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21 July 2025 | Story Dr Nitha Ramnath | Photo Supplied
Prof Vasu Reddy, Deputy Vice-Chancellor: Research and Internationalisation, and Prof Saleem Badat, Research Professor in the UFS Department of History, launch a new book honouring Ruth First’s activist legacy and scholarly impact.

On 16 July, during the Free State Arts Festival, the University of the Free State (UFS) launched Research and Activism: Ruth First & Activist Research, an incisive edited volume by Professors Vasu Reddy, Deputy Vice-Chancellor, Research and Internationalisation at the UFS, and Saleem Badat, Research Professor in the UFS Department of History

The event was facilitated by Prof Christian Williams, Associate Professor of Anthropology, with Prof Reddy delivering the keynote address and Dr Lazlo Passemiers, Senior Lecturer in History, serving as respondent.

The important new work pays tribute to Ruth First - South African freedom fighter, journalist, intellectual, and scholar-activist, who’s unflinching pursuit of justice continues to resonate. Far from a closed chapter in South Africa’s struggle history, First’s legacy remains a compelling call to action for contemporary scholars, activists, and institutions: to confront injustice, speak with conviction, and pursue research rooted in ethical action. 

 

A legacy of fearless scholarship

Ruth First’s activism was grounded in refusal to remain silent in the face of injustice. As a tenacious investigative journalist and public intellectual, she exposed the systemic violence of apartheid and challenged power through sharp incisive analysis and courageous advocacy. Her life, and her assassination by apartheid operatives in 1982, exemplify the personal and political costs of speaking truth to power.

Prof Vasu Reddy reflected that First “theorised, analysed, and connected the dots between racism, capitalism, and oppression, and refused to dilute her message for mass appeal.” Her words”, he said, “unsettled because they were true. Her activism “compels us to speak courageously, think critically, and act ethically. She turned ideas into instruments of liberation.”

 

Beyond the ivory tower 

With contributions from 17 scholars, the volume examines themes ranging from climate justice and activism in Marikana to the ethics of legal practice, community engagement, and the role of the university in social transformation. 

Prof Reddy emphasised that Ruth First’s example disrupts the traditional notions of academia. “Universities must be engines of social change, not ivory towers,” he argued. “Her legacy reminds us that activist research is about standing with the marginalised, and not merely studying them.” 

Dr Passemiers echoed this view, describing First as one of South Africa’s foremost examples of blending impactful activism with rigorous scholarship. “Her activism was often transnational, connecting South Africa’s liberation struggle with broader regional movements. This perspective is especially relevant today, as many of our challenges transcend national borders.”

He added that the book should be required reading for students in the social sciences and humanities, as it “challenges misconceptions about activist research and shows how scholarship can contribute meaningfully to public life, beyond academic debate.”

 

Redefining academic activism 

Prof Christian Williams underscored one of the book’s central provocations: to set a litmus test for genuine activist research. He argued that activism and scholarship can compete with one another, but should, following First’s example, be intersecting commitments. “There is no true academic neutrality,” he noted.

Members of the audience also touched on related themes pertaining to the role of universities in society, responding to the book’s content as narrated at the launch. For example, the collection interrogates how universities often claim to be ‘engaged’ while aligning primarily with business, the state, and elite interests. True activist research, the contributors argue, must connect with social movements and confront power, not shy away from it. Members of the audience reflected on this point, considering what it means for researchers to do activist research amidst attacks on social justice-oriented programmes in higher education globally. 

In Prof Reddy’s final comments, he returned to the importance of First for debates about the university’s role. “This is unfinished business. The story of Ruth First, and of activist scholarship, is not fully told”, says Prof Reddy. As he noted, Research and Activism offers both a tribute to Ruth First and a powerful reminder of the work still to be done. “Her life triggers us to think deeply about real-world issues, not as abstract concepts but as urgent matters of justice and humanity.”

Research and Activism: Ruth First & Activist Research is available for free download via the ESI Press website.

News Archive

‘Is the South African university curriculum ‘colonial'?’ asks Prof Jansen
2017-11-24

Description: Jansen readmore Tags: Prof Jonathan Jansen, colonial, university curriculum, western knowledge

From left; Prof Corli Witthuhn, Vice-Rector: Research; former Rector and Vice-
Chancellor of the UFS, Prof Jonathan Jansen; Prof Michael Levitt, and
Prof Francis Petersen at the celebration lecture at the UFS.
Photo: Johan Roux

One of the critical issues that emerged from the South African student protests during 2015 and 2016 was a demand for the decolonisation of university curriculums. 

A senior professor at the Stellenbosch University, Prof Jonathan Jansen, said the number of people, including academics, who joined the cause without adequately interrogating the language of this protest, was astonishing. “The role of social scientists is to investigate new ideas … when something is presented to the world as truth.” Prof Jansen was speaking during a celebration lecture at the University of the Free State in Bloemfontein on 15 November 2017. 

Large amount of knowledge not African

He said the accusation is correct to a limited degree. “The objection, in essence, is against the centring of Western, and especially European knowledge, in institutional curricula.” There is no doubt that most of what constitutes curriculum knowledge in South African universities, and in universities around the world, derive from the West. “The major theories and theorists, the methodologists and methods are disproportionally situated outside of the developing world,” Prof Jansen said. 

The dilemma is, how will South Africa and the continent change the locus of knowledge production, considering the deteriorating state of public universities? “In the absence of vibrant, original, and creative knowledge production systems in Africa and South Africa, where will this African-centred or African-led curriculum theory come from,” Jansen asked. He says the re-centring of a curriculum needs scholars with significant post-doctoral experiences that are rooted in the study of education and endowed with the critical independence of thought. “South Africa's universities are not places where scholars can think. South African universities’ current primary occupation is security and police dogs,” Prof Jansen said. 

Collaboration between African and Western scholars
“Despite the challenges, not everything was stuck in the past,” Prof Jansen said. South African scholars now lead major research programmes in the country intellectually. The common thread between these projects is that the content is African in the subjects of study, and the work reflects collaboration with academics in the rest of the world. These research projects attract postgraduate students from the West, and the research increasingly affects curriculum transformations across university departments. There is also an ongoing shift in the locus of authority for knowledge production within leading universities in South Africa. Prof Jansen feels a significant problem that is being ignored in the curriculum debate, is the concern about the knowledge of the future. How does South Africa prepare its young for the opportunities provided by the groundswell of technological innovation? “In other parts of the world, school children are learning coding, artificial intelligence, and automation on a large scale. They are introduced to neuroscience and applied mathematics,” he said.

Prof Jansen said, in contrast, in South Africa the debate focuses on the merits of mathematics literacy, and what to do with dead people’s statues.

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