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SU’s Extended Degree Programme opens many doors for graduates’s Extended Degree Programme opens many doors for graduatesCorporate Communication/Korporatiewe Kommunikasie <p>​<br></p><p></p><p>No less than 42 graduates whose academic potential had been unlocked thanks to the Extended Degree Programme (EDP) in the Faculty of Arts and Social Sciences at Stellenbosch University (SU), received their qualifications at the University's December 2019 graduation ceremonies this week.</p><p>Of the 42 EDP graduates, 19 of the students received distinctions during their studies at SU. One of those students, Tammy Jefthas, received 18 distinctions and will be doing a MA (Geography and Environmental Studies) next year. </p><p>“The EDP is a wonderful opportunity to not only gain a degree but offers much more. It sees the potential in students and sometimes even before a student sees it in themselves. My field of study presented to me the opportunity to grapple with current pressing geographical issues and I see myself using my knowledge gained to make a difference in society," says Jefthas.</p><p>SU launched the EDP in 2008 to help deal with systemic obstacles to equity and student success and to assist students with additional academic support. </p><p>According to Alex Zeeman, who managed to obtain no less than 16 distinctions during her studies, the EDP programme was a lifesaver after she received poor matric results. “I thought my life was over, but the lesson that university has taught me is that you're stronger than you think you are."</p><p>For Vuyolwethu Qinela, who obtained nine distinctions during her studies, the programme not only helped her excel academically, but also gave her the opportunity to do an exchange abroad. </p><p>“I was an average student in high school, so I never thought that I could achieve anything greater than just passing. The Extended Degree Programme, I believe, gave me a better advantage over mainstream students in that I was given foundational modules that covered all topics that are covered in most social science modules, while also improving my critical thinking skills," says Qinela. </p><p>Tamaryn Taylor Fourie from Eerste River says one of the highlights of being a student at SU for her is the fact that many doors were opened and that she had many opportunities. “Some amazing highlights would be when I had the opportunity in 2017 to travel to Johannesburg to represent the University at the Cradle of Humankind as part of the Allan Gray Orbis Foundation. I was able to engage with other like-minded individuals and expand my network. In 2018, I was inducted into the Golden Key International Honour Society," says Fourie.</p><p>In addition to this, Fourie had the opportunity to travel to Germany as an international student at the Eberhard Karls University in Tübingen, which is one of SU's partner institutions.</p><p>Through the EDP, Fourie was also able to impact many lives by being a mentor and senior mentor for first-year EDP students, class representative on the PSO committee and a member of other campus-wide societies and organisations.</p><p>EDP and mainstream students obtain the same degrees after completion of their undergraduate studies. The only difference is that EDP students do their first year over two years. Over and above their mainstream subjects, EDP students take modules that prepare them better for their graduate studies, such as <em>Texts in the Humanities</em>, <em>Information Skills</em> and <em>Introduction to the Humanities</em>. </p><p>The EDP programme is open to students who are interested in studying towards a Bachelor's degree with an average of 60–64,9% in their National Senior Certificate (NSC). Extensive extra-curricular support is also integrated into the academic offering to enhance student success.​<br></p><p>Prospective students, who want to read more about the EDP, can consult the EDP website at <a href="/english/faculty/arts/edp/home"></a> <br><br></p><p>In the photo from left, Vuyolwethu Qinela, Tamaryn Taylor Fourie and Alex Zeeman​. ​<br></p><p>Photo by Stefan Els. <br></p><p><br></p>
SU’s Extended Degree Programme provides comprehensive student support’s Extended Degree Programme provides comprehensive student supportAsiphe Nombewu /Corporate Communication<p>​​​​​​​​​Thanks to the Extended Degree Programme (EDP), the future is full of possibilities for students such as Axola Dlepu, a BA Social Dynamics student who gained access to the Faculty of Arts and Social Sciences at Stellenbosch University (SU) through the programme.</p><p>This innovative programme was instituted at SU in 2008 to deal with systemic obstacles to equity and student success and to assist students with additional academic support.</p><p>Coordinator of the programme, Dr Anita Jonker, says the EDP's role is to redress past inequalities and transform higher education by responding to new realities and opportunities.</p><p>According to Jonker, the programme is open to students who are interested in studying towards a Bachelor's degree with an average of 60–64,9% in their National Senior Certificate (NSC). She added that the National Benchmark Test (NBT) results, students' socio-economic status, as well as availability of places, are taken into consideration in EDP admissions.</p><p>EDP and mainstream students obtain the same degrees after completion of their undergraduate studies. The only difference is that EDP students do their first year over two years. Over and above their mainstream subjects, EDP students take modules that prepare them better for their graduate studies, such as Texts in the Humanities, Information Skills and Introduction to the Humanities.</p><p>In the first-year Texts in the Humanities, the focus is on academic reading and writing, plagiarism and referencing, , rhetorical structure, , text-linguistic characteristics, critical thinking and argumentation. The lectures are presented in separate Afrikaans and English classes to provide optimal academic support in students' preferred medium of instruction.</p><p>In Introduction to the Humanities EDP students are introduced to four different subject-fields, with a specific focus on multilingual technical concepts that provide a foundation for other subject fields in the Humanities and Social Sciences. All the terminology and lecture notes are available in English, Afrikaans and isiXhosa and interpreters give students the opportunity to participate in lectures in their mother-tongues.</p><p>Students who speak Afrikaans, Kaaps and other related language varieties have a tutor, Jocelyn Solomons, who facilitates the tutorial discussions in these language varieties, and those who speak English and, inter alia, isiXhosa, have a tutor, Busiswa Sobahle, who facilitates the tut discussions in English and isiXhosa.</p><p>Extensive extra-curricular support is integrated into the academic offering to enhance student success. This includes the EDP mentor programme, which has received co-curriculum recognition and which is coordinated by Ms Shona Lombard. Here senior EDP students mentor first-year students with similar BA programmes and help them to adjust to the new challenges of university life.</p><p>Expressing his gratitude for being chosen to be part of the programme, Dlepu said, “The EDP programme has helped me a lot with academic support alongside being mentored. It made my life a lot easier than that of a mainstream first-year student."</p><p>The 20-year-old from Saldanah Bay encouraged other students in the EDP to use the programme to shine.</p><p>He said the EDP modules gave students a broader worldview and taught them how to engage with multilingual students from diverse cultural and religious backgrounds.</p><p>Bavani Naicker, a 20-year-old BA Social Dynamics student from KwaZulu-Natal (KZN) described the EDP as a comprehensive support system. She said they were given foundational knowledge to assist them in their studies.</p><p>“My highlight of the course was when we visited Parliament and interacted with representatives of the different political parties," she said.</p><p>Chloe Krieger, a BA International Studies student from Cape Town, said if it were not for EDP, she would have dropped out in her first year. “The EDP taught us crucial literacy and life skills that the basic education system failed to teach the majority of students."</p><p>Krieger said that the EDP helped her to develop an awareness about critical issues that she would not otherwise have been aware of. “I was also inspired to be an activist and to be an agent for change. I am currently serving on the 2019/2020 SRC and I am learning so much about issues that marginalised groups on campus face that many people overlook," she said.</p><p>Students who have provisionally been admitted to the EDP and their parents/guardians are invited to the first meeting with EDP lecturers and mentors on Friday, 24 January 2020 from 09:30 to 12:00 in Room 3001 of the Wilcocks Building at 52 Ryneveld Street.</p><p>Prospective students who want to read more about the EDP, can consult the EDP website at <a href="/english/faculty/arts/edp/home"></a><br><br></p>
