From left Smangaliso Simelane, Dr Jacqui Luck, Professor Marius Crous, Drs Muki Moeng, Nomalungelo Ngubane and Zakhile Somlata, Chanel van Der Merwe and Dr Mariana Kriel.
Under the theme “The Role of Multilingualism in the Diversification of the Canon,” the event provided valuable insights and inspiration for the decolonisation and Africanisation of the curriculum.
The event is part of the Faculty’s strategic goal to revitalise the Humanities and offer transformative, Africa-centred education. It also aligns with Mandela University’s Vision 2030, to create a dynamic institution that responds to local, national, and global needs, starting with transformation within the University.
Different perspectives
In her opening remarks, Dr Muki Moeng, Deputy Vice-Chancellor: Learning and Teaching, emphasised the importance of courage and patience when engaging in curriculum discussions.
“In these conversations, you will find that you do not have to know everything, we are here as a collective to open each other’s minds and hear different perspectives” she said.
“For too long, we have only looked at the world through a singular lens. Now, we need to understand it through multiple lenses - especially when asking, ‘who is at the centre of the learning and teaching experience?’”.
Dr Moeng concluded by highlighting the need to embrace vulnerability in pedagogical encounters and be open to new learning. “As we consider multilingualism, let us place inclusivity at the forefront,” she added.
Elevate indigenous languages
Dr Zakhile Somlata, Senior Lecturer in the Languages and Literature Department, then provided a historical perspective on how colonialism was advanced through language, particularly through linguistic imperialism.
“Colonial powers privileged one language and actively sought to eradicate others, forcing speakers to shift to the dominant language. So, the only way to move forward with our education is to liberate ourselves, linguistically. We must ensure that we advance human rights, wherever we are, and in whatever we are doing,” he said.
Dr Somlata also provided an overview of the newly launched Multilingual Hub within the Faculty, underscoring the commitment to elevating indigenous languages in South Africa, in line with specific sections of the Constitution.
“Government frameworks guide higher education institutions - not to replace English or Afrikaans, but to use them alongside African languages to promote multilingualism and facilitate meaningful access and participation,” he said.
Blending various perspectives
Building on Dr Somlata’s point, Smangaliso Simelane, Lecturer in the Languages and Literature Department, raised concerns about knowledge erasure.
“Considering different perspectives is crucial to creating a learning environment and curricula that are inclusive and accessible to all. It is also a matter of dignity; nobody deserves to feel as though their culture, heritage, or language is inferior to another,” said Simelane.
To which he advocates for the concept of pluriversality in knowledge production. “The project of pluriversality is about blending various perspectives to grant us a wider view of the word, which in turn reduces gaps and blind spots in our knowledge,” he noted.
He concluded with the urgent need for change within our academic institutions, which have been under the direct influence of Eurocentric perspective favouring Western ways of knowing.
The event sparked thought-provoking discussions on the importance of multilingualism in Africa, as home to a rich diversity of languages, cultures, and traditions.
Multilingual approaches in postgraduate studies
The conversation also welcomed input from Dr Nomalungelo Ngubane, Director of the Academy for Multilingualism at the University of Free State (UFS).
Dr Ngubane shared insights on multilingual approaches in postgraduate studies, outlining the language policy implementation at UFS and its alignment with the university’s vision.
“Our objective is not only to re-intellectualise Sesotho but also other African languages, so they can become languages of scholarship and research,” she said. “For too long, we have asked when our languages will sit at the same table as English as the medium of instruction.”
Dr Ngubane also highlighted UFS’s promotion of multilingualism in teaching and learning spaces, acknowledging the efforts of educators from previously disadvantaged backgrounds who have long employed multilingual approaches in their classrooms.
“These educators are the unsung heroes of translation pedagogies,” she said. She concluded by emphasising the need for collaboration with other universities pursuing similar goals.
Decolonising knowledge production
Similarly, Chanel van Der Merwe, lecturer in the Linguistics and Applied Linguist department, stressed that multilingualism should be seen not only as a tool for creating glossaries but to decolonise knowledge production itself.
She encouraged a reflection on the link between language and knowledge, and to think creatively about how multilingualism can help transform the canon and revitalise the Humanities, particularly within the context of Mandela University’s new language policy aimed at re-intellectualising isiXhosa.