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24 February 2025 Photo Supplied
Siyanda Magayana
Siyanda Magayana, Senior Officer: Gender Equality and Anti-Discrimination Office, Unit for Institutional Change and Social Justice, UFS.

Opinion article by Siyanda Magayana, Senior Officer: Gender Equality and Anti-Discrimination Office, Unit for Institutional Change and Social Justice, University of the Free State.

The recent executive order by US President Donald Trump to defund and dismantle Diversity, Equity and Inclusion (DEI) initiatives is more than just a bureaucratic shift. It is a declaration of whose lives matter and whose do not. Removing DEI initiatives and policies, notably, those that centre on marginalised groups, racial minorities, and LGBTQI+ individuals does not erase their struggles and existence in our society. Instead, it exposes the entrenched unwillingness of power structures to validate and acknowledge these realities. The fact that some leaders feel they can simply ‘tick off’ or ‘untick’ human rights and social justice efforts from policy reveals just how expendable these communities are perceived to be.

We need to be clear, erasure at a systemic level does not translate to actual erasure. Marginalised people such as women, queer individuals, black and brown individuals, disabled people will continue to exist, resist, and demand their space, regardless of this order. The removal of systemic and/or institutional recognition and support does not make discrimination disappear. Instead, it amplifies their oppression by stripping away their right to exist, and legal protections that have been fought for, for decades. We cannot have one person deciding to erase the fight of numerous people in just a matter of weeks.

These policies and initiatives were primarily designed to address systemic inequalities and create spaces where historically marginalised groups could thrive. These initiatives of redress were not just for the benefit of the marginalised only, they were for everyone. Therefore, the dismantling of these initiatives will perpetuate and recreate unjust and unequal environments for all.

What is the impact for the Global South?

It is almost tempting to think that the dismantling of DEI initiatives in the US is an isolated issue with no direct impact on our realities in the Global South. However, that assumption is both naïve and dangerous. The ripple effects of regressive policies and initiatives in powerful nations often influences global attitudes, social narratives, and funding. The move by the US devalues global perceptions and the importance of having DEI initiatives in, and for other governments; and there is a possibility of these institutions disregarding and/or following suit in their own countries.

For black and other racially marginalised communities in the Global South, particularly in Africa, this is alarming. It needs us to ask the question, if major global powerful entities dismantle such initiatives and no longer prioritise DEI, what does it mean for marginalised groups and identities within our countries and communities? It reinforces the idea that the oppression of certain groups is not a crisis, but a norm. In the same way, it weakens the push for LGBTQI+ rights, gender equality and racial justice, which are already met with precarious conditions in many countries due to their colonial legacies, systematic inequalities, and conservative cultural norms.

Impact on the diversity of women

The dismantling of DEI policies and initiatives does not only, unfortunately, impact non-normative or those identifying outside of heteronormativity or the gender binary. It also disproportionately affects women, especially those who face intersecting forms of discrimination. For instance, for black women who are already navigating the dual burden of racism and sexism; the dismantling of DEI programmes translates to fewer systemic protections against workplace discrimination, less access to leadership roles, and diminished support for reproductive justice. This extends to women of all races, ethnicities, and backgrounds; no woman is exempt from this decision.

This is even more damaging for non-binary, and trans identities as it reinforces rigid gender norms that limit their autonomy, agency, and expression. It further signals a broader societal regression that undermines the existence and rights of these groups, as well as the progress made towards gender equality and sexual freedom for all.

Men, too, of all races, identities, and backgrounds are affected by the dismantling of DEI initiatives. For instance, black men are already subjected to systemic racism, and as a result of this they are vulnerable to losing economic opportunities and educational equity benefits as initiatives set up to address systemic inequalities. Similarly, the systems that deny trans rights enforce toxic masculinity, thus punishing and discriminating against anyone who deviates from heteropatriarchal and narrow gender norms. As such, white men, for instance, who identify outside of the gender binary and heteronormativity are equally going to be affected.

