Photo Kaleidoscope Studios
Thabiso Khoeli
Dr Thabiso Khoeli, Lecturer in Historical and Constructive Theology at the UFS, celebrates the completion of his PhD.

The University of the Free State (UFS) celebrated one of its own, Dr Thabiso Khoeli, a Historical and Constructive Theology Lecturer in its Faculty of Theology and Religion, when he received his PhD in Theology with specialisation in religion studies during the recently completed April graduation ceremonies. 

Dr Khoeli’s achievement not only marks a personal milestone but also advances the university’s Vision 130, a strategic initiative to position UFS as a research-led institution by its 130th anniversary in 2034. Dr Khoeli’s academic journey is one of resilience, transformation, and a profound commitment to telling African stories from an African perspective. 

 

From uncertainty to purpose

Dr Khoeli’s path into studying Theology was unplanned. As a former KovsieFootball  player, his initial academic interest was in Sports Science. However, after some admission hurdles, he found himself directed towards Theology, a field that soon captured his full attention.

“Honestly, I did not choose Theology, instead it chose me,” he shares. “… Theology whispered to me and said, ‘Do not deviate, Brother. Your calling is here.” Despite initial scepticism, his first semester revealed the intellectual and spiritual depth of the discipline, compelling him to pursue it with passion.

 

A research focus on African voices

His doctoral research, titled ‘Exploring the Zion Christian Church’s Teachings and Qualities in Comparison with Zion Churches’, examines the theological, historical, and cultural distinctiveness of the Zion Christian Church (ZCC), one of the largest and most influential religious movements in Africa. Motivated by a desire to decolonise theology and challenge externally imposed narratives, Dr Khoeli engaged directly with primary sources, including archival materials and interviews with Church elders.

“Africans must now write their own stories and never rely on the findings presented by others,” he says. His work not only fills critical gaps in theological scholarship but also reflects the UFS’s vision of becoming a centre of thought leadership on the African continent.

 

Research shaping teaching

As a Lecturer in Historical and Constructive Theology, Dr Khoeli’s research directly informs his methods of teaching. He approaches the classroom with a decolonised, historically grounded perspective that helps his students engage with both their spiritual heritage and contemporary realities critically.

“My research enabled me to analyse documents and align them to my objective,” he explains. “That is the strategy I use to collect the relevant reading materials to prepare for the students.” His teaching method fosters independent thinking and encourages students to become scholars who are both academically rigorous and socially conscious.

 

Overcoming challenges through community and conviction

Gaining access to the ZCC’s historical documents was a major challenge. The Church’s deep-rooted secrecy required careful relationship-building and persistent effort. But Dr Khoeli remained undeterred. “I intended to leave no stone unturned,” he says. Through perseverance, mentorship, and faith, he accessed essential material for his literature-based study.

He also credits colleagues at the Faculty of Theology and Religion for their belief in his potential at a time when few others would give him a chance. “It feels great,” he reflects. “I don’t have enough words to explain how overwhelming it feels to prove to yourself that you are the greatest.”

 

A vision beyond the doctorate

With his PhD now complete, Dr Khoeli is setting his sights on further research projects that contribute to the reconstruction of African religious history and knowledge systems. He sees his work as part of a larger mission to revive indigenous spirituality and cultural identity in the face of modern erasure.

“Modernity is converting us to be a nation without roots,” he cautions. His aim is to produce scholarship that restores heritage while also responding to the physical and spiritual needs of African communities, one of the fundamental goals of the UFS’s Vision 130.

 

Inspiring the next generation

To current and future UFS students, especially those considering postgraduate study, Dr Khoeli offers this message, with his own story as proof: “Believe in your purpose, even when the path seems uncertain… There is greatness in you.” 

Through his academic excellence, teaching innovation, and dedication to African-centred research, Dr Khoeli exemplifies the values of the UFS’s Vision 130. His journey reflects a university that is not only committed to high-impact research but also to empowering scholars who bring change, both in the academic world and beyond.

News Archive

UFS study finds initiation does not build character
2015-06-24

Photo: Canva.com

Initiation at schools and school hostels does not build character or loyalty. On the contrary, it is a violation of human dignity and the rights of children.

This is the opinion of researchers from the University of the Free State’s Faculty of Education after an exploratory study of initiation practices in schools.

Although the use of initiation in schools and school hostels is forbidden by the Regulations to Prohibit Initiation Practices in Schools, the study found that this practice is still widely evident in schools. The study also found that, in some cases, teachers and/or principals take part.

In the study, led by Dr Kevin Teise from the Faculty of Education, it was found that physical deeds and even violence and emotional degradation were inflicted under the guise of ‘initiation’.

The study was discussed recently during a panel discussion between the Faculty of Education, the Faculty of Law, and the Institute for Reconciliation and Social Justice.

The ‘initiation activities’ that take place during school hours ranged from carrying senior learners’ bags or doing other favours for them, handing over their food or food money, doing senior learners’ homework, and looking down when they speak to senior learners.

In school hostels, it was found that learners were expected to do humiliating things, and were also subjected to physical demands and even violence. Learners pointed out that they were smeared and beaten, their heads pushed into toilets, they had to bath or shower in cold water, they had to eat strange things, and they were prevented from sleeping.

Dr Teise says initiation practices are a general phenomenon in the schools and school hostels that took part in the investigation. Newcomers were subjected to silly and innocent practices, but also to physically and emotionally degrading, and even dangerous ones, before and after school, and during breaks and sports- and cultural gatherings.

“The study’s findings give every indication that the constitutional principles on which the policy document, Regulations to Prohibit Initiation Practices in Schools, is modelled, are not being put into practice and respected at these schools. Policy documents and school rules are pointless if learners, old pupils, parents, teachers, and the broad community consider initiation an acceptable behaviour that is, ostensibly, an inseparable part of school or hostel tradition and of the maturation and/or team-building processes.”

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