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22 August 2025 | Story Dr Nombulelo Shange | Photo Supplied
Dr Nombulelo Shange
Dr Nombulelo Shange is a sociology lecturer at the University of the Free State (UFS).

Opinion article by Dr Nombulelo Shange, Lecturer in the Department of Sociology, University of the Free State 


 

The rising xenophobic violence and exclusion towards African nationals from outside of South Africa is increasingly becoming an emotive issue that is impossible to engage and unpack. In the social-media, “Trumpification” age we live in today, truth-telling and evidence are secondary or even completely irrelevant against the loud, “smart-sounding opinions” rooted in lies and misinformation spread online. Some have used statistics to show that foreigners only make up roughly 4% of our population, which is significant, but not enough to account for our rising unemployment and South Africans’ difficulty in accessing social services and goods such as education and healthcare. There are bigger challenges rooted in our incomplete revolution, rooted in coloniality, where resources and land were left at the hands of the white oppressor, in exchange for “peace”. There are bigger challenges rooted in corruption and poor governance. But even with these realities, many bury their heads in the sand and opt to believe the incomplete story that foreigners are our single greatest problem. 

 

Self-inflicted harm 

Many others have turned to history as a reminder of how African countries in different ways, aided our armed struggle and apartheid resistance, warning that we might need the continent soon and we would have alienated all of our neighbours if we continue down this path. Others have turned to politics and economics, which show us the importance of having strong economic ties with neighbouring countries to ensure growth and development. We saw this in part historically with the European Union and we see it today with the rise of Asian markets like China, Japan, South Korea, Singapore and others. Some of the pluralistic approaches to the rapid growth of many of these Asian markets is in relaxing borders to enable the flow of people, ideas, technology, money and resources. But South Africans continue to respond by fighting for the isolating barriers put up by colonialism and later apartheid in order to strengthen their cruel inhumane policies and stronghold against black people. 

We often do this to our own detriment as black people and people of colour, structures such as Operation Dudula and March on March, seldom march to white schools in the suburbs to demand that white people prove their citizenship and belonging. They do this in predominantly black or mixed areas, applying a self-imposed apartheid dompas system, that limits our movements. They ignore the fact that many South Africans themselves are undocumented because of a variety of historical and contemporary issues and struggles related to accessing important services like Home Affairs. They base many of their strategies on hateful intangible stereotypes like the belief that foreigners are dark, cannot speak South African languages or pronounce specific words. The ideas around what it means to be South African are usually very linear and often prioritise namely Nguni culture and languages. So, if you are not a light skinned, Zulu/Nguni person, without your ID, you find yourself at risk of being harmed or being denied important services like healthcare in an emergency for example. We are too quick to forget the lessons of the COVID-19 pandemic; illness does not care who you are, what race or nationality you are, it spreads and places all of us at risk. Denying foreigners access to healthcare, while many of them live in overcrowded black townships, places black South Africans in harm’s way and can lead to a public health crisis in areas where people were struggling to access healthcare long before the influx of foreigners in the country. 

 

Silence and inaction of our leaders

Noticeable in this whole mess and scary new norm, is the silence and inaction of our leaders. The violent and harmful actions of South Africans can in part be explained by their desperate state stemming from poverty, unemployment, and violent crimes experienced today. The tensions can in part be explained by a lack of adequate awareness of the diverse historical and contemporary importance of the continent and our immediate neighbours for our own growth and development. The overwhelming silence of our leaders is hard to make sense of. The Economic Freedom Fighters (EFF) leaders remain some of the few leaders that condemn this violence and call for a united Africa. It is believed this stance even cost EFF supporters in the 2024 elections, but they still continue to hold onto this important ethical stance, while more prominent leaders shy away from the issue. Many of these leaders were themselves either born or raised in exile or started their own families outside of the country and were the direct beneficiaries of the kindness and sacrifice that many African countries showed us during apartheid. In this new climate of having to prove “South Africanness” and therefore belonging gymnastics, many of them would have their belonging questioned. But rather than call out the violence and put protections in place, while creating awareness on diverse complexities that create “South Africanness”, our leaders are silent. And perhaps more startling, is that our government is partly made up of a political party that campaigned on the hate of foreigners. Including political parties like the Patriotic Alliance in governance has helped formalise fringe ideas like the “abahambe” slogan, which was a chant directed at African foreigners, threatening and instructing them to leave. The threats have materialised, and foreigners are having different kinds of violence enacted on them.  

 

Afrophobia protects colonial borders

Many social commentors warned that the xenophobic utterances embedded in slogans such as “abahambe” coming from Patriotic Alliance leader, Minister Gayton McKenzie, are deeply rooted in anti-black hate. The TikTok accounts of creators such as: Nikita Lexi, Tara Roos, Samantha Jansen, Kaapie in Korea, Romantha Botha, and many others, have provided interesting and important context and caution with their historically rooted, evidence-based truth-telling that speaks to a plethora of contemporary South African issues, including race. Minister of Sports, Arts and Culture, McKenzie has now recently come under fire for posting old racist and sexist tweets, where the biggest frustration is over his repeated use of the “k-word”. The minister’s actions raise a lot of questions about the intersecting links between Afrophobia, tribalism, hate towards blackness and self-hate as a psychosocial condition plaguing many black people and people of colour, especially in South Africa. What we learn from the minister’s tweets is that Afrophobia is often used to mask racism. It is concerning for a government minister to hold such views, while they are responsible for providing services to the predominately black masses, and artists, in the case of McKenzie. 

What might be perhaps the most damaging and harmful to us as black South Africans, is that our Afrophobia disconnects us to valuable, self-affirming spiritual, social, historical, ecological and economic ties we have with the African continent. We protect the colonial borders that tore our families and cultural groups apart. Our hate is a worship of the colonial shackles that dismembered our ancestors, histories and experiences and that still stifle us today. 

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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