Page 95 - Transformation Indaba Report

V. Transformation: Floating signifiers and unstable discourses?

23. ‘Transformation’, in the South African context, may well be one of the most prolific
empty signifiers that ‘absorbs rather than emits meaning’ (xx). It also seems to be a
dynamic floating signifier meaning different things to different people in that ‘they may
mean whatever their interpreters want them to mean’ (xx). This particular challenge is
underscored by a review of Integrated Transformation Plans (ITPs) of universities
(Soudien 2013) which identified nine meaning-making themes from the various ITPs:
reparations; compliance; relevance; evolution; psychological; contexts; social; review; and
mission .
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24. A survey across universities produced the following six transformation indicators and
categories in order of weight: institutional culture; curriculum and research; teaching and
learning; equity and redress; diversity and social inclusion; and community engagement
(2015: xx). The core mandates of higher education, research, teaching and learning, and
community engagement are reflected in these prioritized themes.

25. The most recent policy initiative in the area of higher education transformation, the
Draft Social Inclusion Policy Framework of DHET (2015), aims to address ‘deep
historical inequalities and, in moving forward, heals the divisions of the past through
interventionist policies and programmes. Race, gender, class, age, disability, HIV and
AIDS as well as geographical inequalities need to be addressed through deliberate
policies and programmes that focus on [substantive] equality, anti-racism, social
cohesion, inclusion and human rights in the post-school education and training sector.
This social inclusion policy ensures that all public colleges, Adult Education and Training
Centres and other public higher education and training institutions operating in South
Africa have in place anti-racism and anti-discrimination policies as well as grounding
programmes that focus on building an inclusive society’. ‘Social cohesion’, a key theme in

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‘Reparation: Transformation as a process of making amendments. It is about bringing about radical changes in ourselves
and advocating change to structural defects and dehumanising systems for the betterment of higher education whereby it is
possible to build a culture of mutual respect, trust, co-operation, tolerance and humaneness; Compliance: Transformation as a
response to constitutional and legal requirements; Responsiveness: Transformation as a process of becoming useful in and to
society at large. It is a multifaceted and integrated process by which the university continuously renews itself in an ongoing effort
to complement national development and societal goals; Evolution: Transformation as an inevitable (involuntary) process of
change. It is an ongoing process and not an event or an end in itself. It is a journey that requires courage, tolerance, fairness, and
equity and the willingness and courage to ask the difficult questions; Psychological: Transformation as a change that takes place
in individuals. It refers to the change process that takes place in people. It involves the promotion of moral, ethical and social
values as well as the enhancement of moral regeneration; Context: To provide opportunities for an excellent teaching and
learning experience that is contextually responsive to the challenges of globalisation and of a society in transition; Social:
Transformation as a change that takes place between individuals and where historical power relations are fundamentally altered
and equalised; Review: Transformation as a process of evaluating existing conditions; Mission: Transformation as a process of
meeting set objectives. Transformation is fundamental and purposeful advancement towards specified goals - individual,
collective, cultural and institutional.
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NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 90