While it may appear that the dismantling of DEI policy exclusively affects trans individuals and those that identify outside of the gender binary, their removal sets a dangerous precedence for everyone, including cisgender men and women. The erasure of non-normative identities and systems that affirm and acknowledge them are not just about gender identity, but more about controlling how gender is expressed, who gets to belong, and who is deemed worthy of rights and dignity.

“Discrimination Does Not Know Your Postal Address”: Discrimination Against One is Discrimination Against All"

Prejudice can and does affect anyone, anywhere – therefore, it is a dangerous myth that we can selectively uphold human rights. That we can, for instance, advocate for black liberation while turning a blind eye to the struggles of queer, trans and other marginalised groups. That we can rightfully fight for gender equality while remaining silent when non-normative and gender diverse populations’ rights are erased. And similarly, that we can advocate for diversity but only when it is convenient, comfortable, and easy to digest.

It is high time we realise that discrimination is never just directed at a single group, but rather, it is about the broader systems of power we exist in that decide who gets to exist fully and who does not. If these initiatives and support for gender diversity and other minority groups are removed from policy and other critical institutions, then tomorrow, it could be you or any other entity that seemingly no longer fits within the acceptable limits of the norm and/ binary.

The erasure of DEI frameworks and rights of gender diverse persons in the US is not a problem isolated from ours as a collective, it is ours, too. It serves as a warning sign that marginalisation and discrimination is becoming more acceptable, normalised, and institutionalised.

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News Archive

UFS researchers help find opportunities to create knowledge
2016-09-15

Description: Mobile libraries  Tags: Mobile libraries

The initiative hopes that the mobile libraries
will continue to contribute towards literature
awareness and access to books at rural
schools in the Free State.
Photo: Supplied

Did you know that only 3 392 primary schools in South Africa have libraries? In the Free State the statistics are shocking. Only 277 primary schools have libraries, while 1 087 carry on without them. One of nine provinces in South Africa, the Free State is regarded as a rural province. The South African Primary Education Support Initiative (SAPESI), in partnership with other sponsors, has committed to expanding access to books by donating mobile libraries to service schools across South Africa. In the Free State, the project is embraced by the Free State Department of Education, which employs the mobile operators and library assistants to service these libraries, driving many kilometres of gravel road to visit remote farm schools and other under-resourced schools. SAPESI has set a goal to supply 75 mobile libraries to provide 2 000 schools with access to books by the year 2020.

Discovering the value of the mobile libraries
Although the mobile libraries in the Free State have been functioning since 2007, no formal research had been conducted on their work. Towards the end of 2014, the Free State Department of Education and the Flemish Association for Development Cooperation and Technical Assistance (VVOB) commissioned the UFS to carry out a participatory action research project. Dr Lynette Jacobs, Head of the School of Education Studies at the University of the Free State’s Faculty of Education and her team engaged with role-players at district and provincial level in a Participatory Action Research project.

The research project aimed to describe the work that mobile libraries do, and appraise its influence on learners and schools, towards improving their functionality. In addition, this project aimed to build research capacity within the district teacher development centres.

Highlights of the mobile library project
The way the Free State Department of Education embraced and supported the initiative by Mr Tad Hasunuma and SAPESI, was inspiring. Each of the five education districts has two fully equipped library buses that periodically visit schools. The stock on the buses is regularly replaced by books that SAPESI receives from the international community. Specific books are also loaded for teachers to use as resources. One of the outcomes of the research project was that guidelines were developed for teachers on how to use books in addition to curriculum material in the classroom. At district level, the teams reflected on the work that they were doing and implemented improvement plans to provide an even better service. Findings of the project were presented at the XIV Annual International Conference of the Bulgarian Comparative Education Society that focused on education provision earlier this year. It was lauded by representatives of the international education community as an example of good practice to provide education to marginalised children.

Reading helps enrich children’s lives
The research project concluded by stating that the aim of the mobile libraries was to provide learners and teachers at rural and farm schools with reading books, and they were doing as best they could. While the mobile libraries cannot make up for possible challenges related to teaching and learning or in infrastructure, the learners and the teachers are regularly provided with good resources to encourage reading and stimulate literacy development.

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