HUMAN ECOLOGY 1977 - 2014...Human Ecology 1977-2014 Page 2 Report prepared by: Faltoema Murray Senior Officer 1978 – 2014 B.A. Honours Arabic, UWC B.A. Honours English, UWC HED,

HUMAN ECOLOGY 1977 - 2014

HISTORICAL REPORT OF

HUMAN ECOLOGY AT

THE UNIVERSITY OF THE WESTERN CAPE

December 2014

Human Ecology 1977-2014 Page 2

Report prepared by: Faltoema Murray Senior Officer 1978 – 2014 B.A. Honours Arabic, UWC B.A. Honours English, UWC HED, Unisa Department of Human Ecology & Dietetics University of the Western Cape Bellville December 2014


Contents INTRODUCTION ............................................................................................................................................ 6

PRELUDE 1968 TO 1977 ............................................................................................................................ 6

SOCIAL – POLITICAL CONDITIONS ............................................................................................................. 7

LEADERSHIP AT THE UNIVERSITY OF THE WESTERN CAPE ....................................................................... 8

THE EVOLUTION OF THE HUMAN ECOLOGY PROFESSION ........................................................................ 12

HUMAN ECOLOGY RELATED DISCIPLINES & SPECIALISATIONS .............................................................. 15

REASONS FOR INTRODUCING THE HUMAN ECOLOGY DEGREE AT UWC IN THE SEVENTIES ................ 16

WHAT IS HUMAN ECOLOGY? .................................................................................................................. 18

THE UWC CHAPTER ................................................................................................................................. 30

HUMAN ECOLOGY & DIETETICS .............................................................................................................. 32

CONTRIBUTION TO FACULTY .................................................................................................................. 33

CURRENT DEVELOPMENTS IN THE HUMAN ECOLOGY PROFESSION ...................................................... 34

COMMUNITY DEVELOPMENT ............................................................................................................. 34

CONSUMER STUDIES ........................................................................................................................... 35

COMMUNITY OUTREACH PROJECTS ....................................................................................................... 39

REVIEW OF THE DIVISION HUMAN ECOLOGY ......................................................................................... 42

PHASE OUT PROCESS .............................................................................................................................. 43

RESEARCH, CONFERENCES & PUBLICATIONS ......................................................................................... 46

CONCLUSION .............................................................................................................................................. 63

BIBLIOGRAPHY ............................................................................................................................................ 65


In the mighty ocean a ship is but a tiny vessel transporting a small group of humanity from one haven to another. The little people within are subjected to the turbulence of water, wind and air

– their destinies entwined with the vessel.

Human Ecology building, 1980

Human Ecology Building 1978 Human Ecology Building before the Human Ecology Hall (ME36) was built, 1980


Today for Tomorrow

AN EPISODE OF COURAGE, AN AGE OF FREEDOM

The Human Ecology logo represents the holistic approach to humans in their

environments. The earthy colours represent the environment, growth and

development. The people represent individuals, families and communities. The

slogan “Today for Tomorrow” was chosen to represent planning for the future:

training today for the future tomorrows, operating from a preventive holistic

ethos in societies and communities with a special focus on the micro

environment. The logo was designed by Faltoema Murray, 2004.

B.A. Human Ecology 1978 – 2014

Specializations: Education, Commercial, Community Development

The courage to do what you have to do …

…and the freedom to choose what you want to do.


INTRODUCTION

PRELUDE 1968 TO 1977

he University of the Western Cape was established in 1959 as an Apartheid institution for Coloured

people, governed by a conservative White board. It was widely known as Bush University because of

its location in the fynbos area of Bellville and the assumption that it was an inferior institution. The

university initially focused on teacher education and training. It soon became apparent that coloured

students had higher aspirations than merely becoming teachers. The political climate with leaders like

Hendrik Verwoerd didn’t allow for such aspirations. Frustration and anger at the oppressive apartheid

policies were festering and the coloured community itself did not fully realise the subtle growing of the

resistance movements. Black leaders were extremely conscious of the need for change in this country.

This festering boil was to burst open in the mid-seventies initially through black youth protesting against

the enforced learning of the Afrikaans language policy and joined later by coloured youth all over the

country. The white racist government could no longer contain the anger of the oppressed majority.

What was to follow was an accelerated resistance over the next twenty years.

Preliminary work was already initiated in 1968 to establish a Dietetics and Human Ecology Department

at the University College of the Western Cape, which would eventually materialise

into the Human Ecology course. Mrs Wynnie Schumann (7 March 1903 - 14 July

1989) corresponded with the then rector, Doctor Sieberhagen over a period of four

years to establish a Human Ecology Department. On 24 June 1968, Dr Sieberhagen

indicated that investigation into the establishment of a Dietetics degree course was

being considered, but he recommended that

“die logiese stap sou wees om eers in te gaan op die wenslikheid van die instelling van

'n Department Huishoudkunde. So iets, veral die oprigting van geboue, kan natuurlik

heelwat tyd in beslag neem. Ook moet gemeld word dat die Universiteit van Suid-

Afrika, onder wie se jurisdiksie die Universiteitskollege Wes-Kaapland nog ressorteer, nie