Researcher's collaboration with Khoisan community recognised's collaboration with Khoisan community recognisedLynne Rippenaar-Moses<p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">​A research collaboration between Dr Menán du Plessis, an Associate Professor in the General Linguistics Department at Stellenbosch University, and the Khoisan community, has not only led to the first extensive documentation of the lost Khoisan language, Kora, but has now also seen Du Plessis recognised for this groundbreaking work. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Du Plessis' work, which is contained in the book entitled <em>Kora: A Lost Khoisan Language of the Early Cape and the Gariep</em>, was further recognised recently with her being awarded the prestigious Hiddingh Currie Award by the Senate Publications Committee of UNISA Press. The book is the end result of a collaborative project that was done in close consultation with the Khoisan community in Bloemfontein.</p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Kora, spelled !Ora in the language itself, “was the Khoisan language spoken by the Khoi herders of the early Cape and the Gariep".  Those who spoke the language identified themselves as Korana and considered themselves to be a distinct community from other Khoekhoe speakers. </p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“Kora, which is sometimes also called Korana, is an indigenous South African language which belongs to the Khoekhoe branch of the Khoe family. While it is related to other Khoekhoe varieties such as Nama, Dama and Giri (or Griqua), it differs from these dialects in many respects," explains Du Plessis. </p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">The language was first documented in 1879 and later studied by a number of linguists who engaged with Kora speakers about the language in the 1920s and 1930s. With the last recorded versions of the language made in the 1930s, it was thought to have completely died out. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">However, in 2007, the late Mike Besten, a historian at the University of the Free State, made a remarkable discovery – he found three elderly persons in and around Bloemfontein who still spoke the language. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“Mike's discovery was groundbreaking in both a historical and linguistic context. Kora is the closest language, more so than Nama, to the language that was once spoken by the original Khoi inhabitants of the early Cape," adds Du Plessis. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“Prior to his discovery, there were only two audio recordings of the language made in the 1930s."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Other documented sources were either out of print or not easily accessible and a lot of the Kora material had been translated only into German and sat in basements in university libraries. </p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">When Besten reached out to linguists to assist in documenting the language, Du Plessis, who was working on a PhD on the southern African Khoisan languages at the University of Cape Town (UCT), connected with him immediately. </p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“We were presented with an almost miraculous last chance to obtain recordings for posterity of the original language of the early Cape and the Gariep."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Shortly afterwards, Du Plessis joined Besten on a visit to one of the speakers, who lived in the rural outskirts of Bloemfontein. For the next year, she juggled her PhD research with the work she was doing for Besten, while the two searched and applied for funding for the project Besten was driving. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">With only a few elderly speakers left, they knew that if they wished to capture the last remnants of the language, they would have to do something quickly. Du Plessis decided to record the language by interviewing two of the last speakers, Oupa Dawid Cooper and Ouma Jacoba Maclear, in 2011. Sadly both passed away in 2013.These  “rare audio recordings", referred to as a rescue documentation, are accessible as individual audio files – 800 in total – in the final online version of the book, which is also available in print format. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">For Du Plessis, the recognition she has received by being awarded the Hiddingh Currie Award is not hers to claim. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“There was from the outset a degree of social accountability, since the very idea for the project had its origins in the context of the current social movement known as the Khoisan revival, and in the course of meetings with various people from the Griqua and Korana communities of the Free State. This personal connection with individuals keenly driven to reclaim their cultural heritage made it important to me that the book should be written in a relatively accessible manner, and that it should include far more than a straightforward grammatical description. The intention was to deliver as far as possible a complete resource in one volume," she says. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">The end result is a book that includes a collection of more than 40 texts in the original language as well as parallel translations and a consolidated two-way dictionary. It is filled with collective and personal histories as well as social and economic histories, accounts of crafts and manufactures in earlier times and folktales.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“The dictionary is there to assist readers wishing to work through the texts in the original heritage language, but also includes vocabulary of cultural interest, such as names for stars, or musical instruments, traditional garments, and the names of the months in the old lunar calendar."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">A free, downloadable version of the book is available on South African History Online, who co-published the electronic copy, while the printed edition is published by Unisa Press under an Open Access agreement. Du Plessis has declined to receive any royalties.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">When one listens to the passion with which Du Plessis speaks of an academic project that evolved into an act of cultural restitution that was equally driven and shaped by the Korana community as well as herself, it beggars belief that she had never planned to study Khoisan languages. Her road into academia itself was a rather roundabout one.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“My academic career is quite complicated," she says and laughs.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“My first novel,  <em>A State of Fear</em>, was published while I was still an undergraduate student in the English Department at the University of Cape Town.  