Combating GBV in higher education institutions

South Africa observes the 16 Days of Activism for No Violence Against Women and Children campaign from 25 November to 10 December annually. However, the increase of gender-based violence (GBV) in the higher education context has gained more attention in the country. In the past few years, we have seen cases being exposed on social media and mainstream media where students have fallen victim to or are survivors of GBV, especially regarding rape and murder.

For Mbali Mazibuko, a Unisa researcher in the Institute for Gender Studies, GBV in higher education institutions (HEIs) is consistent with the national and global picture. These institutions are microcosms of society, which means that not only are there alarming and accelerating incidents of GBV disproportionately affecting women and children, but there is also a lack of efficient response.

Mazibuko remarks: “There is an urgent call to develop victim-centred approaches on various levels such as legally and socially. We must not get distracted by the very low percentage of false rape cases, which are estimated to be approximately 2-8%.”

Mbali Mazibuko

According to Mazibuko, arrogant, toxic, and hegemonic masculinities that permeate HEIs and society contribute to the increase of GBV cases. She raised a concern on the lack of consequences for the perpetrators. “Perpetrators are aware that the South African justice system and procedures are not strong and often favour them,” she continues. “They also know that their victims carry shame, therefore coming out presents a high price to pay.”

Prioritising the livelihood of GBV victims

Mazibuko urges HEIs not to focus on their reputations when confronted with GBV cases, but to prioritise the livelihood of victims. “Without recognising the full humanity of victim-survivors,” she says, “GBV prevails. Responses to GBV need to be institutionalised through an office with formal processes that support victim-survivors. This office must also lead consciousness, raise awareness on issues around consent, and make a concerted effort to confront and undo masculinities as they currently exist.”

As a starting point to practically deal with GBV, Mazibuko says that fundamental questions that need to be answered include where staff and students should go to report GBV and receive psycho-social and legal support, and whether HEIs recognise that gender work is a profession that women need to be hired and supported to lead.

“Please reach out to someone and make use of the mental health and medical services offered by HEIs,” she says. “Go for HIV and sexually transmitted infection screening, and request the use of a rape kit if you wish to file a criminal report against the perpetrator later.”

Decolonial feminist speaks for the students

Shatadi Phoshoko, Secretary-General of Unisa National Student Representative Council (NSRC) and a gender activist, maintains that GBV cannot be defined outside the structure of societal, political and social realities. “Women, especially African women, are still chained to the yoke of triple oppression, these being gender, class, and race. They are viewed as subhuman, and are objectified and devalued in society. These are the results of the white supremacist capitalist patriarchy, enabling GBV to thrive,” she states.

Phoshoko also reflects on the most common forms of GBV in HEIs, which include assault and sexual offences. “Female students are mostly violated by their fellow male students and senior staff,” she says, “and when they report GBV incidents, the receivers of these reports are predominantly men as they largely occupy positions of power, while their political education and an understanding of urgently dealing with such issues do not even reach the threshold. How do you expect another man to act on sexual harassment cases, when he has possibly been a perpetrator? Hence many reports are not even acted upon, thereby instilling fear in victims and causing apprehension when it comes to reporting acts of GBV.”

Shatadi Phoshoko

HEIs as sources to combat GBV

Phoshoko urges HEIs to continue producing research that provides solutions to societal challenges such as GBV, and to not promote the silencing of victims. She says that she continues to support students who have been victims of GBV, and explains that she has been verbally victimised for this. “This makes the space of learning genderised and intimidating for women,” she says. “Women lose the freedom to dress however they wish and to be in spaces that are male dominated, amongst others.”

Phoshoko maintains that tainted, patriarchal space contributes to women struggling to mobilise themselves towards common goals. “Some women who become victims of offences end up withdrawing from academic activities,” she says. “The Department of Higher Education and Training must also transform its curriculum to teach decolonial feminism. We need more female leaders in HEI structures. “These women must not be mere faces of structures, but must be staunch in their convictions and understanding of gender struggles. We also need campus support and structures to respond to GBV.”

“The NSRC, as the highest body of student governance, must be deliberate in addressing the scourge of GBV in institutions. They must conceptualise new practical ideas to combat GBV, not just within campuses, but also outside where students exist,” she remarks. “I conducted research as a student leader, and discovered a safety app that can send response alarms if an individual is in danger. I believe that Unisa should introduce it for students.”

Mazibuko and Phoshoko conclude by reiterating that it is the responsibility of HEIs to make their spaces safe and conducive for victim-survivors to come forward.

#UnisaAgainstGBV

*By Nancy Legodi, Acting Journalist, Department of Institutional Advancement