Huishoudkunde of Dieetkunde aanbied nie. Om hierdie rede sal in elk geval gewag moet

word totdat ons akademiese selfstandigheid verwerf. Dit word darem binne twee of

drie jaar verwag. Uit die voorgenoemde oorsig moet afgelei word dat ons in hierdie

stadium beslis geen aanduiding sal kan gee wanneer en of ons tot die instelling van ‘n

kursus in dieetkunde sal kan oorgaan nie. Ek is jammer dat ek u dus nie die groen lig

kan gee vir die aankondiging vanjaar by die Internasionale Konferensie van die

T

Wynnie Schumann


Wêreldbond van Plattelandse Vroue nie. Al wat ‘n mens miskien sou kon sê, is dat die

moontlikhede van die instelling van Dieetkunde aan die Universiteitskollege Wes-

Kaapland ondersoek word, maar dat waarskynlik nog baie jare sal verloop voordat die

werklike instelling sal geskied.” (Sieberhagen, 1968)

In a letter dated 10 August 1972 Dr Sieberhagen confirmed that the building project for the Human

Ecology Department would be completed by 1976/77 and recommended that fund raising efforts for

prospective students should be initiated. On 16 August he expressed his feelings on the political mood in

response to Mrs Schumann’s letter of thanks as follows:

“Baie dankie vir u vriendelike briefie van 11 deser. Dit doen ŉ mens goed om ŉ woordjie

van waardering te hoor vir wat jy vir die Kleurlingbevolking probeer doen het. Net

jammer dat van hulle self daar so min waardering kom. Veral in die afgelope jaar is

daar ‘n groot verset waarneembaar by ‘n deel van die student-gemeenskap. Miskien

moet ‘n mens dit maar sien as verbandhoudend met die studente - woeling as ‘n

wêreldverskynsel en met ons eie besondere rasseverhoudings. Dit is veral nodig om

perspektief te behou ter wille van tog beduidende getalle Kleurlinge wat koersgerig op

die pad van sosio-ekonomies ontwikkeling voortgaan” (Sieberhagen, 1972).

SOCIAL – POLITICAL CONDITIONS uman Ecology was established at the University of the Western Cape in the aftermath of the riots

of 1976 and amidst the teargas, rubber bullets and birdshot of 1977, which would become a

characteristic feature of the following two decades at UWC. Archival documents of the Department

bear testimony to the burning fires of 1977 which razed buildings, offices, destroyed books, notes, etc.

A year after the most significant and devastating riots in South Africa, three white ladies (Ria Mars,

Maretha Fourie1 and Corné Kirsten) quietly arrived at the University of the Western Cape to start a new

department called Human Ecology, their office was in a prefab building right at the focal point of

protests on the campus (opposite the Cafeteria – now the CACE building). What a lovely way to

welcome and prepare them for the coloured point of view! Their office, among others was burned in an

act of rebellious arson against the government – yes, the university was at the brunt of student anger,

police suppression and government oppression. And this was to carry on for number of years.

In January 1978, the newly built Human Ecology building was officially handed over. It was directly

opposite the old main entrance on Modderdam Road (now a pedestrian entrance) and the closest point

1 Maretha Fourie is a well-known quilting expert and published author

H


to Modderdam Road, where so many protest actions, stone-throwing, teargas and baton-beating took

place with students on the one side and the riot police on the other side. The roof became the ideal

vantage point to see what was happening at UWC.

The riot police too used the Spoornet (Transnet) building opposite this entrance as their vantage point

to monitor and shoot at protesting students and more often than not the building would be struck by

teargas canisters and rubber bullets. The day after became a regular clean up and repair scene. It was

also a hot spot where cars would be stopped dead in their tracks to avoid flying stones and

paraphernalia with which students vented their frustrations at the government and political system. It

was also a time for concerned parents to worry and wonder about the safety of their children. Least of

all staff and students irrespective of their political persuasions lived in continual anxiety of becoming

targets either of the riot police or political activists. Scenes of heated debate, conflict and accusations of

communism on the one side and oppression on the other side were not uncommon. And while the

pressure was building up from outside the country and tension was building up inside the country, the

demise of the political dragon of Apartheid slowly began to take root.

The aftermath of the 1976 riots had a big impact on studies at UWC. Parents were afraid to send their

children to a university where students were constantly under threat of class disruption, boycotts, riots,

teargas and bullets. It is no wonder then that the university struggled to attract students in 1977 which

was the year in which Human Ecology was first introduced to UWC.

LEADERSHIP AT THE UNIVERSITY OF THE WESTERN CAPE

rof. N.J. Sieberhagen, the only white rector (period 1960 – 1974), was a conservative leader abiding

by the policies of the country at the time (Anonymous, University of the Western Cape, 2010). He

was approached by Wynnie Schuman in 1968 to establish a Department of Home Economics and

Dietetics at the University of the Western Cape. She had just heard a radio announcement on the

fifteenth of June for the establishment of a Dietetics Department in the Western Cape. This was exactly

what the country needed at the time. Die Vakbond van Plattelandse Vroue, an affiliated association of

the international body which she was a member of had earmarked bursaries, especially in nutrition, for

students. Over a period of five years she kept up this correspondence until 1972 when Sieberhagen

informed her: “Die moontlikheid om kursusse in Dieetkunde en Huishoudkunde aan die Universiteit van

Wes-Kaapland in te stel … gebou is goedgekeur voltooiingsdatum is egter eers 1976/77” (Sieberhagen,

P


1972). Although she had never worked at UWC, Wynnie Schumann had paved the way for establishing

Human Ecology at UWC.