At the same time, I continued on a path of political activism that I had begun while I was still at high school – where I was one of the co-founders of a movement called National Youth Action.  On top of everything else, I struggled with major episodes of depressive illness, and was often hospitalised during those early years."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“In spite of all this, by 1983 I was able to tutor in the brand new Linguistics Department, then just established at the University of Cape Town. I was also enrolled for a PhD, with a focus on semantic theory. But this was the very time the United Democratic Front emerged – and while I was living in an ivory tower, many South Africans were suffering under the brunt of apartheid and many more were involved in the struggle. We couldn't bury our heads in the sand and not get involved."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Between 1983 and 1985, Du Plessis, who had by then joined the local branch of the UDF in Observatory, was involved in various activities, helping to write and distribute pamphlets, making home visits to groups of concerned citizens who were not involved but wanted to understand more about the struggle, attending rallies and sadly, more and more often also funerals.  Around her friends were being arrested and incarcerated, while others were harassed. She lived in constant fear of being arrested or jailed for what were considered illegal activities under the apartheid government. Her second novel, <em>Longlive!</em><em> </em>was published in 1986, but by this time the strain of trying to juggle a creative life as well as an academic life —on top of being an activist— was taking a heavy toll on her, and she withdrew from academia.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">In 1990 she married Renfrew Christie, an anti-apartheid activist and scholar whom she had previously known during her early years in the National Union of South African Students (NUSAS), and had met up with again after his release from prison, where he had been held for seven years. Christie's intelligence gathering on behalf of the ANC had led to the bombing of the Koeberg Nuclear Power Station in South Africa. He was incarcerated numerous times, tortured and sometimes kept in solitary confinement. Du Plessis and Christie had their first daughter at the end of 1990, followed by a second in 1992.  With her health still damaged – and struggling with what was eventually diagnosed as ME –</p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Du Plessis focused for the next decade simply on raising their beloved daughters, while her husband worked as a Research Administrator at the University of the Western Cape.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Once the girls were both in high school, it became possible for Du Plessis to start thinking about making a late return to her studies. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“I had always studied European languages like Italian and German. But then, as a I started reading and exploring the idea of returning to complete my PhD, my focused switched. I started looking more at African languages, and in the process I discovered that there was a gap in the knowledge we had of the Khoisan languages. This is how my focus shifted to those languages," explains Du Plessis.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">She returned to UCT, again enrolling for a PhD but this time focusing on the southern African Khoisan languages, taking a comparative approach. She received her PhD in 2009, and only after that was she able to focus more intensively on the Kora work. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“My interest at first was purely in the structures of the languages," she says as she reflects on how that journey led her to connect with Besten, the Korana community and later author a book on the Kora language.  <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“But somehow, it was impossible to stay detached and not get involved with real communities."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Mike Besten's sudden death in 2011 was a huge blow, but made her even more determined to continue with the project in his honour. Lack of funding was another major setback, says Du Plessis, but she was fortunate enough to finally receive a grant from the Endangered Languages Documentation Programme (the ELDP) at SOAS in London. This small bit of funding covered only the fieldwork, however. <br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">Luckily, another bit of timely support came when Du Plessis and her husband both received invitations to teach for a semester at the University of Kentucky in the USA.  Once back in South Africa, freed from financial worry, it was a simple task for Du Plessis to sit down and finish the Kora book.<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;">“For me, the over-riding purpose of this work, which is envisaged as an act of cultural restitution, is to retrieve the all but discarded linguistic heritage of the Korana and Griqua people of South Africa – not only for the descendants of these communities, but for the benefit of all South Africans."<br></p><p style="font-size:14px;color:#333333;font-family:calibri, verdana, trebuchet, helvetica, arial, sans-serif, "helvetica neue";text-align:justify;"><em>Photo: </em><em>Dr Menán du Plessis (left), an Associate Professor in the General Linguistics Department at Stellenbosch University, was recently recognised for her work that led to the first extensive documentation of the lost Khoisan language, Kora. She will receive the prestigious Hiddingh Currie Award from the Senate Publications Committee of UNISA Press early in 2020. With her in the picture is Captain Johannes Kraalshoek, an elder</em><em> </em><em>of the Korana community in Bloemfontein, at the Literature Festival held as part of the Vrystaat Kunstefees in July 2019.​ <em style="text-align:justify;">(Charina Bartlett, HeSheDigital) </em>​</em></p>
SU lecturer wins prestigious international literary prize lecturer wins prestigious international literary prize Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking [Rozanne Engel]<p>​​​Dr Alfred Schaffer, a lecturer at Stellenbosch University (SU), recently became the youngest recipient of the PC Hooft prize, the most prestigious Dutch literary award, when he was announced the 2021 laureate.​</p><p>Schaffer, who is known as one of the most talented Dutch poets of his generation, received the prize for his poetry oeuvre.​</p><p>“The prize is a huge, huge honour and recognition, as well as something that feels totally unreal. It is the highest accolade one can receive as a writer, poet, or essayist in the Netherlands," says Schaffer.<br></p><p>The prize, which is named after the 17<sup>th</sup> century Dutch poet Pieter Corneliszoon Hooft, is awarded alternately each year to a Dutch writer of narrative prose, contemplative prose and poetry. The PC Hooft Prize is worth 60,000 euros, and will be awarded in May 2021.</p><p>Over the years, Schaffer has published numerous poetry and prose collections. These include <em>Zijn opkomst in de voorstad</em> (His Rise in the Suburbs; 2000); <em>Dwaalgasten</em> (Vagrants; 2002), which was nominated for the prestigious VSB poetry prize; <em>Geen hand voor ogen</em> (No Hands Before Your Eyes), <em>Schuim </em>(Foam; 2006); and <em>Kooi</em> (Cage; 2008). ​ Over the years, his work has also been translated into Afrikaans, English, French, German, Macedonian, Turkish, Indonesian and Swedish.​<br></p><p>He has also received the prestigious Jo Peters poetry prize, Hugues C Pernath prize, the Ida Gerhardt poetry prize and the Jan Campert prize for his work. <br></p><p>According to Schaffer, writing poetry means he has “absolute freedom" to express himself and sees it as a way to “creatively understand the world" around him.<br></p><p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Alfred%20Schaffer.jpg" alt="Alfred Schaffer.jpg" style="margin:5px;width:300px;" /><br></p><p>“I am triggered by language, like every writer, but what inspires me as well, is the fact that there are so many things that I do not understand until I have creatively written about it. To write a poem is so wonderful because I do not know what the result will be. Poetry has no hypothesis, like life," says Schaffer.