As we honour Nelson Mandela’s legacy, we come together as sisters in higher education to share and learn from one another. By listening to each other’s ideas, we realised that there are several principles from Mandela that we can draw from to improve ourselves and hopefully prepare our students to become champions of quality education and to become compassionate leaders in their own right.
Though we come from different academic disciplines, we have a common goal and utilise our differences as assets rather than barriers to teaching and learning.
Our celebration of Mandela’s Day is grounded on the principles of humanity and inclusivity; tolerance; empathy and respect represented through the voices of four female academics in the Faculty of Education.
Build on Mandela’s Legacy activation on Mandela Day in collaboration with Bush Radio
Humanity and Inclusivity
Dr Tembisa Kosi;
Department of Language Education
Celebrating Mandela Day should be an exciting occasion because his principles and beliefs remind us that we are human before we are academics.
The principle of Ubuntu, if clearly understood by all, could have significantly advanced our country.
We would support and take pride in each other, knowing that we do not live solely for ourselves but for the collective good.
Ubuntu is a collective endeavour, especially in higher education, where it emphasises the importance of embracing linguistic diversity and promoting a sense of interconnectedness and mutual respect among students and educators.
Ubuntu is a social practice deeply rooted in the philosophy of interconnectedness and shared humanity.
As academics and students, embracing Ubuntu should come naturally, as many of us are raised with this philosophy. Ubuntu prioritises community, empathy, and the idea that: "I am because we are". It encourages us to see each other's humanity and recognise that our well-being is intrinsically linked to the well-being of others.
Educators can apply Ubuntu by using inclusive teaching practices that address the needs of all students. This includes differentiated instruction, culturally responsive teaching, and providing multiple means of engagement, representation, and expression.
Both educators and students should engage in reflective practices to evaluate how their actions and attitudes align with the principles of Ubuntu.
Reflecting, for instance, on how we treat others and considering the impact of our behaviour on the community can lead to personal and professional growth.
The Ubuntu principle, being inherently inclusive, promotes and reinforces multilingualism in education by valuing inclusivity, respect for diversity, and collaboration.
Exposure to multiple languages enhances students' cognitive abilities, problem-solving skills, and creativity in several ways. Firstly, learning and using multiple languages requires individuals to switch between different linguistic systems, which improves cognitive flexibility and enhances executive functions such as attention, memory, and problem-solving.
This cognitive flexibility allows students to adapt to new situations, think more creatively, and approach problems from different perspectives. These are some of the goals our university aims to achieve through its graduate attributes.
The Ubuntu principle emphasises our responsibility to expose students to various languages and utilise their linguistic repertoires as valuable resources for teaching and learning.
This approach not only provides students with broader access to knowledge but also enhances their cognitive abilities, problem-solving skills, and creativity, aligning perfectly with the essence of Ubuntu.
In the context of Ubuntu, which emphasises interconnectedness, community, the ability to communicate and understand multiple languages can foster a sense of unity and shared humanity among students from diverse linguistic backgrounds.
The philosophy of Ubuntu encourages us to be empathetic in our instructional approach and to recognise that some students do not perform well, not because they lack the ability but because they struggle to express themselves in the language of teaching and learning.
Dr. Mandela's reminder of the spirit of Ubuntu inspires us to do everything possible to help our students succeed. Embracing this principle is a special calling, encouraging us to live not for ourselves but for others.
The benefits of Ubuntu are vast, as it encourages us to take a genuine interest in our students' learning processes and to reflect on our own teaching practices. It prompts us to consider whether our approaches are just and equitable, fostering an inclusive and supportive learning environment.
Mandela Day serves as a constant reminder for me, as an academic, to be fair and just in all my actions.
It underscores the importance of Ubuntu, which is essential for cultivating students who will easily contribute to building our society. By embracing these values, we can foster a generation of learners who are empathetic, socially responsible, and equipped to make a positive impact in the world.
Our university, the University of the Western Cape, renowned for its principles of humanity, was once known as the people’s university.
Tolerance: There is no Stranger in Teaching and Learning
Mrs Phawu Madikiza
Language Education Department's Foundation Phase
Ubuntu in the context of my classroom, centres around prioritising the well-being of students and fostering a supporting learning and teaching environment.
Students can freely construct knowledge through their experiences and interactions without fear of intimidation.
Before diving in, in any learning, it is important to create a space where everyone feels safe to express themselves and for students respect each other.