Student protests against the conservative university board led to the appointment of Prof. Richard van

der Ross (period 1975 – 1986), the first coloured rector. (Anonymous, University of the Western Cape,

2010) It was a challenging period. Van der Ross emphasised the need and importance of education as

part of a political revolution without disorder. Any form of authority was challenged at the time and he

had his fare share during the turbulent seventies and eighties. Under his leadership the university

became more liberal, a university for the working class, and by 1982 UWC had formally rejected the

apartheid ideology. Prof. Ilette le Roux, Mrs Ria Mars, and Mrs Hannie Zeeman were appointed as the

first lecturers in the Human Ecology Department and Faltoema Murray (néé Miller) was appointed as

the laboratory assistant in 1978. The students were all Coloured in those first few years of its existence.

The Black student population only started to grow in the early eighties – when the university, under the

leadership of Jakes Gerwel, the next rector, enforced The Freedom Charter of 1955 policy “the doors of

learning (and culture) shall be opened to all” and “these freedoms we will fight for, side by side,

throughout our lives, until we have won our liberty” (The Congress of the People, 1955).

It was a time of learning from each other and adjusting to, often conflicting opinions of what was

happening in the country and closer to home, what was happening at UWC. Were all Coloureds

communists? Were all Whites racists? How could destroying facilities aid in the abolishment of

Apartheid? Were any of these issues addressed in classrooms? Whose views were enforced in the

curriculum? These were the underlying tensions between staff and students and along racial lines at the

time.

For the next decade, Prof. Jakes Gerwel (period 1987 – 1994) would steer the university through

turbulent times openly declaring UWC “the University of the left” (University of the Western Cape,

2013). More students and staff began to concur in their fight against Apartheid. UWC became a

“people’s university” – the “doors of learning shall be open to all” (Suzman, 1999). Soon students of all

ethnic groups were allowed to register at UWC. No student was turned away and this led to the

university finding itself in major financial difficulties in the early nineties as many students could not

afford to pay for their studies. The medium of teaching was predominantly Afrikaans, but as more and

more students from different backgrounds started to attend ,the need for dual and later English


medium lectures increased. This resulted in a gradual movement towards single medium lectures (i.e.

English) due to the great number of students who did not understand Afrikaans.

Enter democracy 1994, we all get to vote and Gerwel gets called to serve in the new democratic

government. During his term the Dietetics degree was introduced in 1987. It formed part of the Human

Ecology Department with the name change: Human Ecology and Dietetics. The department also started

to employ lecturers of colour which brought challenges of its own – overcoming preconceived

perceptions along race, colour and cultural lines. Young black staff was challenging the older generation

white staff during these turbulent years. It took a while for them to trust one another. The Human

Ecology curriculum also underwent changes that reflected the changes taking place within the

university and the country.

These were the circumstances in which Prof. Cecil Abrahams (period 1995 – 2000), the third coloured

rector arrived (Anonymous, University of the Western Cape, 2010). His major focus was to irradicate

UWC’s “poverty” debt. He introduced the logo “A place of quality, a place to grow” (UWC, 2013). This

era marked the retrenchments of 41 academics at UWC in October 1998, among them Dr Lucy

Maliwichi, senior lecturer in Community Development and Nutrition in the Human Ecology Department.

These were challenging times for everyone at UWC. The Department was faced with major challenges of

filling the vacuum Dr Maliwichi had left, and the dilemma of maintaining the professional status of their

community involvement. Mrs Mars founder member of both the Human Ecology Department in 1977

and the Dietetics Division in 1987 retired in 1999. A dietitian by training and lecturer in nutrition she

had passionately pursued the establishment of a Dietetics degree at UWC. While the country was in a

new democracy of political hope, the University of the Western Cape was going through one of its most

difficult times: a university in trouble – major debt, unhappy staff and students, an unpopular rector.

Hope arrived in 2001 in the form of Prof. Brian O’Connell, rector and vice-chancellor (2001-2014) a highly

motivated, highly driven devout Catholic, passionate about HIV/AIDS education and the future of South

Africa. Hope to rebuild UWC as a world renowned university, hope to shed its “bush” image, hope to

overcome its financial difficulties and constraints, hope to build a whole new image of academic quality

and integrity. UWC truly became “A place of quality, a place to grow, from hope through action to

knowledge.” Towards the end of 2014, Prof. Brian O’Connell retired and one of the former deans of the

Community and Health Sciences faculty, Prof Tyrone Pretorius was appointed rector of the University of


the Western Cape. It was during Prof. Brian O’Connel’s term that Human Ecology was closed at UWC

and 31 December 2014 marked the last day of Human Ecology as a department and as a degree at UWC.

A view of Modderdam Road from Human Ecology building, the scene of many riot incidents. The name was changed to Robert Sobukwe Road in 2013.


PROGRESSION OF HOME ECONOMICS

PROFESSION

•FIRST TEXTBOOKS PUBLISHED

•Treatise on Domestic Economy 1841 (Catherine Beecher)

•Domestic Receipt Book 1842

•The American Woman's Home 1869 (Catherine Beecher & Harriet Beecher Stowe)

FIRST UNIVERSITY SUBJECT

•DOMESTIC ECONOMY

First offered at these universities:

•Iowas (1871), Kansas, Illinois, Oregon & South Dakota

FIRST SCHOOL SUBJECT

•DOMESTIC SCIENCE /

HOME ECONOMICS

Introduced as school subject

1880 -1890

FIRST CONFERENCE

•LAKE PLACID 1899

HOME ECONOMICS CONFERENCE

Adopted internationally as a university subject in 1909

INTERNATIONAL HUMAN ECOLOGY

TRAINING

•Michigan State University (College)

•Cornell University (School)

•University of Wisconsin (School)

•Louisiana Tech University (School)

•University of Alberta (Department)

•Kansas State University (School)

•Etc.