</p><p>Schaffer grew up in The Hague, Netherlands - the son of an Aruban mother and a Dutch father. ​​He studied Dutch Language and Literature, as well as Film and Theater Sciences in Leiden, Netherlands. In 1996, he moved to Cape Town to continue his postgraduate studies at the University of Cape Town. </p><p>He returned to the Netherlands in 2005 where he worked as an editor in Dutch publishing before moving back to South Africa in 2011. He currently works as a lecturer in the Department of Afrikaans and Dutch at SU.</p><p>Apart from producing his own poetry and prose, Schaffer has also made an important contribution to South African literature over the years by bringing local poetry to a broader audience through the translation into Dutch of, amongst other, Antjie Krog, Ronelda Kamfer and Koleka Putuma's work.</p><p>“Translation is everything. So many South African poets tell urgent stories of an intense life, right in the middle of the big issues of our time: migration, neo-colonialism, racism, guilt. I hope that readers see that there are many different stories, experiences and perspectives out there, formulated in wonderful and confronting poetry," says Schaffer.<br></p><p>Apart from his lecturing duties at SU, Schaffer is also currently working together with fellow academics in Belgium and the Netherlands on a book about lyrical activism and he is busy with the Dutch translation of <span lang="EN-GB" style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">Kamfer’s latest volume of poetry<em>, </em></span><em></em><em>Chinatown</em>.<br></p><p>The last time someone with a strong South African connection won the PC Hooft prize was in 1991 when it w​as awarded to Elisabeth Eybers for her oeuvre of Afrikaans poetry. ​<br></p>
#WomenofSU – Focus on Prof Pumla Gobodo-Madikizela – Focus on Prof Pumla Gobodo-MadikizelaCorporate Communication / Korporatiewe Kommunikasie<p>Award-winning author and eminent scholar, Professor Pumla Gobodo-Madikizela, Research Chair in Studies in Historical Trauma and Transformation at Stellenbosch University (SU), has conducted ground-breaking research on trauma, memory, reconciliation and forgiveness and established herself as a leading expert on these topics. Not surprisingly, Gobodo-Madikizela has also been rated by the National Research Foundation as a researcher who enjoys considerable international recognition by her peers.<br></p><p>As part of Women's Month celebrations at SU, the Corporate Communication Division spoke to Gobodo-Madikizela about her research.<br></p><p><strong>​You have written quite a lot on trauma, memory and forgiveness. Can you tell us more about your area of research?</strong><br></p><p>After completing my Ph.D., my research was focused on questions around themes of remorse, empathy and forgiveness. This work has led me to exploring the role of dialogue when victims, perpetrators and beneficiaries of gross human rights abuses have to live together in one country, and sometimes as neighbours. Recently I have expanded this work to explore the concept of empathy more deeply by engaging a perspective that takes as its starting point the embodied African phenomenon of inimba <span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;"> </span><span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">̶</span><span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">  </span>a Xhosa word that loosely translated means “umbilical cord" <span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;"> </span><span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">̶</span><span style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">  </span>and integrating it with the relational and psychoanalytic concept of intersubjectivity. The goal is to find a richer, deeper and more complex understanding of empathy that takes into account an African knowledge archive. <br></p><p><strong>Why or how did you become interested in this specific area of research?</strong></p><p>My interest in this work developed when I served on the Truth and Reconciliation Commission (TRC) as a member of the Human Rights Violations Committee. My first direct encounter with the trauma of violence was through work with human rights lawyers who were defending young anti-apartheid activists who had committed “necklace murders." I witnessed victims' expression of forgiveness for acts that were considered unforgiveable in established works such as that of German-born American political philosopher Hannah Arendt. In all the studies I read during my stay at Harvard University, there was no discussion of forgiveness, and very little – if anything – on remorse. When the TRC process was proving the experts wrong that the “banality of evil", to use Arendt's words, can be forgiven, I changed the focus of my PhD to do research on the theme of forgiveness. My goal was not so much to “promote" forgiveness as such, but rather to contribute to what seemed to me to be a new canon of knowledge regarding what's possible in the aftermath of the historical trauma of mass violence. <br></p><p><strong>What do you enjoy most about being a researcher?</strong></p><p>I enjoy it to constantly ask the question of relevance about well-established works and to explore new avenues of inquiry. <br></p><p><strong>What does success mean to you?</strong></p><p>I very rarely—if ever—think of myself in terms of “success." I feel challenged every day to do more, to do better. But there have been moments in my career when I have felt a deep sense of appreciation for the recognition that my work has received. Three moments of recognition stand out: Being awarded the Eleanor Roosevelt Award in 2007 and receiving the Christopher Award in New York in 2003 for my book <em>A Human Being Died that Night: A Story of Forgiveness</em>. It was wonderful to be honoured at home for this book the following year with the Alan Paton Award. Receiving the Social Change Award from Rhodes University in 2010 was another heart-warming recognition. Of course, one feels some sense of joy, but I always feel these are gifts, I cannot take it for granted, because a lot of works still has to be done, in terms of mentoring young researchers, and continuing being an engaged citizen and scholar in our troubled country.  </p><p><strong>Can you name three people in history whom you admire?</strong></p><p>The three who stand out for me are <strong>Noor Inayat Khan</strong>, <strong>Rosa Parks</strong> and <strong>Beyers Naudé</strong>. I read about<strong> Noor Inayat Khan</strong> for the first time in the private and enclosed section of our school library (at Inanda Seminary, a private school for African girls during the apartheid years) where books banned by the South African government were kept. She was a pacifist sent to Nazi-occupied France as a British spy working with the French Resistance during World War II. She was later captured and sent to the death camp Dachau just before the end of the war. Reportedly, her last words when she was executed were “Liberté!" </p><p>I admire <strong>Rosa Parks</strong> for her courage in the American civil rights movement and<strong> Beyers Naudé</strong> for his indomitable spirit, and disrupting the apartheid bubble. When I wrote my first book, his story was a great inspiration for my reflections on how individual and collective conscience can be silenced – and how it may be awakened.  </p><p><strong>Do you have any message for the next generation of women researchers?</strong></p><p>Do not be afraid to venture into uncharted territory. The long-term value of your research engagement is its capacity to explore new avenues of inquiry. Strive to engage in research that is socially relevant. Work hard, read, engage in debates with your colleagues and keep your grades high.<br></p><p><br></p>