Teachers should strive for an inclusive and understanding community, both in their classrooms and beyond. They need to understand the uniqueness of learning strengths and needs that each student possesses as research led by Stuart Woodcock found.
We are inspired by the late former President, Nelson Mandela’s principle of tolerance during the signing of a new Constitution in Sharpeville, Vereeniging, South Africa, 10 December 1996.
He said: “Let tolerance for one another’s views create the peaceful conditions which give space for the best in all of us to find expression and to flourish.”
Our students can flourish through reading, writing, and discussions done in class. During these processes, students undoubtedly acquire ideas from others. Also, they exchange ideas and opinions with others, and their lecturers.
It is expected for all stakeholders involved during teaching and learning to become impatient with each other during this time. If we practice tolerance, we become better leaders and more informed individuals.
Former Rector, Professor Jakes Gerwel and Nelson Mandela
Adopting President Mandela's quote on tolerance helps in setting the tone for a respectful and inclusive classroom environment.
Secondly, fostering tolerance, indirectly encourages students to thoroughly and constructively engage in learning, while encouraging an environment where everyone can flourish beyond the classroom.
Respect and complexity of diverse students
Ms Nikiwe Nondabula
Department of Language Education
Former President, Tata Nelson Mandela emphasised that, division can only be recognised between “those who do cherish democracy and those who do not”.
As such, we are called to understand to see ourselves and others as unique and equal individuals, making varying differences in this world.
In the context of education, students should be embraced holistically. Being mindful of their cultural, language, social and religious differences.
Being cognizant and mindful of these differences, not only should we embrace these differences but using these differences in our assessments, our classroom discussions, in tackling student affairs and even emanating conflict within educational spaces.
Access to Information and Communication Technologies (ICT’s)
In understanding the aforementioned insights, we also understand that students come from different socio-economic backgrounds. It is against this backdrop that, we understand that there are students who have little to no access to Information and communication technologies.
This includes, access to laptops and smart devices for meaningful teaching and learning. Though, we understand that, technology should only be used as a springboard for learning rather than the primary tool for epistemic success.
This is to suggest that, we should not be over reliant on technology but rather use it to enhance understanding. As such, ICTs can be used in learning, not only to teach but to expose students (especially novice teachers) to the use of technology in teaching and learning. Thus, embracing different learning styles and the 4IR.
Language in Higher Education
Nelson Mandela is awarded an Honorary Doctorate at the University of the Western Cape shortly after this release from prison.
Former President, Tata Nelson Mandela believed that language is the source for meaningful communication amongst people.
He believed that without language that, interactions and understanding would cease to exist.
Against this backdrop, we are also called to reflect on our language practices in the classroom and even in our daily interactions with others.
Allowing students to express themselves in a language they are proficient and comfortable in.
In addition, we also need to be mindful in our expressions in teaching and learning. This is to suggest that, in our expressions during teaching and learning, that we express ourselves in ways that are understandable to all students. We also need to be cognisant of these principles during formative and summative assessments.
Respect, Humanity and Inclusivity.
Taking into consideration the above-mentioned insights, in applying all these values in educational spaces, we embrace and learn the principles of respect, humanity and inclusivity.
These principles encompass the values of diversity, understanding and awareness of both intra and interpersonal issues. Former President Nelson Mandela, understood that respect should not be dependent on varying individual differences but rather should be based on merit.
This is understanding that, our approach to different individuals in educational spaces should be humanistic, respectful and embrace inclusivity.
In this, we will be able to observe the value of reciprocity. Students are human and their contributions are meaningful too. We need to embrace their unique interpretations, their voice and agency and assist them, see themselves as agents of change in an ever-changing society.
We also need to remember that, students are human before they are students. Therefore, we need to be mindful in our approaches and interactions with them and their contributions in contributions in classroom discussions.
Embracing Empathy in Teacher Education
Professor Fumane Portia Khanare
Department of Educational Psychology
Teacher education landscape is increasingly diverse, encompassing students from various cultural, academic and socioeconomic backgrounds.
What a unique opportunity to be able to mobilise and harness resources to be able to address the needs of today’ student body. As a teacher educator, my traditional methods often short fall in addressing my students’ needs.
Therefore, there is a growing need for empathetic approaches to teaching and learning. Empathy, according to Paula A. Franzese, is the great enabler, serving as the pathway to perceive and accurately express emotion, to better understand context enriched by emotion, and to use emotion to facilitate thought, self-correction, and growth.
It facilitates greater pro-social behaviour as well as more positive peer and family relationships.