THE EVOLUTION OF THE HUMAN ECOLOGY PROFESSION “Human Ecology is as old as human existence” states Richard J. Borden, executive director of the Society for Human Ecology (Borden, 2008). Its focus of study is the human being in interaction with its multiple and complex environments.

t the turn of the nineteenth century a small

group of people came together to form a

field of study that would “improve everyday life”

and that would be interdisciplinary in nature. The

major areas of concern and specialisations at the

time were: foods & nutrition, clothing and textiles,

child development, housing and home furnishing.

Thus a discipline was born that would address

simple issues like hygiene, food sterilization,

economics for family and households. The first

conference for this discipline was held in 1899.

This discipline became known as Home Economics

although the name Human Ecology had been

proposed at the time. It placed the emphasis on the

economy and created a career path mostly for

women who were profoundly marginalised in a

male dominated society with academic careers

exclusively reserved for men. Ellen Swallow

Richards, a scientist, educator and pioneer for

Home Economics, who linked urban ecology to

human health, suggested the term Human Ecology

at the beginning of the 20th century (Kansas State

University, 2006). She developed Home Economics

and ensured the opportunity for women to pursue

careers outside the confines of the home (History

of Ecology, 2014).

A


As this discipline evolved, it was subjected to severe scrutiny from all avenues and directions. The

questions arose: Is it a discipline? Is it a science? Is it a female oriented discipline? Although it has

evolved tremendously since those early days it is still struggling to shake the image and perception of its

“non-academic status”, it is difficult to place this discipline in a box because of its comprehensive nature.

Its discipline was the discipline of humanity (well-being, survival, sustainability, values and morals). Its

science was the science of human well-being and environmental sustainability. It was aimed at universal

issues affecting and impacting on families, communities and societies. It was the development and

empowerment of people. It was the study of humans and their relationships with all kinds of

environments.

In 1913 Martha Van Rensselaer, Professor of Home Economics and Co-Director of the New York State

College of Home Economics described Home Economics as follows: Home Economics is not one

department, … It is not a single speciality … Many technical and educational departments will grow out

of it as time goes on” (Cornell University, 2010).

The first South African home economists qualified in 1918 in USA and Canada. Two of them, Ivy van der

Merwe and Jess Davidtz, started the Home Economics Department at Stellenbosch University in 1925

and Pretoria in 1927. Home Economics guidance originally started in South Africa as a means to address

poverty in rural areas after the Anglo – Boer war and the depression (Compton & Hall, 1972) cited in (le

Roux, 1978).

The American universities moved away from the Home Economics model that was perceived to focus on

“domestic science” skills (which was interpreted to focus only on cooking and needlework) (le Roux,

1978). It evolved into the all-encompassing approach that studies all facets of humans within the

environments they live in. The practical component of Home Economics which was essential for

students to understand and apply concepts in the community within the broader perspective of the

complex nature and relationship of humans and their environments, was erroneously perceived to be

the central focus of Home Economics. But the discipline is more than just the practical component

thereof. Consequently, the laymen’s interpretation is at odds with what Human Ecology entails – a

deeply rooted mission of the well-being of society.


Human Ecology was introduced at UWC South Africa at a time when there was widespread international

debate on changing the name from Home Economics. Some of the most prolific writers at the time –

and even today have not subscribed to the name Human Ecology for this all-encompassing discipline.

This notion is in part the reason for the perception that it is a “glorified domestic science”.

In her inaugural speech Ilette le Roux, first professor of Human Ecology at UWC, described the discipline

as follows: Home Economics emphasised an economic approach “ – Home Economics: home meaning

the place of shelter and nurture for the children and for those personal qualities of self-sacrifice for

others for gaining strength to meet the world; economics meaning the management of this home on

economic lines as to time and energy as well as to mere money” McGrath & Johnson, 1966 cited in (le

Roux, 1978). In the late seventies and early eighties education and development of skills for decision-

making, economic growth and excellence was encouraged to develop a high quality of life for all.

Human Ecology emphasises the ecological approach as “a total way of thinking and living … It is seeing

man, (his institutions and his global and near-environments) in a perspective which establishes priorities

and provides a basis for human identity and decision-making in a complex and finite world” Page, 1976

cited in (le Roux, 1978) We prefer the name Human Ecology because it emphasises the importance of

healthy interaction between man and his environment for our survival (le Roux, 1978). “The subject

matter is both commonplace and of great social concern, for the ways in which man live, eat, spend their

money and raise their children determine not only family well-being but the welfare and stability of

society as well” Knapp, 1970 in Compton & Hall, 1972 cited in (le Roux, 1978).

In a speech in 1982 (Adult education as a function of the residents’ information centre, Westridge,

Mitchell’s Plain) Prof. le Roux highlighted Community Development as a means to make people aware of

“services and opportunities” and “leadership”. Adult Education, a subject offered by Human Ecology,

provided training for communities to utilize their “resources, live with their neighbours, maintain their

home and care for their families as a key to well-being of community, with a background in Human

Sciences and Physical Sciences” (le Roux, 1978).