MGD to host more virtual Mandela Day events for students to host more virtual Mandela Day events for students​Matie Community Service<p>​<span style="text-align:justify;">​​​​​​​​Matie Community Service (better known by its Afrikaans acronym, MGD) has lined up two virtual events for students on 29 and 31 July as part of its month-long celebration of Mandela Day. The events kicked off on 17 July – a day before Mandela's birthday – with the successful hosting of a 67-minute virtual discussion on “Staff Wellness during COVID-19 and Beyond".</span></p><p>On 29 July, MGD will host a student wellness panel discussion that will include Ms Monica Du Toit, former Director of the Transformation Office, and current Residential Education Coordinator at the Centre for Student Communities as well as Residence Head of Harmonie and Monica residences; Mr Charl Davis, Deputy Director at the Centre for Student Counselling and Development; Mr Lewis Mboko, the Chair of Stellenbosch University's (SU) SRC, and Ms Unopachido Mubaiwa, House Committee member of the Eendrag men's residence and an Honours Psychology student.</p><p>Through this virtual connection, MGD would like to invite the experience and expertise of the panel members to generate discussions on what students experience as critical issues during this time as well as what support is available for the student community in order to prioritise mental health and well-being.  The panel will also be invited to share their experiences of life during a pandemic and lockdown.</p><p>“Many students have had to swiftly adjust to online learning during this crisis and learn to complete  assignments and open book exams online while working in isolation. Students have had to leave the residence environment where they have friends and support structures, often giving up their independence as they move back home," says Ms Renee Hector-Kannemeyer, Head of MGD and the Deputy Director of the Division for Social Impact, in which MGD is based.</p><p>“Adjusting to online schooling whilst at home with younger siblings and taking on household responsibilities can be hard. On top this, students have not been able to socialise with friends and classmates and enjoy activities like going to the movies, partying or just hanging out."</p><p>“Many students also had difficult decisions to make, such as whether to go back home to their loved ones during lockdown or remain in residence. This decision was fuelled by the anxiety that they might not be able return to university at all to complete their studies if they left."</p><p>Mboko echoes the same sentiments.</p><p>“This has been a very difficult time for our students. Almost everyone left campus with the hope that they would return in three weeks' time. Some students who stayed behind thought that the lockdown would be over in a matter of weeks as well.  A lot of students are in shock with the way things have turned out. Some have lost loved ones and many are gripped by the fear of Covid-19 getting to their families. The adjustment to online learning has gone well for most  students, but we can't ignore the struggles of those students who are still trying to adjust to the new system. This is a difficult time and our students need support more than ever now," says Mboko.</p><p style="text-align:justify;">The anxiety experienced by students, says Hector-Kannemeyer, is indicative of the worldwide anxiety felt by all people during this pandemic. </p><p style="text-align:justify;">“Our news headlines are filled with stories about the increase in infections and deaths globally and in our own country. These realities have been highlighted by our Rector, Prof Wim de Villiers, who has acknowledged that Stellenbosch University, 'like all other academic institutions in the country and worldwide, finds itself in a rapidly changing and unsettling environment' as well as the existing uncertainty, apprehension and concern that exists on an institutional and personal level."</p><p style="text-align:justify;">However, this crisis is exacerbated by other factors in South Africa and in the world, she says.</p><p style="text-align:justify;">“There has been a continued increase in excessive and brutal violence perpetuated against women and children and a growing number of femicides in South Africa, which is now being referred to as the second pandemic by our President. We have also seen the forced relocation of approximately 2 000 homeless South Africans to what was subsequently discovered to be an uninhabitable camp in a bid to prevent infections, a global economic downturn that has already led to job losses, incidences of police brutality in our communities, and the persistence of structural racism in all spheres of society which has again come into the spotlight through the #BlackLivesMatter movement."</p><p style="text-align:justify;"><br>On 31 July, MGD will be hosting a virtual <em>Celebration of our Creativity</em> to celebrate the resilience shown by students and indulging in 67 minutes of arts, music and poetry presented by students. The programme will also include a question and answer segment. </p><p>“These virtual engagements are intended to assist us with holding space for each other during this crisis as we draw strength from our values of excellence, compassion, accountability, respect and equity. We wish to enable meaningful connections with others in our university community by sharing experiences, advice, wisdom and support in order to prioritise student wellness and mental health for our Mandela Day celebrations."<br> <br><a href=""><strong class="ms-rteThemeForeColor-9-5">Click here to RSVP for the events.</strong></a></p><p> <br></p><p><strong>Speakers on 29 July include: </strong></p><p><strong> </strong><strong>Ms Monica du Toit</strong></p><p><strong> </strong><span style="text-align:justify;">Ms Monica du Toit completed a MA in Clinical Psychology at Stellenbosch University (SU). She has worked in the NGO sector and established an HIV prevention, counselling and support office at SU. She coordinated a transformation strategy for SU and served as head of the Transformation Office as well as developed a Human Resources Transformation Skills Development Programme for staff at the university. Currently she works as Residential Education Coordinator and Residential Head of Harmonie and Monica residences at the Division for Student Affairs.</span></p><p><strong> </strong></p><p style="text-align:justify;"><strong>Mr Charl Davis</strong></p><p style="text-align:justify;">Mr Charl Davids is a registered psychologist with the Health Professions Council of South Africa. He was a former Youth Programme Manager at Selfhelp Manenberg; a Training Department Manager at the Trauma Centre for the Survivors of Violence and Torture in Cape Town, and a Principal Psychologist for the South African Police Services in Cape Town. He started his private practice in 2003. He joined the University of the Western Cape's Psychology Department in 2006, where he lectured at both undergraduate and postgraduate levels. In 2016 and 2017 he held the position of Head of Department of the Department of Psychology at UWC. He was also Deputy Head of the Department from 2013 - 2015. He is currently the Deputy Director at the Centre for Student Counselling and Development at Stellenbosch University. Since 2018 he also serves as the SADC Regional Coordinator of the International Consortium of Universities for Drug Demand Reduction (ICUDDR).</p><p style="text-align:justify;"><strong> </strong></p><p style="text-align:justify;"><strong>Mr Lewis Mboko</strong></p><p style="text-align:justify;"><strong></strong>Mr Lewis Mboko is the Chairperson of the SRC at Stellenbosch University. He is pursuing his postgraduate studies in Economics at SU. Mboko is passionate about being a voice for young people and works in different areas to assist underprivileged young people to reach their full potential.</p><p style="text-align:justify;"> </p><p><strong>M</strong><strong>s Unopachido Mubaiwa </strong></p><p><span style="text-align:justify;">Unopachido Mubaiwa is an aspiring mental health professional with the aims of contributing towards the prioritisation of South African student mental health at a secondary and tertiary institutional level.  