Nelson Mandela’s legacy extends beyond political achievement, touching the core of human interaction through empathy. As we celebrate Mandela Day, I reflect on how his principle of empathy can enhance our approach to teaching and supporting pre and in-service teachers, particularly in our ever-increasing complex schooling landscape.
Empathy needs to bring about transformative care and support. Mandela believed in addressing the needs and struggles of others through a sense of unity and cooperation.
Again, this is in line with one of my favourite Sesotho idioms, “Lets’oele le beta poho” (simply translated, a crowd defeats a bull). In teacher education, transformative empathy can bridge the gap between educators and students, creating an enabling and inclusive environment to learning and personal growth.
My lecture rooms are fertile grounds of diverse backgrounds, cultures and experience. Empathy begins with understanding this understanding. By actively listening and seeking to understands’ unique perspectives, sharing my own perspectives, together we can create an inclusive and enabling environment where we all feel valued and supported. This openness is openness is crucial for identifying and addressing issues that may hinder their academic performance or well-being.
A simple yet example of this is regular check-in with students. For instance, I asked questions such as, are you ready for the teaching practice (TP)? How was the TP? What went well and not so well? What needs to be improved? And so on.
Empathy from educators and among students can make a difference. In the spirit of unity, acknowledging challenges and offering tailored support, students may feel more encouraged on their academic pursuit.
These simple conversations grounded within empathy can uncover underlying issues that might not be apparent in our conventional teaching methods, allowing for context-based and responsive support to our students.
Integrating empathy into my teaching practices involves more than just understanding the students’ needs, but requires action to enable agency in our students to become problem solvers not problems to be solved.
Robust support services, sometimes from their peers, offer an additional layer of support. Through empathy students can realise that there are several opportunities to navigate the complexities of schooling in South Africa and beyond.
They need to work with other people and utilise existing resources (including their indigenous assets), innovative and emerging technologies.
Linked to this assertion, is Sesotho idiom that says ‘Bohlale ha bo ahe ntlong e le ‘ngoe’ (Wisdom is found in the council of many). By embracing Mandela’s principle of empathy, I am also aware that, empathy is a life-long journey.
It requires continuous reflection and adaptation in order to cultivate a more compassionate and supportive academic environment. He said:“Our human compassion binds us the one to the other – not in pity or patronizingly, but as humans who have learnt how to turn our common suffering into hope for the future.”
This quote underscores the transformative power of empathy and shared compassion in overcoming my struggles and in pursuit of building inclusive and enabling environment in teaching and learning landscape.
Khotso (Peace)
Though we come from different academic disciplines, we have a common goal and utilise our differences as assets rather than barriers to teaching and learning.
Our celebration of Mandela’s Day is grounded on the principles of humanity and inclusivity; tolerance; empathy and respect represented through the voices of four female academics in the Faculty of Education.
Build on Mandela’s Legacy activation on Mandela Day in collaboration with Bush RadioDr Tembisa Kosi;
Department of Language Education
Celebrating Mandela Day should be an exciting occasion because his principles and beliefs remind us that we are human before we are academics.
The principle of Ubuntu, if clearly understood by all, could have significantly advanced our country.
We would support and take pride in each other, knowing that we do not live solely for ourselves but for the collective good.
Ubuntu is a collective endeavour, especially in higher education, where it emphasises the importance of embracing linguistic diversity and promoting a sense of interconnectedness and mutual respect among students and educators.
Ubuntu is a social practice deeply rooted in the philosophy of interconnectedness and shared humanity.
As academics and students, embracing Ubuntu should come naturally, as many of us are raised with this philosophy. Ubuntu prioritises community, empathy, and the idea that: "I am because we are". It encourages us to see each other's humanity and recognise that our well-being is intrinsically linked to the well-being of others.
Educators can apply Ubuntu by using inclusive teaching practices that address the needs of all students. This includes differentiated instruction, culturally responsive teaching, and providing multiple means of engagement, representation, and expression.
Both educators and students should engage in reflective practices to evaluate how their actions and attitudes align with the principles of Ubuntu.
Reflecting, for instance, on how we treat others and considering the impact of our behaviour on the community can lead to personal and professional growth.
The Ubuntu principle, being inherently inclusive, promotes and reinforces multilingualism in education by valuing inclusivity, respect for diversity, and collaboration.
Exposure to multiple languages enhances students' cognitive abilities, problem-solving skills, and creativity in several ways. Firstly, learning and using multiple languages requires individuals to switch between different linguistic systems, which improves cognitive flexibility and enhances executive functions such as attention, memory, and problem-solving.
