Rage, anger, despair, desperation … the intense emotions that escalated into the 2015 #FeesMustFall revolt! A time when university campuses were engulfed by violence, chaos, police brutality, uncertainty, fear, and disruptions. The extent was so severe that it was described as a ‘war zone’ (Tau, 2016).
This year marks 10 years since South Africa witnessed the rise of the ‘Fallist’ movements of both #RhodesMustFall and #FeesMustFall, with students mobilised to confront the injustices they experienced, demonstrating their need for systemic change. The question now arises whether these student actions made universities realise that real change and transformation extend beyond mere rhetoric.
Surely, both the #RhodesMustFall and #FeesMustFall protests should have been a wake-up call for overhauling the education system, especially since students highlighted the harsh realities and overall extent of their struggles. Their public revolt and discontent was a cry for help, a desperate call for change, a plea to be heard …
We know the onset of #RhodesMustFall started at the University of Cape Town (UCT), where students at UCT were disgruntled with the statue of Cecil John Rhodes, whom they associated with colonialism, supremacy, oppression, inequalities, and social injustice.
These escalated into #FeesMustFall, with students countrywide taking a firm stance and speaking out against university leadership, demanding free and accessible education, decolonisation of the curriculum, and overall transformation of the inequalities prevalent in higher education. Students also acted out and protested against universities’ language policies, residence issues and registration challenges.
It’s now a decade later … what better time to critically reflect on the seriousness of what transpired in 2015? Let’s enter into debates, dialogues and conversations about what led students to take such drastic steps to have their voices heard. Importantly, let’s use this as an engaging opportunity to acknowledge and reflect on the significance of these ‘Fallist’ movements. According to Habib (2021: 289 in Suarsana, Meyer, & Glückler, 2021), ‘reflections on #FeesMustFall’ can be worth it—for South Africa and the rest of the world if such reflections are focused on learning from the past.’
Understandably, the student protests were the result of feeling ‘marginalised, dissatisfied, excluded and alienated’ (Ejoke, Enwereji & Chukwuere, 2019: 6) … a plea to have past wrongdoings overturned, and the challenges they faced to be known to all, highlighting the country’s imbalanced societies, as well as the asymmetries within the higher education environment. However, perhaps the lack of seeing and experiencing the promised change and transformation resulted in the eruption and explosion of emotions.
Can we blame them for wanting an inclusive, equitable, and reflective education system? One would think that 10 years later, the higher education landscape reflects more inclusivity, more equality, more justice, linguistic diversity, and a curriculum that acknowledges and showcases the teaching and learnings of our diverse society. And yet, we continue to struggle to create a transformative space for students that reflects an inclusive and just higher education landscape … one that is more accessible, will ensure equal opportunities, promote inclusivity, enhance employment prospects, and foster social justice.
Clearly, it is time to seriously deliberate and reflect on what has happened, transpired and changed at universities since the 2015 protests erupted on campuses countrywide. How else do we foresee to move forward? It is time to enter into serious engagements with higher education institutions. We need to ask difficult questions and have tough conversations … conversations addressing the issues raised in 2015, which is still, in many instances, a reality today.
Just as the #FeesMustFall protests left students feeling traumatised, anxious, and depressed (Maphasa, 2017), this is also the reality of many students today as they continue to feel the increased strain of academic adjustment, financial challenges, and social pressures. In this regard, the prominence of the mismanagement and corruption within the National Student Financial Aid Scheme (NSFAS) cannot be denied. Shortfalls in funding and delays in disbursement of funding negatively impact students, especially during registration, subsequently preventing many from starting their academic year. In essence, it not only exacerbates students’ financial and academic challenges but also influences their ability to graduate, limiting their future (employment) opportunities.
Then why are we still mostly observers of these and other challenges and struggles around us? Should we not take action to ensure the #FeesMustFall protests were not in vain? Usually, student activism is a direct result of system flaws that require change and transformation. So, let’s acknowledge those flaws and start deliberating on how we can bring about change … change that will instill hope … hope for a better future!
I believe it’s time to actively invest in knowledge transformation and the knowledge economy to shape future ways of thinking and create a liberating, empowering, and inclusive educational system. Let’s debate how we package what we teach, what we research, and how we work with communities. Let’s actively endeavour to develop our students into well-rounded individuals while simultaneously uplifting our communities. We have a dual responsibility towards our students and society: Foster personal growth in our students and enhance community development to ensure society’s readiness to offer employment opportunities to graduates.
Although previously marginalised students can access university more easily, it has yet to be seen how this resolved current societal issues such as unemployment and poverty. As it stands, with unemployment and poverty in our country, we should seek out solutions as soon as possible; otherwise, we might see another ‘Fallist’ movement orchestrated by unemployed graduates … #UnemploymentMustFall! Therefore, we must encourage students to recognise their abilities and capabilities to break the poverty and unemployment cycle.
And this is where higher education comes into play. We must acknowledge the role of universities in this regard. But we are not dealing only with a problem affecting the higher education landscape; it is problems of a social, political, and economic nature. So, instead of expecting higher education to solve the problem, let’s acknowledge that this should be a collaborative effort … let’s unite and work together … students, communities, university leadership, and most importantly, government! Working in unison will ensure we ‘build a better nation’ … a nation that puts others first, is compassionate, and collaborates for the greater good’ (Datta, 2022).
As I reflect on the #FeesMustFall movement, it is evident that an inclusive and equitable education system requires vigilance, action, and unity, underscored by the commitment to fairness, inclusivity, and transformation! The protests also serve as a constant reminder that we need ongoing reflection on our education system to ensure we better serve future generations.