HUMAN ECOLOGY RELATED DISCIPLINES & SPECIALISATIONS

DISCIPLINES USING THE FOCUS OF HUMANS AND THEIR RELATIONSHIP WITH THEIR ENVIRONMENTS

HUMAN ECOLOGY • UWC 1977 - • UNISA • Denmark • Vrije

Universiteit Brussel

• College of the Atlantic

• Cornell University College of Human Ecology

• Lund University’s Human Ecology Division

• Rutgers University’s Department of Human Ecology

• University of California at Davis’s Graduate Group in Ecology

• University College London’s Human Ecology Research Group

• University of Gothenburg’s Department of Human Ecology

CONSUMER STUDIES/ CONSUMER SCIENCE • UWC 2006 • UNISA • NORTH WEST • US • FREE STATE

FAMILY/FAMILY ECOLOGY & CONSUMER SCIENCES • US - 2000

HUMAN DEVELOPMENT • AMERICAN

UNIVERSITIES

HOME ECONOMICS • US 1924 –

2000 • UP 1927 – • Orange Free

State

FAMILY SCIENCES • PRETORIA • WITS • ORANGE

FREE STATE

AGRICULTURAL STUDIES • RHODES

DEVELOPMENTAL EDUCATION AND COMMUNITY

SERVICE

PROFESSIONAL ORGANISATIONS • International

Federation of Home Economics (IFHE)

• Alberta Human Ecology Association (AHEA)

• Manitoba Association of Home Economics

• Society for Human Ecology

• American Association of Family and Consumer Sciences

• South African Association of Family and Consumer Science (SAAFECS)

SPECIALISATIONFOCI (Wikipedia, 2010) • Anthropology • Community

Agriculture • Design &

Technology • Development • Ecology • Economic and

Social well-being

• Economy • Environment • Environmental

policy • Environmental

Sciences • Equity • Geography • Health and

populations • History • Life Course • Policies &

politics • Psychology • Social • Social

Sciences • Sustainability

APPROACHES: INTERDISCIPLINARY, MULTIDISCIPLINARY, TRANSDISCIPLINARY


REASONS FOR INTRODUCING THE HUMAN ECOLOGY DEGREE AT UWC IN THE SEVENTIES

Composition of the Human Ecology degree at UWC

he first South African home economists identified poverty in rural areas, in particular “die

armblankedom” (the poor white problem) as the major reason for introducing Home Economics in

the mid-twenties, Smit quoted in le Roux (Le Roux, 1980). This purpose would continue to be relevant

throughout the existence of all Home Economics related disciplines in South Africa.

When discussions began for the introduction of the new Human Ecology degree at the University of the

Western Cape during the period 1976 – 77, the Institute of Social Development (ISD) made some

recommendations for the content and composition of the course. Documentary evidence show that the

major concerns were the social-economic condition of coloureds, community involvement, home

management, dietary issues, consumer credit, school feeding “community life, voluntary organisations

and the role of the individual household; training for grassroots action and communication”, child care

and feeding, courses in alcohol use and abuse (Thomas, 1976). A general recommendation for planning

the course included problem-based and action focused education and a combination of “elements of

the conventional Home Economics and Dietetics courses as well as additional aspects should be

integrated into a new course” (Thomas, 1976). The course was identified as addressing the needs of the

time where a service oriented education and training was needed to address the apparent alcoholism

and alcohol abuse in the coloured community (Louw, 1976). Research conducted by ISD to test the

needs of the community and the composition of Human Ecology indicated an emphasis on foods and

nutrition, food groups, clothing, development of various skills, family care, hygiene, home furnishing and

care, interior design, household appliances, financial management and consumer education (van Harte,

1976).

Some of the recommended research areas for this course were: to work with ISD, for example the

development of a coloured panel group for relation and consumer studies as well as income-analysis.

They also recommended that some courses be offered on a part-time basis to community

leaders/workers as part of adult education. Among others it was suggested for the development of a

strong Home Economics department “a minimum of 5 relatively senior persons (including at least 2

Coloureds)” was recommended (Instituut vir Sosiale Ontwikkeling, UWK, 1976).

T


Historical documents further reveal that the Institute for Social Development (ISD) of the University of

the Western Cape was instrumental in providing a needs analysis of the coloured community where

they identified the role of Human Ecology from a social development perspective. It is mentioned that

there was a big alcoholism problem – perpetuated by the dop system at the time. The social issues

affecting coloured communities had become a great concern and ISD recognised the role Human

Ecology could play from a preventative educational perspective. This was one of the key reasons for the

incorporation of Non-formal Education (later Adult Education) in the curriculum. The University of

Stellenbosch offered degrees in B Home Economics and B Sc Home Economics (to whites only at the

time) to accommodate specific specialisation that needed wider readings in the humanities and

sciences.

