The Vrije Universiteit And South Africa ~ A ‘New’ Literature

Mister Chair, ladies and gentlemen,
Thank you for the invitation to speak at this important conference. I have been asked to tell you something about my own experience of teaching South African literature at Dutch universities, but also to give an indication of what South African literature departments might be expecting from the Vrije Universiteit (VU) and other Dutch universities at this point in time. This I do as someone who is South African born and bred and who taught at a South African university for 16 years. Every year I go back to South Africa at least once and I have many friends who are also colleagues in Afrikaans and Nederlands departments in South Africa. For various reasons they are suffering severe cutbacks. In the Humanities Faculties at Dutch universities a similar pinch is being felt.

What strategies should be developed in beleaguered times? In searching for an answer I would like to draw our attention for a minute to the rich tradition of so-called extra muros departments of Dutch all over the world: Barcelona, Budapest, Goa, Helsinki, Jakarta, Johannesburg, Jerusalem, London, Los Angeles, Münster, Oldenburg, Olomouc, Oporto, Oslo, Paris, Stellenbosch, Semarang, Strasburg, St Petersburg, Vienna – to name but a few cities where Dutch literature is taught. The differentiating terms intra muros (which refers to the universities in the ‘centre’ – the Netherlands and Belgium) and extra muros (the term refers to the universities outside the walls of the centre; on the ‘margins’) are soundly entrenched in the workings of the Society of Netherlandic Studies. The same has recently become true for the teaching of South African literature. English literature by authors such as Coetzee and Fugard has of course been part of English colonial curricula for many years and I will mainly focus on the new post-apartheid status of Afrikaans literature. It is taught intra muros at South African universities of course and since 1990 extra muros in many different countries all over the world: Poland, Hungary, the Czech Republic, the USA, Austria, Germany, Russia, Belgium and the Netherlands, to name but a few.

My reference to muros, to walls, has inspired my thinking along Trojan horse lines. I believe that we must be innovative in schemes to get inside the walls of learning but once we are there, to look out again, over the wall, to enable us to invite each other in, so that in the end there are no walls any more. Let me now say something about the linguistic and academic relationship between Afrikaans and Dutch.

Afrikaans, as you know, is a maverick, a wayward daughter of 17th century Dutch. In South Africa the mother was held in high esteem during many years. When I was a student and lecturer at Stellenbosch and Wits, and even now still at many of the ten odd Afrikaans and Nederlands departments in South Africa, a fifty-fifty Dutch and Afrikaans literature course is offered. Afrikaans and Nederlands departments often advertise themselves as offering students a venster op Europa, a ‘room with a view on Europe’. The reverse situation never existed, and was practically unthinkable especially during the 1970s and 1980s. In the Netherlands of those years very few lecturers and even fewer students were interested in Afrikaans literature, or should I say, very few dared to be interested because of the cultural boycott against South Africa. There were a few exceptions. In some institutes of Comparative Literature, for example in Nijmegen, Hans Ester did his utmost to include Afrikaans literature in his courses. In Amsterdam a special chair of Afrikaans literature existed at the University of Amsterdam where professor N.P van Wyk Louw and his successors taught Afrikaans literature. These doctoraal lectures were, however, mainly attended by South Africans who came to study at the feet of the guru Louw. During the early 1980s the Dutch cultural and economic boycott of South Africa finally forced the Afrikaans section to close down. Read more

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The Vrije Universiteit And South Africa ~ A New Size Of Theology For A New South Africa

In Africa, religion is far more influential than in Europe. Although secularisation is increasing in South Africa, most people are still religious, and religion has a great impact on their lives and decisions. Building a new South African society without taking religion into account would be a serious omission.

Theology is not the same as religion. Theology is a critical reflection on religious beliefs and attitudes and on the actions and decisions that result from these convictions. It is because of this critical function that theology has an extremely significant role to play in the new South Africa. Theology was an important part of the old South Africa as well, and because it did not fulfill its critical task then, it will have to play an even greater role now.

I see four main areas in which theology could be developed in South Africa. That does not mean (as will become clear below) that I support them all.

