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Solidarity, Equality, and Sustainability: A Reflection on Shared Insights

25 February 2025 | Story Anthony Mthembu | Photo Kaleidoscope Studios

G20 - 2025 — G20 delegates from member countries and other invited guests in attendance at the G20 Research and Innovation Working Group (RIWG) and G20 Initiative on Bioeconomy (GIB) meetings and other side events.

Against the backdrop of the upcoming G20 Summit to be hosted by South Africa in November 2025, the University of the Free State (UFS) – in partnership with the Department of Science, Technology and Innovation (DSTI) – held the G20 Research and Innovation Working Group (RIWG) and G20 Initiative on Bioeconomy (GIB) meetings on 23 and 24 February 2025.

In her opening address to G20 delegates from member countries, national and international knowledge partners, members of the Free State provincial government, and representatives of the DSTI, Prof Hester Klopper, Vice-Chancellor and Principal of the UFS, indicated, “It is an honour for the UFS to be among the few South African universities to host this essential Research and Innovation Working Group.” In addition, she highlighted that the deliberations and discussions set to take place during this important workshop can set in motion chains of events ultimately contributing to improved lives for everyone. These sentiments were also echoed by Prof Blade Nzimande, Minister of Science, Technology and Innovation, who underscored the importance and historic nature of the upcoming G20 Summit.

In his virtual address, Minister Nzimande explained that South Africa’s chosen theme for the G20 Summit – Solidarity, Equality and Sustainability – was inspired by the general complexity of our time, “in particular the transnational nature of these complexities, such as conflict, the displacement of people, poverty”, among other things. As such, he expressed that in this case, cooperation among nations is becoming increasingly essential.

As they concluded their addresses, Prof Nzimande and Prof Klopper, wished the delegates well in their deliberations. ‘’May your discussions be successful, and your goals be achieved. And may your time with us lead to a renewed experience of the value of innovation through connection, ‘’expressed Prof Klopper.

Contributing events

As part of the programme at these proceedings, several side events took place. These included panel discussions with indigenous knowledge holders such as Telle Hoeses, Chief Language Practitioner for Khoi and San Languages, along with experts of indigenous medicine. The conversation focused on indigenous knowledge systems (IKS) and some of the key concerns and progress that these knowledge holders have made in the space. In addition, these knowledge holders, many of whom are business owners who sell products made from indigenous medicines, also had the opportunity to exhibit their products. According to Dan du Toit, Deputy Director-General: International Cooperation and Resources at the DSTI, these panel discussions with young people, bioeconomy researchers, and indigenous knowledge holders were an opportunity to gain access to a diversity of voices, which would not normally find expression in formal meetings. “It is also an opportunity for our international guests to get insight into who we are as a country and what some of our concerns might be,” said Du Toit.

One of the highly anticipated side events on the programme was the joint G20 RIWG and GIB event titled ‘UNESCO Women and Girls in Science’, which took place on 25 February 2025. The event took the form of a round-table discussion, in an attempt to answer the question: Based on your experiences in various roles within higher education in South Africa, Africa, and globally, what are some key insights regarding the role of universities in closing the gender gap in STEM, specifically concerning professional development and creating supportive research environments where everyone, especially women, can thrive?

Prof Anthea Rhoda; Deputy Vice-Chancellor: Academic at the UFS, was one of the contributors in this session. In response to the question, Prof Rhoda highlighted, “Universities should also be spaces characterised by intellectual freedom and freedom of expression, where archaic ideas about male superiority and patriarchy can be openly confronted and contested, without fear of victimisation. She expressed that an active way in which the UFS has committed itself to a culture of diversity and inclusion is through Vision130.

As she was wrapping up her address, Prof Rhoda also highlighted, “To address areas of underrepresentation of women in senior academic and leadership positions within the university, a Working Group on Gender Parity in Academic Leadership was established, with the critical mandate to drive attitudinal shifts, advocate for changes where necessary, and highlight barriers to women’s advancement.”

The programme comes to an end

The last day of the programme was reserved for comments, reflections, and discussions on deliverables. As such, there were positive responses to the way the deliberations took place. In fact, Hoese, speaking in her capacity as an indigenous knowledge holder, said, “This was a good platform for us to make progress towards language recognition and officialisation.”

News Archive

Teachers should deal with diversity in education - Prof. Francis

2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za
7 October 2010

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