At UWC this option was not possible and the degree was housed in the Arts Faculty. The nature and

composition of the Human Ecology degree was therefore planned to provide enough foundation

modules to equip students with the knowledge and skills required to understand the science behind the

application modules which included Community Nutrition and Adult Education. Thus subjects like

Chemistry, Physics, and Business Management were incorporated into the syllabus. The holistic and

trans-disciplinary nature of the degree was therefore established at its inception. The dilemma was that

the degree was now straddled between faculties – at first housed in Arts with service modules from

Economic and Management Sciences (EMS) and Sciences, which often caused problems with time-table

planning. When the Faculty of Community and Health Sciences was launched, Human Ecology

identified the two “streams” of the degree (education and community development) as suitably

designed to better service the community surrounding the University of the Western Cape. Later the

community development degree would be adapted to the post-Apartheid needs of the country. As the

school curriculum was modified, Method subjects Needlework and Home Economics were replaced by

the new school subject, Consumer Studies. This resulted in the establishment of a Consumer Studies

degree specifically tailored to train Consumer Studies teachers. Workshops and training were then

provided to in-service teachers with relevant teaching materials provided.

Implementation from 1978

Human Ecology was introduced to the University of the Western Cape, South Africa in the late seventies

as a four-year BA degree with specialisations in education and general (non-formal/adult education) and

a three-year teacher’s diploma (LSTD). Its purpose and approach was to educate and uplift the


“Coloured” community and to address well-fare in this community. Students registered for this course

as an alternative to the few other options available to Coloureds at the time, which were a BA, B Com or

a BSc degree with qualifications as teachers, nurses or social workers.

Human Ecology was introduced at UWC during a period when the country was undergoing major

upheavals on the political front which gave rise to interesting debates, assumptions, and misconceptions

along racial lines, particularly considering that the staff complement was predominantly White Afrikaner

and the students were mainly Coloured. Despite the friction that arose from time to time, both students

and staff succeeded in making the department grow and blossom into producing highly successful

efficient professionals. The majority of these students qualified as teachers, since very few alternatives

were available at the time. Some of those very students have returned to UWC and are now in key

positions in the department - in fact the majority of the staff component today is former students of the

department. Three Human Ecology staff members are currently in key positions at UWC: The Registrar’s

office, Community Engagement and the DVC’s office.

Historically Human Ecology at UWC was the only degree of this nature available to Non-Whites at a

black institution in the Western Cape. Its sister degrees at Stellenbosch have been discontinued and only

some modules are now offered as part of another degree, e.g. Textile Science. Yet, this degree is the

core solution for addressing the critical societal and educational needs facing South Africa today.

WHAT IS HUMAN ECOLOGY?

Definition

Menslike Ecology is die studie

van die mens binne spesifieke

omgewings ten einde hul

lewenskwaliteit te verbeter

Human Ecology is the study

of humans in specific

environments to enhance

their quality of life

Human Ecology kukufunda

ngezinto eziphilileyo malunga

nendawo eziphila kuyo

The generic definition was translated into the three languages spoken in the Western Cape. Human Ecology Prospectus, 2000


uch has been written about the discipline Human Ecology – for further reading about the

discipline refer to prolific writers like Donna Pendergast, Sue McGregor and Kaija Turkki. The

purpose is not to repeat what has been stated, but rather to highlight the essence of Human Ecology

and to contextualise it within the current socio-political-economic environment and current trends

locally and globally.

In her inaugural speech in 1978, Prof. Ilette le Roux2, first professor and head of the Human Ecology

Department at the University of the Western Cape gave a comprehensive explanation of the definition,

evolution, and naming of the department. A simple definition as known and understood by human

ecologists globally is:

Human Ecology is the study of man in his environment with the purpose of improving the quality of life of

individuals, families and communities (le Roux, 1978), (Marten, 2009).

Another definition describes Human Ecology as the “Interdisciplinary or transdisciplinary study of the

relationship between human and their natural, social and created environments” (Anonymous, Human

Ecology, 2010). The name Human Ecology is used by other disciplines such as Sociology and Geography.

“Human ecology has a fragmented academic history with developments spread throughout a range of

disciplines, including: home economics, geography, anthropology, sociology, zoology, and psychology”

(Wikipedia, 2010). Human Ecology not only explores the influence of humans on their environment but

also the influence of the environment on human behaviour and their adaptive strategies.

One of the most comprehensive definitions for Human Ecology and related disciplines was determined

at the Lake Placid conference, USA in 1900:

“Home Economics in its most comprehensive sense is the study of the laws, conditions, principles, and

ideals which are concerned on the one hand with man’s immediate physical environment and on the

other hand with his nature as a social being, and is the study specially of the relation between these two

factors” (Creekmore, 1968) with the purpose of improving the quality of life of individuals and families.

2 Prof. Ilette le Roux was qualified as a Home Economist and she worked as a dietitian at a hospital in Springs.

M

http://en.wikipedia.org/wiki/Home_economics

http://en.wikipedia.org/wiki/Geography

http://en.wikipedia.org/wiki/Anthropology

http://en.wikipedia.org/wiki/Sociology

http://en.wikipedia.org/wiki/Zoology

http://en.wikipedia.org/wiki/Psychology


“Human Ecology professors are trained to look for the bigger picture and the interconnections between

seemingly different categories of life and behavior. They are further encouraged to go outside their

comfort zone and seek understanding beyond their immediate surrounds” (Goldsmith & Pemberton,

2010).

Ernest Haeckl used the word “oekologie” to describe the study of an organism’s relationship to its

environment in 1866 (Wikipedia, 2010). “Ecology … created a bridge between the physical sciences and

the biological sciences in order to study systems of both biotic and abiotic factors.” (Wikipedia, 2010) At

some institutions Human Ecology is a division or a department and at others a school or faculty.