1. Theology of reassurance
A dominant aim of many theologians in present-day South Africa is to provide certainty for people that feel uneasy. This kind of theology is dominant within the Dutch Reformed Church (but not restricted to it). It is a theology that sustains people who have been feeling uncertain since the political changes. It is a modern form of the old-fashioned theology of providence: God will care for you. Amidst the tensions of society – crime, unemployment and worry for retirement funds – we find rest in the church. Theology can help to provide concepts of community building for those people who feel uneasy or to divert them from societal problems by focusing on traditional questions of individual faith. Religion can be helpful by keeping people calm – not only the labourers but also people who were usually dominant in the past and who are nowadays anxious. And theology, both in its modern shape of pastoral care and in its conservative form of focusing on a-contextual questions, can be supportive to shield people from shocking questions.

It is this type of theology that church leaders prefer if they want to keep things under control. And they are now in need for such a theology, because things run the risk of careening out of control as a result of differing views about the new South Africa.

This is an uncritical theology that will not contribute to the future. It has to be rejected, not only because it does not contribute to society building (it might seem to do so by keeping society stable in the short term), but also because it is insufficient. It hides the real problems. If a church leader attempts to conceal problems, at least a professional theologian should unmask this cloaking of the real questions. A striking example of this kind of theology can be found in the declaration about church unity that was accepted by the General Synod of the Dutch Reformed Church two weeks ago [October 2004]. They argue that the way is now open for a quick re-unification with the formerly black and brown churches. The first reason they give is: ‘Because we have a common history’. Obviously, there was nobody critical enough to raise the question: ‘What is this common history exactly? And should that history not be defined as a history of conflicts, of oppression and of suffering?’ So ‘in spite of a common history’ would be more befitting in this case. Much theological work still needs to be done before unity can be attained – helped by, at any rate, a different type of theology. Read more

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The Vrije Universiteit And South Africa ~ The Meaning Of Traditions For Future VU-Policy In South Africa?

Introduction
The organisers of the Conference proposed that this paper[i] should reflect on future relations between the Vrije Universiteit (VU) and South Africa (SA), ‘with an eye for and knowledge of the traditions in which we stand and operate’.[ii] Amongst some others, I will address three aspects to uncover the importance of relations for the future South Africa-Vrije Universiteit involvement. As will be indicated, such relations are intimately linked to the traditions in which we stand, but they are also in need of redirection. For this, I will develop a few case studies, deliberately using relations between the Vrije Universiteit and South Africa as examples. This will inevitably bring relations with Afrikaners specifically into focus, but the lessons learnt should be applicable with regard to future relations with all South Africans and all institutions in South Africa in general. This is important because it is premised that the SAVUSA (South Africa-Vrije Universiteit-Strategic Alliances) programme interprets future relations with South Africa in the widest possible sense. The following aspects were accordingly selected for reflection:

Context
The first aspect relates to the context that is defined for the new initiative at the Vrije Universiteit, and is expressed by the last part (-SA) of the SAVUSA acronym, namely ‘Strategic Alliances’. Although this aspect was not included by the organisers in the title proposed for this paper, I will address it in the first section as it is of importance in evaluating past traditions, as well as for planning of future relations.

Traditions
The second aspect deals with the role of traditions. The key issue is whether traditions have any meaning, positive or negative, when consideration is given on the formation of strategic alliances. The long history of interactions between the Vrije Universiteit and South Africa, specifically with regard to the recent past, opens up ample opportunity to reflect on the role of traditions.

Relationships
The title implies that the Vrije Universiteit wishes to deepen its relationship with South Africa. Relationships are influenced by traditions, but encompass a broader dimension. The context mentioned above implies a thorough-going reconsideration of existing relations, with SAVUSA as the instrument. Once again, an understanding of relations in the context of strategic alliances will need to be reflected upon.

Context – Strategic alliances
The last two letters of the acronym ‘SAVUSA’ indicates that the founders of this programme have created a new context for their future relations with South Africa, namely that of strategic alliances. Strategic alliances are widely practised in the field of business management and industry. This category of practice is built on very close relationships, as indicated by a description in a recent scholarly book on strategic management (Thompson, Gamble and Strickland 2004: 130):
During the past decade, companies in all types of industries and in all parts of the world have elected to form strategic alliances and partnerships to complement their own strategic initiatives and strengthen their competitiveness in domestic and international markets. This is an about-face from times past, when the vast majority of companies were content to go it alone, confident that they already had or could independently develop whatever resources and know-how were needed to be successful in their markets. … Strategic alliances are cooperative agreements between firms that go beyond normal company-to-company dealings but fall short of merger or joint venture partnerships with formal ownership ties.