She is currently completing her psychology honours degree at the University of Stellenbosch. Mubaiwa has dedicated her university career to forming a part of student leadership in an attempt to prioritise the deep-rooted transformation required to ensure the flourishment of all SU students. She was the Prim of the Sonop residence in 2018/2019, a Prim mentor for 2019/2020 and is currently a House Committee member of the Eendrag men's residence where she heads the wellness portfolio. Mubaiwa is an innovative, dynamic and passionate individual who believes in the capabilities and strength of South African youth. She is an active citizen and vows to continue to dedicate her life to being the change she wishes to see in the world.</span></p><p> </p><p><span lang="EN-US" style="text-decoration:underline;"><strong>Wednesday</strong></span><span lang="EN-US" style="text-decoration:underline;"><strong>  </strong></span><span lang="EN-US" style="text-decoration:underline;"><strong>(29</strong></span><span lang="EN-US" style="text-decoration:underline;"><strong>  </strong></span><span lang="EN-US" style="text-decoration:underline;"><strong>July 2020 )</strong></span><br><span lang="EN-US" style="text-decoration:underline;"><strong> </strong></span><br></p><p style="text-align:justify;"><span lang="EN-US" style="text-decoration:underline;">Event:</span>  Webinar & showcase of videos of students </p><p>Programme opening: Ms Thandi Gamedze </p><p>Official welcome: Ms Wamahlubi Ngoma (Vice Chairperson: SRC) </p><p>Framing of webinar: Dr Gillian Arendse (Starts with showcase of videos)</p><p>Panel discussion:  Ms Monica Du Toit, Mr Lewis Mboko, Ms Unopachido Mubaiwa & Mr Charl Davids </p><p>Q & A</p><p>Closing Remarks: Prof Nico Koopman (Vice Rector: Social Impact, <br>Transformation & Personnel)</p><p>Closing Video<br> <br></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:50%;"><br><span lang="EN-US" style="text-decoration:underline;"><strong>Video Showcase on the Q</strong></span><br><span lang="EN-US" style="text-decoration:underline;"><strong> </strong></span><br></td><td class="ms-rteTable-default" style="width:50%;"><span lang="EN-US" style="text-decoration:underline;"><strong> </strong></span></td></tr><tr><td class="ms-rteTable-default"><p><br>Which conversations are currently on the foreground of our student community during this time?<br> <br></p><p>What has been some of the most challenging adjustments students had to make and (are still busy making) to cope with the new way of learning  and being?</p><p> </p><p>What is Stellenbosch University institutional response and support being offered to students during COVID-19 and beyond?</p><p> </p><p>How can we honor Mandela's legacy during this global crisis?<br> <br></p></td><td class="ms-rteTable-default"><p style="text-align:justify;">          <br>All panellists</p><p style="text-align:justify;"> <br></p><p style="text-align:justify;"><br></p><ul><li>Ms Monica Du Toit</li></ul><p style="text-align:justify;"> </p><p style="text-align:justify;"> <br></p><ul style="list-style-type:disc;"><li>Mr  Charl Davids & Mr Lewis Mboko & Ms Unopachido Mubaiwa </li></ul><p style="text-align:justify;"> <br></p><ul style="list-style-type:disc;"><li>All panellists </li></ul></td></tr></tbody></table><p style="text-align:justify;"><em> ​</em></p><p><span lang="EN-US" style="text-decoration:underline;"><strong>Friday (31 July 2020 )</strong></span></p><p><span lang="EN-US" style="text-decoration:underline;"><strong></strong></span><span lang="EN-US" style="text-decoration-line:underline;">Event:</span> Celebration of our Creativity <br></p><p><br></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:50%;"><br>12h30 – 12h35   Opening<br><br>12:35-12H40      Welcome<br><br> <br><br> 12:45-12h50     Poem (Social Justice) <br><br>12h40- 12h55   African Music performance <br><br>12h55-13h05    Danie Du Toit <br><br>13h10- 13h20   Closing Remarks <br><br><br>13h20 – 13h30 Jazz Band <br><br> <br><br></td><td><p style="text-align:justify;"><br>Dr Gillian Arendse </p>Ms Tonia Overmeyer, Director: Centre for Student Leadership and Structures and Dean of Students<br>Ms Ernestine Meyer-Adams, Director: Division of Social Impact <br><br>Ms Thandi Gamedze<br><br>Mr Themba Lonzi  <br><br>Performance by Spoegwolf Band Leader <br><br>​Ms Renee Hector Kannemeyer, Head: MGD and <br>Deputy Director: Division of Social Impact<br><br><p style="text-align:justify;">Newvoice Sextet <br></p></td></tr></tbody></table><p> </p><p><br></p>
Never too old: 2nd doctorate for Prof Leslie Swartz too old: 2nd doctorate for Prof Leslie SwartzCorporate Communication & Marketing / Korporatiewe Kommunikasie & Bemarking [Alec Basson]<p>Obtaining a doctoral degree is a remarkable achievement. But to be awarded a second one is quite something special. This is exactly what Prof Leslie Swartz, a distinguished Professor of Psychology at Stellenbosch University (SU), accomplished when he received another PhD, this time in English Studies, on Monday 14 December 2020 during SU's December graduation week, exactly thirty years after obtaining his first PhD. <br></p><p>At the same ceremony, one of Swartz's students, Maura Lappeman, also obtained a doctorate. A second doctoral student, Hildah Oburu, who missed her graduation in April due to COVID-19, was also present to accept her certificate. They are among the more than 40 doctoral candidates that he has supervised over the years.<br></p><p>Swartz has already scooped numerous prestigious awards for his outstanding contributions to the fields of mental health and disability studies. He says that his second PhD shows that nobody is too old or too well qualified to learn more and to grow academically, and that through life, everybody can benefit from the help and care from others (in this case, his supervisors).<img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/how-i-lost-my-mother_05b%20(002).jpg" alt="how-i-lost-my-mother_05b (002).jpg" class="ms-rtePosition-2" style="margin:5px;width:246px;height:369px;" /><br></p><p>Much of Swartz's work in mental health and disability studies focusses on issues of care. His doctorate comprises a memoir, <em>How I Lost My Mother</em>, which discusses care issues in an accessible and entertaining way, and a reflective essay on the memoir and process of writing. “Care is central to how society is organised and especially relevant to an ageing society and one affected by a pandemic," says Swartz. “Despite this, care is often made invisible or not spoken about, hence the need for a book like this," he adds.<br></p><p>The memoir is a story of an emotionally complex relationship between mother and son, and of the struggles we all face in negotiating our way between closeness and distance, tenderness, anger and retribution. The book uses humour and story-telling to discuss issues which may otherwise not be palatable to a wide range of readers.<br></p><p>“Many privileged people throughout the world live their lives, and go through the process of dying, supported by vulnerable and poorly-paid people (usually women of colour), and the book discusses the politics of this reality," says Swartz. “There is no other text I know of which deals as directly with the intertwining of emotional intimacy and exploitation of care workers in the context of debility and dying."<br></p><p>According to his supervisors from SU's English Department, Prof Shaun Viljoen and Prof Louise Green, the memoir emphasises how personal narratives can help us communicate complex social concerns. <br></p><p>Swartz says he hopes that by engaging in an emotional journey through personal and social history, readers will make up their own minds about how they feel about the issues he raises.<br></p><p><em>How I Lost My Mother</em> is his second memoir, after <em>Able-Bodied: Scenes from a Curious Life</em> (2010) that chronicles his relationship with his disabled father, and introduces readers to key concepts in disability studies. <em>How I Lost My Mother</em> is due to be published by Wits University Press in March 2021.​<br></p><p><br></p>