At faculty level Human Ecology operates best on a multi and transdisciplinary level. There are schools

that encourage students to register and select their own specialisation within the broader field of

Human Ecology, e.g. College of the Atlantic (Anonymous, College of the Atlantic , 2010). The Australian

School of Human Ecology describes Human Ecology as “a discipline about learning ways to interact with

people and the environment” where students “develop a set of competencies which can be the basis of

a new way of being, a way which is beyond self-importance and is accepting of life” (ASHE, 2000-2013).

Human Ecologists are able to transfer knowledge and skills and adapt to various situations because of

their broad foundation. It is considered as ‘”Unifying Science of the Future, a Science of Relatedness

and Inter-connectedness” (ASHE, 2000-2013).

Already at its inception Human Ecologists at UWC were challenged about the choice of its name Human

Ecology (Afrikaans: Menslike Ekologie), which has always been at the centre of debate in many

academic circles. In a report (memorandum no. 4 1977) Fourie emphasised the importance of compiling

information about the name, origins and mission statement of the department to ensure the correct

interpretation of the discipline Human Ecology “since the department was dependent on the

combination and application of theories from practically all physical-, behavioural and social sciences”

(Fourie, 1977).

Home Economics emphasised an economic approach “ – home economics: home meaning the place of

shelter and nurture for the children and for those personal qualities of self sacrifice for others for

gaining strength to meet the world; economics meaning the management of this home on economic

lines as to time and energy as well as to mere money” McGrath & Johnson, 1966 cited in (le Roux, 1978).


This was appropriate at the time for the need was to educate / develop skills for economic growth and

excellences – in the late seventies and early eighties encouraged decision-making skills to develop high

quality of life for all.

Human Ecology on the other hand is a total way of thinking and living … It is seeing man, (his institutions

and his global and near-environments) in a perspective which establishes priorities and provides a basis

for human identity and decision-making in a complex and finite world” (M.S.U. 1971). “We prefer the

name Human Ecology because it emphasises the importance of healthy interaction between man and

his environment for our survival” (le Roux). “The subject matter is both commonplace and of great

social concern, for the ways in which man live, eat, spend their money and raise their children

determine not only family well-being but the welfare and stability of society as well” Knapp, 1970 in

Compton & Hall, 1972 cited in (le Roux, 1978).

The focus of Human Ecology is the well-being of individuals, families and communities therefore it has a

holistic approach to its study and it draws on many academic disciplines to maintain this focus. It is

primarily concerned with strengthening family life. Even within its specialisation the holistic focus is

retained. “Human Ecology focuses on the individual and his reciprocal relationships with other men and

technology in the settings most critical for human development: the family, home, and community”

(Compton & Hall, 1972).

The option of a BSc degree was not offered at UWC. The choice was between a four year BA degree in

education or general and a three-year diploma (LSTD). At the time (1978) the main objective was to

train teachers and adult educators (le Roux, 1978). Adult educators were involved in community

upliftment projects and served in governmental and non-governmental positions.

Human Ecology is a discipline that has evolved over time into many specialised fields which have

become disciplines in their own right. It has developed a distinctive character and nature as a holistic-

transdisciplinary field of study with the purpose of improving the quality of life wherever humans find

themselves. It is at its best when engaging in interdisciplinary and multidisciplinary studies to create a

holistic picture/map for evaluating the conditions of individuals, families and communities. Thus it acts

as a conduit for creating a generalist-specialist professional who has the qualities of assessing situations,

engaging with communities and making recommendations and referrals for change on several levels of

society. The very name Human Ecology is considered to be much more complex than its composite


parts. Human Ecology studies extend over many disciplines in sciences, humanities, education and arts.

In the process of establishing the Society of Human Ecology (SHE) its pioneers developed and published

a Directory of Human Ecologists which reflected “the names and biographies of 250 scholars,

researchers and professionals from various applied field across the US and abroad” (Borden, 2008).

It is offered at higher education at different levels: a division, a department, a school, a faculty and a

university. The very nature of the Human Ecology mission and curriculum is subject to perpetual change.

The reorientation of the traditional emphasis on vocational homemaking to a critical sciences approach

was already proposed as early as 1970 (Kerka, 1996). At the College of the Atlantic (1969 Maine), for

example, all students register for a compulsory module in Human Ecology (the foundation of the

college) then integrate their ideas from different disciplines towards a holistic understanding of Human

Ecology from an interdisciplinary perspective and “all faculty members consider themselves human

ecologists in addition to their formal specialization” (Anonymous, College of the Atlantic , 2010). These

specializations include history, anthropology, economics, philosophy, ecology, food systems,

environmental science, and education. Human Ecology at UWC was the only department in the late

seventies and eighties to be identified as Human Ecology. The only other institution offering a degree in

Human Ecology is at the University of South Africa (Unisa) which started in 2005. Its sister-disciplines

have evolved in different ways in line with what is happening globally, with different specialisations and

are now Called Family and Consumer Sciences, Consumer Studies.

“Human Ecology as a profession has a moral and ethical obligation to inculcate a respect for people,

improve the quality of life and raise the conditions of the home and the family. This social responsibility

directly impacts on what we teach and how we change to meet the needs of society.” (Cornelissen,

2004). The Human Ecology Department adapted its focus in line with universal trends towards

integrated and trans-disciplinary approaches in the late nineties...” (Cornelissen, 2004). The Consumer

Studies course was adapted to the needs of the country and in line with WCED CAPS documents.