This cognitive flexibility allows students to adapt to new situations, think more creatively, and approach problems from different perspectives. These are some of the goals our university aims to achieve through its graduate attributes.
The Ubuntu principle emphasises our responsibility to expose students to various languages and utilise their linguistic repertoires as valuable resources for teaching and learning.
This approach not only provides students with broader access to knowledge but also enhances their cognitive abilities, problem-solving skills, and creativity, aligning perfectly with the essence of Ubuntu.
In the context of Ubuntu, which emphasises interconnectedness, community, the ability to communicate and understand multiple languages can foster a sense of unity and shared humanity among students from diverse linguistic backgrounds.
The philosophy of Ubuntu encourages us to be empathetic in our instructional approach and to recognise that some students do not perform well, not because they lack the ability but because they struggle to express themselves in the language of teaching and learning.
Dr. Mandela's reminder of the spirit of Ubuntu inspires us to do everything possible to help our students succeed. Embracing this principle is a special calling, encouraging us to live not for ourselves but for others.
The benefits of Ubuntu are vast, as it encourages us to take a genuine interest in our students' learning processes and to reflect on our own teaching practices. It prompts us to consider whether our approaches are just and equitable, fostering an inclusive and supportive learning environment.
It underscores the importance of Ubuntu, which is essential for cultivating students who will easily contribute to building our society. By embracing these values, we can foster a generation of learners who are empathetic, socially responsible, and equipped to make a positive impact in the world.
Our university, the University of the Western Cape, renowned for its principles of humanity, was once known as the people’s university.
Tolerance: There is no Stranger in Teaching and Learning
Mrs Phawu Madikiza
Language Education Department's Foundation Phase
Ubuntu in the context of my classroom, centres around prioritising the well-being of students and fostering a supporting learning and teaching environment.
Students can freely construct knowledge through their experiences and interactions without fear of intimidation.
Before diving in, in any learning, it is important to create a space where everyone feels safe to express themselves and for students respect each other.
Teachers should strive for an inclusive and understanding community, both in their classrooms and beyond. They need to understand the uniqueness of learning strengths and needs that each student possesses as research led by Stuart Woodcock found.
We are inspired by the late former President, Nelson Mandela’s principle of tolerance during the signing of a new Constitution in Sharpeville, Vereeniging, South Africa, 10 December 1996.
He said: “Let tolerance for one another’s views create the peaceful conditions which give space for the best in all of us to find expression and to flourish.”
Our students can flourish through reading, writing, and discussions done in class. During these processes, students undoubtedly acquire ideas from others. Also, they exchange ideas and opinions with others, and their lecturers.
It is expected for all stakeholders involved during teaching and learning to become impatient with each other during this time. If we practice tolerance, we become better leaders and more informed individuals.
Former Rector, Professor Jakes Gerwel and Nelson MandelaSecondly, fostering tolerance, indirectly encourages students to thoroughly and constructively engage in learning, while encouraging an environment where everyone can flourish beyond the classroom.
Respect and complexity of diverse students
Ms Nikiwe Nondabula
Department of Language Education
Former President, Tata Nelson Mandela emphasised that, division can only be recognised between “those who do cherish democracy and those who do not”.
As such, we are called to understand to see ourselves and others as unique and equal individuals, making varying differences in this world.
In the context of education, students should be embraced holistically. Being mindful of their cultural, language, social and religious differences.
Being cognizant and mindful of these differences, not only should we embrace these differences but using these differences in our assessments, our classroom discussions, in tackling student affairs and even emanating conflict within educational spaces.
Access to Information and Communication Technologies (ICT’s)
In understanding the aforementioned insights, we also understand that students come from different socio-economic backgrounds. It is against this backdrop that, we understand that there are students who have little to no access to Information and communication technologies.
This includes, access to laptops and smart devices for meaningful teaching and learning. Though, we understand that, technology should only be used as a springboard for learning rather than the primary tool for epistemic success.
This is to suggest that, we should not be over reliant on technology but rather use it to enhance understanding. As such, ICTs can be used in learning, not only to teach but to expose students (especially novice teachers) to the use of technology in teaching and learning. Thus, embracing different learning styles and the 4IR.
Language in Higher Education
Nelson Mandela is awarded an Honorary Doctorate at the University of the Western Cape shortly after this release from prison.He believed that without language that, interactions and understanding would cease to exist.
