The role of universities in the 25-year review on women’s emancipation and gender equality

1 introduction 1

The context for the present debate about gender transformation at universities is shaped by a history of progressive engagement on issues of inequality, including in relation to gender and race, in south africa. in 1956, 20 000 women marched to the union Buildings to challenge an oppressive political system – apartheid – which had deepened inequalities in terms of race and gender and has left a legacy of inequality, unemployment and poverty with which the country continues to grapple. in 1994, as the democratic dispensation dawned, women from across the world forged the Beijing Declaration and Platform for action which was ratified by south africa. against this background, the higher education landscape is in the midst of a social awakening in which concerns over workplace, academic and career equality, as well as sexual harassment and implicit biases have come to occupy a central place in the discourse.

Broadly, the view has been adopted that higher education institutions and colleges should promote equal access for men and women to tertiary education; eliminate gender disparities in the education workplace; produce safe, nonviolent, inclusive and effective learning environments; and expand the number of scholarships and academic opportunities, including for women in science, Technology, engineering and Mathematics (sTeM) subjects.

The Commission for Gender equality (CGe) which launched a series of probes into universities from last year, found that there was insufficient funding for universities’ gender-based programmes; insufficient action to promote gender equity in recruitment of staff and in the decisionmaking processes of university councils; and a lack of gender-sensitive amenities. in particular, the Commission identified a lack of consultation with the lGBTQia+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual and other terms, such as non-binary and pansexual) community in general and on issues relating to establishing inclusive bathrooms and living areas. The Commission further found that black women were the most affected by inadequate policies and actions to promote gender equity.

The CGe investigations followed the publicisation of a series of incidents of Gender-Based violence (GBV) and sexual harassment at universities. The Commission has acknowledged the scale of the violence and the seriousness of the threats faced by women students and staff on campuses, particularly at student residences and in the shape of harassment by male staff members.

universities have been called to account on these issues. accordingly, a number of activists have promoted the idea that a women’s movement should be created to push for institutional and socio-cultural

1 This section draws on a presentation made by Professor Paul Green, Chair: institutional Transformation forum,

CPuT; a presentation made by Tamara Mathebula, Chairperson: Commission for Gender equality (CGe); and comments made by Nonkosi Tyolwana, Director: Transformation, Cohesion and social Diversity, CPuT, and others at a Gender Transformation symposium held by the Cape Peninsula university of Technology (CPuT) on 26-27 august 2019.