Strategic alliances are partnerships that often exist for a defined period during which partners contribute their skills and expertise to a co-operative project. An ultimate aim of these partnerships, is frequently to learn from one another with the intention of developing company-specific expertise to replace the partner, when the contractual agreement achieves its aim or reaches its termination date. Such relations are complex. On the one hand the outcome is increased competitiveness for each of the partners, but on the other hand an outcome is expertise gained from a partner who might become a competitor after termination of the alliance. Accordingly, some key issues have to be understood, each raising many important questions that are essential in learning the intentions of prospective partners before they engage in a strategic alliance (Pearce and Robinson 2005: 219).

In industry, core competencies are seminal in identifying partners for an alliance. New competitive expertise has to develop from these competencies. Some key issues are, therefore, to assess and value the partner’s knowledge, to determine knowledge accessibility and evaluate knowledge tacitness and ease of transfer. These objectives raise questions like ‘What are the strategic objectives in forming an alliance?’ ‘Which partner controls key managerial responsibilities?’ and ‘Do we understand what we are trying to learn and how we can use the knowledge?’ (Pearce and Robinson 2005: 219). These authors also indicate the importance of key issues and questions linked to relations, like ‘What is the level of trust between parent and alliance managers?’ ‘Are we realistic about our partner’s learning objectives?’ and ‘Is the alliance viewed as a threat or an asset by parent[iii] managers?’

Thompson and his colleague’s underline that many alliances are unstable, break apart and fail. The commitment of the partners to work together and their willingness to respond and adapt to changing internal and external conditions are prime requirements for stable alliances.

A successful alliance requires real in-the-trenches collaboration, not merely an arm’s-length exchange of ideas. Unless the partners place a high value on the skills, resources, and contributions each brings to the alliance and the cooperative arrangement results in valuable win-win outcomes, it is doomed (Thompson, Gamble and Strickland 2004: 130). Read more

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The Vrije Universiteit And South Africa ~ Some Trends In South African Academic History: Changing Contexts And Challenges

Seismographic social and political shifts introduced the 1990s: the end of the Cold War, the demise of communism abroad, and in South Africa the official end of apartheid and the subsequent instalment of a new democratic government. Given these developments it is reasonable to expect that historians, who construct their versions of the past in the present, and are at least to some degree influenced by that present, should, in the light of wider contextual changes, re-evaluate their approaches and revise their interpretations. The relationship between societal change and historical production is, however, not a simple one-to-one function.

It is against this background that this paper seeks to identify and briefly explore selective developments pertaining to the dynamics of the historical profession in South Africa and the intellectual correlates that help to define the current nature of the enterprise . The chapter focuses only on certain aspects and makes no claim to have covered the vast and treacherous area exhaustively.

Academic historians and the question of growth
The 1990s were not the most auspicious of times for the profession. Instead of bewailing this fact, it may be more profitable to apply historical insights to the phenomenon and to ask what are the conditions that are particularly conducive for the expansion of the historical enterprise as practiced professionally? This necessitates a brief look at the contextual forces that helped to shape the profession in South Africa.

The profession reached its high point during the 1980s. It was a period when the History Department at the University of South Africa could boast with a staff of 35 historians; today it is halved. The University of Stellenbosch had a staff of eight; today it is almost half that number. Staffing figures at some other universities in the country would tell very much the same story.

To explain the growth up to the 1980s, one has to bear in mind that structurally job opportunities were limited for black people and given the lack of options many gravitated towards teaching (Crankshaw 1997: 23). This helped to swell the number of teachers and of those who included history as a subject in their courses. Moreover, since the 1960s the educational system rewarded teachers who obtained degrees financially and also those who sought to improve their qualifications. This served as a powerful incentive to engage with the discipline. Of course the system was skewed as it was largely whites (because of their higher participation rate in tertiary education) that benefited most, but black people were not excluded. Many teachers used the opportunities to gain higher degree qualifications in a teaching subject such as history. To oversimplify matters slightly – interest in history could be bought. But there were always those individuals who may have enrolled initially for pecuniary reasons, but for whom it also turned out to be an occasion to engage meaningfully with material that otherwise might have remained outside their ken.

