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A response to the South African Jewish report and Ms Klazinga on "Jews unwelcome at Rhodes"

- Badat, Saleem

Authors: Badat, Saleem
Date: 2014
Language: English
Type: text
Identifier: vital:7883 , http://hdl.handle.net/10962/d1016432
Description: On 1 January 2014, the South African Jewish Report and Ms Larissa Klazinga made a number of unfounded claims and unsubstantiated allegations against Rhodes University. Stripped of the hysteria, lies and inaccuracies, the central claim made is that Rhodes University is hostile to Jews and seeks to be rid of Jews. We reject with contempt these baseless and self-serving claims and allegations of the South African Jewish Report and Klazinga. Rhodes is committed to an institutional culture that respects and promotes equity, human dignity and human rights, embraces difference and diversity and is comfortable for all people irrespective of ‘race’, gender, language, culture, nationality, sexual orientation and religion. Rhodes welcomes all and will continue to strive to be a Home for All.
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Date Issued: 2014

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Inauguration of Steve Bantu Biko Building

- Badat, Saleem

Authors: Badat, Saleem
Date: 2008
Language: English
Type: text
Identifier: vital:7583 , http://hdl.handle.net/10962/d1006572
Description: From introduction: Institutional loyalty, especially in the case of a university, does not mean being uncritical and denying historical truths. The inauguration of the Stephen Bantu Biko Building is, therefore, a good occasion for “a critical appreciation of where we” as Rhodes University “come from”. Credit is due to the pioneers who 104 years ago created Rhodes; to those who, under difficult and financially trying conditions, steered its subsequent development; to those who oversaw its maturation from a University College under the auspices of the University of South Africa to a fully-fledged University in 1951, and to the subsequent generations that energetically toiled to produce the Rhodes University of today’s enviable reputation.
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Date Issued: 2008

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Remembering Jakes - Chancellor, our chancellor

- Badat, Saleem

Authors: Badat, Saleem
Date: 2012
Language: English
Type: text
Identifier: vital:7584 , http://hdl.handle.net/10962/d1006574
Description: From introduction: Gerwel was an exceptional, courageous, gifted and pioneering South African intellectual, scholar, leader and citizen. He had a profound commitment to creating a just and humane society. Through a long and distinguished association with the higher education sector, as an academic, dean, vice-chancellor, chairperson of the Committee of University Principals in the early 1990s, chancellor, and chairperson of the Mandela Rhodes Foundation, Gerwel was an outstanding champion of higher education. As chancellor, he challenged Rhodes to become socially conscious and think critically and imaginatively about access, equity and transformation, and about its role in socioeconomic development issues in South Africa, especially in the Eastern Cape.
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Date Issued: 2012

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Rhodes University 2010 Graduation Ceremonies Address

- Badat, Saleem

Authors: Badat, Saleem
Date: 2010
Language: English
Type: text
Identifier: vital:7586 , http://hdl.handle.net/10962/d1006577
Description: From introduction: Most of you who are graduating were born in the late 1980s, a period of great turbulence and social conflict. This was, however, also a time of great optimism for it was clear that apartheid tyranny could no longer continue and had to give way to a new social order. We must take immense pride in the imagination, creativity, ingenuity and courage that we displayed as a people to rid ourselves of tyranny and to fashion our democracy. You are a generation that has been, thankfully, largely spared the horrors, brutality and injustices of apartheid. You are the first generation with the opportunity of living in a society founded on a democratic Constitution that proclaims the commitment to human dignity, the achievement of equality, and the advancement of non-sexism and non-racialism and the human rights and freedoms that are contained in our Bill of Rights.
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Date Issued: 2010

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SASO and Black Consciousness, and the shift to congress politics

- Badat, Saleem

Authors: Badat, Saleem
Date: 2016
Language: English
Type: book chapter , text
Identifier: http://hdl.handle.net/10962/59755 , vital:27645 , http://witspress.co.za/catalogue/students-must-rise/
Description: Students Must Rise 98 Chapter 8 SASO and Black Consciousness, and the shift to congress politics I n 1960, demonstrators protesting against pass laws were killed and injured by police at Sharpeville. Soon afterwards, the apartheid government declared a state of emergency. Over 11 000 political activists were detained, and repressive new laws, police raids, arrests, bannings, and torture were used to crush political opposition to apartheid. The African National Congress (ANC) and Pan Africanist Congress (PAC) were banned, and many leaders of the ANC and PAC were arrested and imprisoned , and hundreds fled into exile. For many white South Africans, the rest of the 1960s were a time of economic boom, political calm, prosperity, and rising living standards. Some blacks took the opportunity to accumulate wealth, power, and privilege through the Bantustans that the apartheid government established as part of its separate development programme. For most blacks, it was a period of great economic exploitation, extensive political and social control, fear, and demoralisation. It was difficult to see how there could be any political challenge to white minority rule. Anti-apartheid organisations faced immediate repression. They also had to overcome black people’s fear and demoralisation, which stood in the way of mobilising opposition against apartheid. The emergence of the South African Students’ Organisation and Black Consciousness Despite many problems, the South African Students’ Organisation (SASO) was formed as an exclusively black university and college student organisation in 1968. It escaped immediate state repression, and developed a following among students at the Saleem Badat SASO and Black Consciousness, and the shift to congress politics 99 universities reserved for blacks. Thereafter, the ideology of Black Consciousness (BC) was developed and other BC organisations were formed, resulting in the BC movement. SASO saw its challenge as the ‘assertion, manifestation and development of a sense of awareness politically, socially and economically among the black community’.1 It emphasised black ‘group cohesion and solidarity’ as ‘important facets of Black Consciousness’, the need for ‘the totality of involvement of the oppressed people’, and for BC ‘to be spread to reach all sections of the black community’.2 SASO began community development, literacy, education, media, culture, and sports projects, which aimed to help black communities to determine and realise their own needs. They were seen as a means to win the trust of people and to educate and mobilise them.3 Projects instilled the idea of self-reliance, seen as important for achieving freedom, in members and communities. SASO created a favourable political climate for various organisations to emerge.
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Date Issued: 2016

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The challenges of education and development in twenty-first century South Africa

- Badat, Saleem

Authors: Badat, Saleem
Date: 2009
Language: English
Type: Conference paper , text
Identifier: vital:7121 , http://hdl.handle.net/10962/d1006569
Description: From the introduction: I have chosen to address the theme of The Challenges of Education and Development in the Twenty First Century. This is not only an extremely important theme but also one that is both complex and broad and can be approached in many different ways. With respect to complexity, the concepts of education and development, like the concepts of freedom and democracy, are defined in various ways and have a variety of meanings associated with them. Moreover, notions of education and development are not neutral in that they are embedded in different views of the world and society, including views on what constitutes a just and good society. Further, the choices, policies, actions and practices that are associated with particular conceptions of education and development are not benign in that they have real and differential effects on different social classes and groups in society. , Keynote Address at the 15th Annual Conference of the Headmasters of the Traditional State Boy’s Schools of South Africa’ Queens College, Queenstown, 26 August 2009.
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Date Issued: 2009

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