SU theatre complex to be named after Adam Small theatre complex to be named after Adam SmallCorporate Communication / Korporatiewe Kommunikasie (Martin Viljoen)<p>​The refurbished theatre complex of Stellenbosch University (SU) will be named after the award-winning poet and playwright, Adam Small.<br></p><p>The Drama Department proposed and motivated the naming after a considered and inclusive process. </p><p>The Executive Committee of the SU Council, which approves the names of buildings in accordance with the applicable SU policy, recently accepted the name at the recommendation of the Rectorate and the SU Committee for the Naming of Buildings, Venues and other Facilities/Premises.</p><p>Small's widow, Dr Rosalie Small, has already given her approval for the naming of the complex after her late husband.</p><p>“Stellenbosch University is grateful and proud to be associated with the rich legacy of Adam Small. We would like to see the vision of human dignity and healing justice to which he as an academic and playwright was committed, realised," says Prof Wim de Villiers, SU Rector and Vice-Chancellor.</p><p>Prof Nico Koopman, Vice-Rector: Transformation, Social Impact and Personnel said that Adam Small used his academic pursuit, and specifically his many works in Afrikaans as instruments of transformation. “During apartheid, he helped us to move away from apartheid towards a democratic society, and now his legacy helps us to put his democratic vision of human dignity into practice." </p><p>“With this name change, SU wants to pay tribute to an icon. Without denying the past, we are saying that in future, we will include, and not the other way round," says Dr Leslie van Rooi, Senior Director: Social Impact and Transformation. “The name change is part of a process of visual redress and representation to make even more people feel at home on our campuses."</p><p>The Hertzog Prize for Drama of the <em>Suid-Afrikaanse Akademie vir Wetenskap en Kuns</em> was awarded to Small in 2012 for his entire oeuvre, and specifically for <em>Kanna, hy k</em><em>ô </em><em>huistoe </em>(1965).</p><p>“The name was tabled in initial discussions about a name change at the end of 2017 already. In 2015 SU awarded Small, who is regarded as a role model, an honorary doctorate. His commitment to Afrikaans and his contribution to specifically<em> Kaaps Afrikaans (</em>Cape Afrikaans) as poet and playwright served as further motivation for the proposal," adds Dr Mareli Pretorius, incoming Chairperson of the Drama Department at SU.</p><p><strong>Refurbishment</strong></p><p>The large auditorium in the theatre complex is currently known as the HB Thom Theatre and although this name will no longer be used, it will be contextualised in the building. Before the refurbishment, the theatre consisted exclusively of a single auditorium, but the creative space now includes a seminar room and a smaller laboratory theatre. The Adam Small Theatre complex thus refers to the multifunctional facility as a whole.</p><p>The newly-expanded large auditorium boasts a mechanised system to lift even heavy décor pieces during shows, modern lighting that is fully LED functional and sound system that all comply with international standards. In the auditorium with its 324 seats, the lay-out is ideally suited to provide the audience with a superb visual experience.  </p><p>This theatre, as well as a second, smaller laboratory theatre and a brand new seminar room can be used commercially for both the performing arts and other functions such as conferences, lecture series and other events. </p><p>The adjacent Drama Department, which will now for the first time functionally join the theatre complex, has two new sound studios, a television recording studio and editor's suite; a computer user area; as well as refurbished and spacious rehearsal rooms and redesigned workplaces, including the theatre workshop, two props rooms and a costume studio and store.</p><p><strong>Inclusive process</strong></p><p>“An extensive and inclusive process was followed to determine the name for the theatre complex. Amongst others, meetings with the various year groups of the Drama Department delivered an overwhelmingly positive response," comments Pretorius. </p><p>She added that the Student Committee of the Faculty of Arts and Social Sciences was also consulted, while a notice of the proposed name was circulated amongst specific community structures within the broader Stellenbosch area – together with a request for feedback. These include the Stellenbosch Municipality, Stellenbosch 360, e'Bosch and the Stellenbosch Council of Churches. A similar notice about the process, context and motivation for the name change was also sent to festival directors of the various national arts festivals while personal conversations were held with a selected group of alumni.</p><ul><li>Contact Dr Mareli Pretorius at tel 021 808 3089 or by e-mail at <a href=""></a> for more information.</li></ul><p> </p><p>END</p><p><em>* The University conferred an honorary doctorate on Small in December 2015 for “shifting the boundaries of </em><em>South African literature, for enriching the Afrikaans language, and for becoming a voice for the voiceless by articulating once forbidden subjects </em><em> </em><em>sensitively though strongly."</em><em>  </em></p><p><em>In awarding the honorary degree, the University described Small as a beloved and highly acclaimed poet and playwright who has </em><em>'written himself into' the very being of the South African nation as our compass and moral conscience poignantly commenting on the destructive apartheid system.</em></p><p><br></p>
Staff members learn isiXhosa to make Arts environment more accessible members learn isiXhosa to make Arts environment more accessibleLynne Rippenaar-Moses<p style="text-align:justify;">Towards the end of last year, a group of 25 staff members from various departments in the Faculty of Arts and Social Sciences completed the very first isiXhosa short course presented by the Department of African Languages. </p><p style="text-align:justify;">According to Dr Anita Jonker, the Faculty's Student Support Coordinator, staff members in this environment have for years been encouraged to learn isiXhosa and other African languages in an effort to improve communication with first-year students who speak an African language. </p><p style="text-align:justify;">"To us, it is important to make all our students feel at home at the University as well as in our Faculty. We also want to use our students' mother tongues to help them grasp the technical terminology of their respective disciplines. For this reason, we have developed glossaries for most subject fields in the Faculty, on our own as well as in collaboration with the Language Centre," Jonker explains. </p><p style="text-align:justify;">Even though the Stellenbosch University (SU) Language Centre also offers employees a wellestablished isiXhosa course, <em>Masazane</em>, it is presented over a longer period and is more intensive. The Faculty's in-house course takes five weeks only and focuses on conversations that academics, administrative and support staff would typically have with students and colleagues, as well as on using language to create a welcoming atmosphere. </p><p style="text-align:justify;">Jonker says the idea for an isiXhosa course came to fruition thanks to the efforts of the three isiXhosa lecturers who form part of the Faculty's Committee for Learning and Teaching (CLT). At the final CLT meeting last year, the three lecturers, Dr Zandile Kondowe, Ms Sibongile Xamlashe and Mr Simthembile Xeketwana, offered to jointly present a free conversation course aimed at the CLT's first-year lecturers and other interested staff members. </p><p style="text-align:justify;">To Xeketwana, it was a wonderful experience to teach isiXhosa to the Faculty's staff. </p><p style="text-align:justify;">"The need has long been identified and finally it is being fulfilled. The course enhances multilingualism, which speaks to the new Language Policy, broadens access to the University, and creates a welcoming environment and a great staff ethos within the