The system almost inadvertently provided the opportunity for what can be called ‘creative misuse’, in that educators who were on top of their subject could introduce critical material that ran against the apartheid grain. In this way a mustard seed of doubt could be disseminated far and wide, undermining the spurious historical legitimacy for apartheid. The Minister of Education, Kader Asmal, has recently singled out for acknowledgement ‘the role of many courageous historians, educators and practitioners who refused to abide by the official line at the time …’ (The South African History Project Progress Report 2001-2003: 20). Read more

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The Vrije Universiteit And South Africa ~ Political Studies In South Africa. A Personal Perspective

First, let us consider the discipline’s demography in South Africa. Over the last ten years political studies or political science has been taught in each of the country’s 21 universities. Aspects of the discipline were also taught in public administration courses at polytechnics; several of these institutions are now being amalgamated with universities. Historically, as with other areas of social science, politics as an academic community was sharply divided, socially and intellectually between the English language universities and the Afrikaans medium institutions. Within Afrikaner departments, traditionally, the discipline was influenced quite heavily by American behaviouralist and quantitative social science models and methods and researchers tended to focus their work within the confines of the formal political system (including the structures of ethnic homeland government). At the segregated black universities, departments were often led and staffed by graduates from Afrikaans institutions as well as from UNISA. In English speaking departments, by the 1980s, Marxist approaches had supplanted traditionally liberal ideas about politics and leading researchers concentrated their attention on popular political movements, emphasising those dimensions of their activities and ideas that corresponded most closely with expressions of class consciousness. In this context, the study of the discipline had a strong historical dimension: indeed at institutions such as Wits and Cape Town the boundaries between a ‘revisionist’ history grounded in Marxist conceptions of political economy and the discipline of politics became very blurred indeed. Today, though legacies of these differences between Afrikaans and ‘English’ institutions remain, the distinctions between Afrikaans-speakers and English language practitioners of the discipline in South African are less important, particularly since the introduction of English language courses at Afrikaans universities.

South African politics departments are small – between five and ten full time staff is normal, though Wits with its separate establishments for political studies and international relations employs more than twenty political scientists. Overall at the universities there are around 200 or so politics lecturers teaching about 10,000 students enrolled in undergraduate courses. This has been an expanding student population: in the aftermath of the ANC’s accession to government politics classes grew swiftly, contracted slightly in the late 1990s and once again grew, a reflection of trends in secondary school matriculation as well as optimistic perceptions among students about the subject’s vocational utility. Most first year politics classes (including those at former elite institutions such as Wits and Pretoria) are now recruited mainly from working class districts in African townships, though Cape Town and Stellenbosch represent exceptions to this generalization. Read more

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The Vrije Universiteit And South Africa ~ ANNA And A ‘New’ Lexicography For South Africa

Introduction
In this paper we will try to make clear that the ANNA-project, in its own way, is one of the (possible) examples to show that different/changing situations, needs and target groups (may) require different/new approaches, models and products.
We will do so by taking the following steps:

– First, some basic terminology will be given.
– Secondly, the lexicographical situation in South Africa will be outlined.
– Thirdly, the ANNA-project itself will be presented.
– Next the ‘new’ features of the ANNA-project will be highlighted.
– To end with, the pros and cons of ANNA in a ‘new’ South Africa will be discussed.

Lexicography
We can define lexicography in at least two ways. The first ‘classical’ definition could read as follows: ‘Lexicography is the description of one or more aspects of one or more vocabularies in function of one or more target groups or users’. For the second, more ‘formal’, definition the following ‘frame’[i] could be used:

Although the latter definition differs formally from the former, it does not really do so from the point-of-view of content. One can easily paraphrase the above frame-based definition as: ‘Lexicology is an activity which leads/should lead to a product made by lexicographers/metalexicographers with the aim to come to a (scientific) description, etc’.

Next to the possibilities that a frame-based definition offers on the levels of explicitness and consistency, it serves our purpose better than the more traditional one in two ways:

– First, it makes clear the fact that lexicography as an activity is no longer to be considered as a solitary act of a lexicographer, but rather as a scene on which next to lexicographers, different players, such as metalexicographers (theoreticians, designers of models/theories upon which to base lexicographical practice), tool developers, project managers, data providers, users, and publishers play a role.
– Secondly, as one can observe, a frame has a stable side (the left hand side, the slots) and a variable side (the right hand side, the fillers). It is to be expected that changes in the fillers over time will entail changes in the character of lexicography itself and so lead to a ‘new’ lexicography. In particular this is what has happened to the fillers for the ‘format’, ‘means’, ‘beneficiary’, and ‘other-participants’-slots during the last decades.

Read more

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