Against this backdrop, we are also called to reflect on our language practices in the classroom and even in our daily interactions with others.
Allowing students to express themselves in a language they are proficient and comfortable in.
In addition, we also need to be mindful in our expressions in teaching and learning. This is to suggest that, in our expressions during teaching and learning, that we express ourselves in ways that are understandable to all students. We also need to be cognisant of these principles during formative and summative assessments.
Respect, Humanity and Inclusivity.
Taking into consideration the above-mentioned insights, in applying all these values in educational spaces, we embrace and learn the principles of respect, humanity and inclusivity.
These principles encompass the values of diversity, understanding and awareness of both intra and interpersonal issues. Former President Nelson Mandela, understood that respect should not be dependent on varying individual differences but rather should be based on merit.
This is understanding that, our approach to different individuals in educational spaces should be humanistic, respectful and embrace inclusivity.
In this, we will be able to observe the value of reciprocity. Students are human and their contributions are meaningful too. We need to embrace their unique interpretations, their voice and agency and assist them, see themselves as agents of change in an ever-changing society.
We also need to remember that, students are human before they are students. Therefore, we need to be mindful in our approaches and interactions with them and their contributions in contributions in classroom discussions.
Embracing Empathy in Teacher Education
Professor Fumane Portia Khanare
Department of Educational Psychology
Teacher education landscape is increasingly diverse, encompassing students from various cultural, academic and socioeconomic backgrounds.
What a unique opportunity to be able to mobilise and harness resources to be able to address the needs of today’ student body. As a teacher educator, my traditional methods often short fall in addressing my students’ needs.
Therefore, there is a growing need for empathetic approaches to teaching and learning. Empathy, according to Paula A. Franzese, is the great enabler, serving as the pathway to perceive and accurately express emotion, to better understand context enriched by emotion, and to use emotion to facilitate thought, self-correction, and growth.
It facilitates greater pro-social behaviour as well as more positive peer and family relationships.
Nelson Mandela’s legacy extends beyond political achievement, touching the core of human interaction through empathy. As we celebrate Mandela Day, I reflect on how his principle of empathy can enhance our approach to teaching and supporting pre and in-service teachers, particularly in our ever-increasing complex schooling landscape.
Empathy needs to bring about transformative care and support. Mandela believed in addressing the needs and struggles of others through a sense of unity and cooperation.
Again, this is in line with one of my favourite Sesotho idioms, “Lets’oele le beta poho” (simply translated, a crowd defeats a bull). In teacher education, transformative empathy can bridge the gap between educators and students, creating an enabling and inclusive environment to learning and personal growth.
My lecture rooms are fertile grounds of diverse backgrounds, cultures and experience. Empathy begins with understanding this understanding. By actively listening and seeking to understands’ unique perspectives, sharing my own perspectives, together we can create an inclusive and enabling environment where we all feel valued and supported. This openness is openness is crucial for identifying and addressing issues that may hinder their academic performance or well-being.
A simple yet example of this is regular check-in with students. For instance, I asked questions such as, are you ready for the teaching practice (TP)? How was the TP? What went well and not so well? What needs to be improved? And so on.
Empathy from educators and among students can make a difference. In the spirit of unity, acknowledging challenges and offering tailored support, students may feel more encouraged on their academic pursuit.
These simple conversations grounded within empathy can uncover underlying issues that might not be apparent in our conventional teaching methods, allowing for context-based and responsive support to our students.
Integrating empathy into my teaching practices involves more than just understanding the students’ needs, but requires action to enable agency in our students to become problem solvers not problems to be solved.
Robust support services, sometimes from their peers, offer an additional layer of support. Through empathy students can realise that there are several opportunities to navigate the complexities of schooling in South Africa and beyond.
They need to work with other people and utilise existing resources (including their indigenous assets), innovative and emerging technologies.
Linked to this assertion, is Sesotho idiom that says ‘Bohlale ha bo ahe ntlong e le ‘ngoe’ (Wisdom is found in the council of many). By embracing Mandela’s principle of empathy, I am also aware that, empathy is a life-long journey.
It requires continuous reflection and adaptation in order to cultivate a more compassionate and supportive academic environment. He said:“Our human compassion binds us the one to the other – not in pity or patronizingly, but as humans who have learnt how to turn our common suffering into hope for the future.”
This quote underscores the transformative power of empathy and shared compassion in overcoming my struggles and in pursuit of building inclusive and enabling environment in teaching and learning landscape.
Khotso (Peace)
