Universities in crisis : a reflection on the African experience
- Authors: Mamdani, Mahmood
- Date: 1993
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/672 , vital:19980
- Description: The real point of democratic reform, what I have been calling institutional reform, is not just to change the complexion of researchers, teachers and students, nor just to change the location of research and teaching, to be truly meaning- fill, reform has to lead to a change in the orientation of these activities. Let me take a hypothetical example, one where you succeed in adding more black and female faces to the research and leaching establishment and even to shifting the location of that establishment mainly to historically black universities - say your most advanced medical research facilities come to be located at the University of Fort Hare, with researchers mainly black and female, but the facility is still oriented to proton beam research for special types of cancer, away from the public health needs of the people - what will you have achieved? I dare say you would then have joined the ranks of independent Africa. The key issue will still remain not addressed: who should centres of research and learning serve and how? This is why I think the real challenge for all of us, whether south or north of the Limpopo, whether black or brown, yellow or white, is to begin thinking of how to root African universities in African soil.
- Full Text:
- Authors: Mamdani, Mahmood
- Date: 1993
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/672 , vital:19980
- Description: The real point of democratic reform, what I have been calling institutional reform, is not just to change the complexion of researchers, teachers and students, nor just to change the location of research and teaching, to be truly meaning- fill, reform has to lead to a change in the orientation of these activities. Let me take a hypothetical example, one where you succeed in adding more black and female faces to the research and leaching establishment and even to shifting the location of that establishment mainly to historically black universities - say your most advanced medical research facilities come to be located at the University of Fort Hare, with researchers mainly black and female, but the facility is still oriented to proton beam research for special types of cancer, away from the public health needs of the people - what will you have achieved? I dare say you would then have joined the ranks of independent Africa. The key issue will still remain not addressed: who should centres of research and learning serve and how? This is why I think the real challenge for all of us, whether south or north of the Limpopo, whether black or brown, yellow or white, is to begin thinking of how to root African universities in African soil.
- Full Text:
The university and a free society
- Authors: Bengu, S M E
- Date: 1992
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/662 , vital:19979
- Description: Has the clamour for University autonomy and academic freedom in our country not served to legitimize repression in the hands of a narrow, undemocratic “oligarchy”? Has the narrow understanding of academic freedom and university autonomy excluded the freedom of individuals and groups such as women, black communities, students, and non-academics? Before we consider the relationship that will, hope fully, exist between universities and a free society that is going to emerge in this country, we ought to accept the fact that university autonomy and academic freedom are hollow in an oppressed society such as we still have in our country.
- Full Text:
- Authors: Bengu, S M E
- Date: 1992
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/662 , vital:19979
- Description: Has the clamour for University autonomy and academic freedom in our country not served to legitimize repression in the hands of a narrow, undemocratic “oligarchy”? Has the narrow understanding of academic freedom and university autonomy excluded the freedom of individuals and groups such as women, black communities, students, and non-academics? Before we consider the relationship that will, hope fully, exist between universities and a free society that is going to emerge in this country, we ought to accept the fact that university autonomy and academic freedom are hollow in an oppressed society such as we still have in our country.
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The Academic Freedom Lecture: Daantjie Oosthuizen Memorial Lecture - Rhodes University 1990
- Slabbert, Frederik van Zyl, 1940-2010
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
Some reflections on academic freedom
- Slabbert, Frederik van Zyl, 1940-2010
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1978
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/186 , vital:19934
- Description: The purpose of this meeting is as I see it, twofold: a reaffirmation of a commitment and a protest. We once again declare our commitment to the principle of academic freedom and we protest that a very important aspect of this freedom has been infringed upon in the University’s relationships with the Government. The nature of this infringement is enshrined in the Extension of University Education Act of 1959. Since then other statutory and legal provisions were introduced which affected traditional civil liberties such as the freedom of speech, the rule of law, freedom of association etc. which apply not only to Universities but to our society in general. How these provisions affect the academic freedom of Universities is argued very adequately in the booklet “The Open Universities and Academic Freedom in S. A. 1957- 1974” produced by the Academic Freedom Committees of the Universities of Cape Town and Witwatersrand. I am not going to use this occasion to repeat those arguments. All of them make the same central point namely: that it is not the function of the Government to prescribe who should be admitted as students to a University, who shall be appointed to teach and what shall be taught. At the outset then I want to make it clear that I subscribe to this principle and as long as the Government persists with infringing it I believe it is worthy of our objection and protest. For almost twenty years now this protest has been made annually at some of our so-called “open” Universities.
- Full Text:
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1978
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/186 , vital:19934
- Description: The purpose of this meeting is as I see it, twofold: a reaffirmation of a commitment and a protest. We once again declare our commitment to the principle of academic freedom and we protest that a very important aspect of this freedom has been infringed upon in the University’s relationships with the Government. The nature of this infringement is enshrined in the Extension of University Education Act of 1959. Since then other statutory and legal provisions were introduced which affected traditional civil liberties such as the freedom of speech, the rule of law, freedom of association etc. which apply not only to Universities but to our society in general. How these provisions affect the academic freedom of Universities is argued very adequately in the booklet “The Open Universities and Academic Freedom in S. A. 1957- 1974” produced by the Academic Freedom Committees of the Universities of Cape Town and Witwatersrand. I am not going to use this occasion to repeat those arguments. All of them make the same central point namely: that it is not the function of the Government to prescribe who should be admitted as students to a University, who shall be appointed to teach and what shall be taught. At the outset then I want to make it clear that I subscribe to this principle and as long as the Government persists with infringing it I believe it is worthy of our objection and protest. For almost twenty years now this protest has been made annually at some of our so-called “open” Universities.
- Full Text:
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