Faculty of Arts and Social Sciences and the University at large." </p><p style="text-align:justify;">The course was compiled to cater for the specific needs of staff, who requested that maximum time be spent on in-class conversation, and that the focus should be on the type of conversations one would have with a student or colleague to make them feel at home, display empathy or to wish a student success with a test or exam. </p><p style="text-align:justify;">The staff members met once a week for five weeks to build an isiXhosa vocabulary under the guidance of Kondowe, Xamlashe and Xeketwana. On her own initiative, the Faculty's newly appointed coordinator of blended learning, Ms Miné de Klerk, integrated each class's course material with a podcast of the day's lesson to enable all participants to continue practising after class by logging onto SUNLearn. </p><p style="text-align:justify;">Dr Lauren Mongie, a lecturer in the Department of General Linguistics; Ms Liesl van Kerwel, secretary to the Dean, and Ms Zahn Münch, a lecturer in the Department of Geography and Environmental Studies, say that apart from the course being fun, the lecturers' enthusiasm for the subject and their dedication also made it easy to learn a new language.   </p><p style="text-align:justify;">"Since hearing a student address the Rector without understanding what he was saying, I have wanted to learn how to communicate in isiXhosa. I was struck by the helplessness I felt during the course when called on to speak, so it was good to be challenged by how it feels to operate in a world where you are unable to communicate because you don't have all the tools. This has made me much more sympathetic to the many who constantly find themselves in this position. I loved the way the three colleagues embraced us with their infectious enthusiasm for the isiXhosa language, as well as their excellent teaching methods," said Münch. </p><p style="text-align:justify;">Van Kerwel added that she can now greet people with confidence in isiXhosa and that "the rest is slowly but surely coming along!" while Mongie said that she "benefitted enormously from the course". "I have been having short little conversations with Xhosa people I run into in my daily life since the course ended and I am surprised at how much the lecturers managed to teach us in such a short time. They were amazing presenters. I will be forever grateful for their kindness and excellent teaching abilities," says Mongie. </p><p style="text-align:justify;">Jonker says their aim with this course was to equip staff members to create a welcoming environment, and to do so at grassroots level where they actually encounter students and colleagues. </p><p style="text-align:justify;">"We really wanted to develop a course where staff members could speak with students and colleagues as equals, while promoting dialogue in the process. </p><p style="text-align:justify;">"That's what made it so useful when, after the first three classes, the isiXhosa lecturers brought some of their isiXhosa students along to offer staff the opportunity to practise their theoretical conversations with actual mother-tongue speakers. In addition, staff could have weekly conversations with their three isiXhosa colleagues who served as joint presenters of the course, as well as with other isiXhosa colleagues in their respective departments."</p><p style="text-align:justify;">Staff members who are interested in taking the short course this year may contact Dr Kondowe on <a href=""></a>.</p><p><em>On the photo are (sitting, from the left) Dr Lauren Mongie, Dr Anita Jonker, Dr Zandile Kondowe (isiXhosa course coordinator), Dr Ilse Slabbert, Ms Rochelle Williams and Dr Tasneemah Cornelissen-Nordien. At the back are Ms Liesl van Kerwel, Mr Pieter Janse Van Rensburg, Ms Sibongile Xamlashe, me Miné de Klerk en me Amy Daniels. (Hennie Rudman, SSFD)</em></p>
Kruger Trust honours Dr Elbie Adendorff Trust honours Dr Elbie Adendorff Lynne Rippenaar-Moses<p>​​Dr Elbie Adendorff, a senior lecturer in Language Acquisition in the Afrikaans and Dutch Department at Stellenbosch University (SU), is the recipient of the very first award from the Kruger Trust, specifically in the category Scientific Practice in Afrikaans.</p><p style="text-align:justify;">This honour is bestowed annually on a person or institution playing an essential role in attaining the goals of the Trust. Every year a different category is selected for possible funding. The Kruger Trust is a trust body which aims to protect and promote the Afrikaans language and Afrikaans culture without giving preference to any race, gender or religion.</p><p style="text-align:justify;">“The advisory committee, consisting of academics of various South Africa universities, was unanimous in its recommendation that the award be made to Dr Adendorff," explained Prof Rufus Gouw, convener of the advisory committee and a professor in Lexicography and Afrikaans Linguistics at SU.</p><p style="text-align:justify;">According to Gouws the advisory committee based its support mainly on two aspects:</p><ul style="list-style-type:disc;"><li>Dr Adendorff's tuition of Afrikaans as foreign and second language and her scientific practice in Afrikaans in this regard.</li><li>Her work in the expansion and promotion of public speaking and debating in Afrikaans and her role as judge of Afrikaans public speaking and debating competitions where students learn how to use Afrikaans as debating and public speaking language.</li></ul><p style="text-align:justify;">Adendorff said she felt “incredibly humbled and privileged to receive the award for Scientific Practice in Afrikaans" and was thankful to the Department for the continued support she has received to promote Afrikaans Acquisition not only as tuition subject, but also as research field.</p><p style="text-align:justify;">“I appreciate being honoured in this way for what I consider my passion: to work with non-Afrikaans-speaking students and to encourage a love of Afrikaans in them, and to teach Afrikaans students the methodology of language acquisition so that they can apply it in tuition situations in future," said Adendorff.<br></p><p style="text-align:justify;">“This passion also allows me to accompany my postgraduate students on their research journey so that they can expand and promote Afrikaans; to write articles about and in Afrikaans to promote the language; to deliver papers in English at international conferences and congresses about my tuition and research in Afrikaans; and lastly to promote Afrikaans among the youth through my involvement with public speaking and debating."<br></p><p style="text-align:justify;">According to Gouws, since her appointment in the Department, Adendorff has not only focused on expanding Afrikaans Language Acquisition as a fully-fledged subject in its own right to provide for tuition of second language and foreign language students of Afrikaans, but she has also built capacity among senior students of Afrikaans and Dutch to teach their mother tongue as foreign language.<br></p><p style="text-align:justify;">In addition, she has also helped to establish Afrikaans Language Acquisition as a full research field and is acknowledged nationally and internationally for her contribution to this field.</p><p style="text-align:justify;">“Through her publications, congress participation and supervision of various master's and doctoral students in the theory of Language Acquisition she has helped to further grow this form of scientific practice in Afrikaans. She practices her science mostly in Afrikaans and once again proves that Afrikaans has the theoretical and terminological apparatus available to practice it as a scientific discipline."</p><p style="text-align:justify;">Dr Adendorff is also actively involved as presenter of Afrikaans courses in public speaking and debating at all levels – primary school, high school and at universities.</p><p style="text-align:justify;">“Through her involvement in this activity, Dr Adendorff demonstrates to learners how a cultural and scientific activity can be applied in Afrikaans," Gouws added.<br></p>