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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

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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