Consumer Science is offered as a degree at the University of Pretoria with post-graduate specialisations

in Clothing Management, Food Management or Hospitality Management, as well as a BSc Food

Management study programme (de Bruin, 2011).

The School of Human Ecology at the University of Wisconsin currently has over 900 undergraduate and

100 post graduate students. It has departments in Consumer Science, Interdisciplinary Studies, Design


Studies, and Human Development & Family Studies (Wikipedia, 2014). It also offers post graduate

studies in Human Ecology with options in Consumer Behaviour and Family Economics, Design Studies,

and Human Development and Family Studies.

“Human Ecology programs have been an integral part of Louisiana Tech University since

its inception in 1894. Tech was the first university in the state to offer programs in

Human Ecology disciplines. The School of Human Ecology offers three undergraduate

degrees in the specialization areas of family and child studies, nutrition and dietetics, and

merchandising and consumer studies. Two undergraduate degrees, family and consumer

sciences education and early childhood education, are offered jointly with the College of

Education. The School of Human Ecology also offers a masters degree in nutrition and

dietetics. Our programs provide students with the opportunities for internships, field

study and travel, membership in professional organizations, and professional growth”

(School of Human Ecology, 2013).

PROGRESSION OF THE PROFESSION IN SOUTH AFRICA

Started as HOME ECONOMICS at Changed to

• UNIVERSITY OF STELLENBOSCH 1925 – 1997

• UNIVERSITY OF PRETORIA 1927 –

(SAQA, 2010)

CONSUMER SCIENCE at

University of: Pretoria, Free state, Unisa, Stellenbosch,

North West

CONSUMER STUDIES at

University of the Western Cape (UWC), KwaZulu Natal

FAMILY AND CONSUMER SCIENCE at

University of Stellenbosch

FAMILY ECOLOGY AND CONSUMER SCIENCE at

University of Venda

CONSUMER SCIENCE at • Durban University of Technology

• Cape Peninsula University of Technology

• Walter Sisulu University of Technology

HUMAN ECOLOGY at • University of the Western Cape , Community Development 1977 – 2014

• University of South Africa , Social Development. 2005 -


Water, the essence of life

Understanding Human Ecology

uman Ecology can be symbolised by water. It is the life source of all

living beings and it takes on the shape of the utensil it is used for.

How do you catch water? In a cup, a glass, a dam, a pool, a cylinder? It all

depends on what you are going to use it for. The container is merely an

outward manifestation of the specific environment. As water takes on

different forms in different states and becomes something else (water to

ice, to snow, etc.) to address needs at different times, so it has been with

Human Ecology. The essence is to utilise it in the best manner that

satisfies the need. The human ecologist adapts theory and practice to

satisfy the needs in the various communities it serves. Human Ecology’s broad-based holistic framework

has been the source of other disciplines’ specialisation. “The role of human ecologists in families,

communities and the environment is to provide a service wherever people eat, live, clothe themselves

and perform routine activities” Maretha Fourie, acting head 1977 (Anonymous, UWC News, 1977).

Universally Human Ecology has at its core a holistic approach to the study of humans in their different

environments. This is one of the few disciplines that takes into account how different environments

impact on the individual, family, and community. The study of these environments helps people to

identify what the needs of individuals, families and communities are and how to best address these

needs. Maslow’s hierarchy of needs has been used as the key framework in Human Ecology.

A revised syllabus was introduced in 1996 which allowed for three areas of specialisation, namely

Education, Community Development and Commercial which provided students with training to work in

schools, tertiary institutions, commercial companies and community organisations with courses in

Housing, Nutrition, Foods and Clothing.

Human ecologists are specialists in the areas of Housing, Clothing, Foods and Nutrition, Family Studies,

Consumer Studies, Adult Education/Non-formal Education, Resource and Financial Management.

Human Ecology trained both teachers and community workers. The focus was on the upliftment of

communities, training and educating people in foods, nutrition, clothing, financial management,

housing, adult education the objective being to help families to raise the quality of life. The ultimate

objective of Adult Education in this discipline is to help the family to raise its quality of life: The main

H


areas of concern for Adult Education are: Family development and stability; Consumer competence,

Family housing, Family health, Community resource development.

Human ecologists …

work within a holistic context

work with families and communities

train professionals in Community Development

train professionals in Consumer Science/Studies

focus on sustainable development

focus on poverty alleviation

operate from a preventive perspective

translate and transfer to and from communities

engineer change and transformation within communities

address needs of the time

Prof Ilette le Roux delivered her inaugural speech on 5 June 1980 in which she declared the mission

statement of Human Ecology Wat is Menslike Ekologie?

In 1978 Prof le Roux stated: Ek wil dit onomwonde stel: Huishoudkunde is a ‘n noodsaaklike kennisveld

vir elke mens vandag! Dr. Harriet Light (1985) stel dit so: “the time is ripe for Home Economics teachers

to understand that the body of knowledge they teach, their expertise, is fundamental to one of the most

profound movements in today’s society – Health and Wellness” (p.1) (le Roux, 1978).


Definitions sourced from (Wikipedia, 2010)

Holistic perspective of Human Ecology to viewing and interacting with the world and all kinds of knowledge to inform sustainable action in improving the quality of life

macro

exo

meso

HUMAN ECOLOGY

ENVIRONMENTS

micro

Interdisciplinary –

Integration between disciplines… To address complex problems dealing with human / environment (social, physical or mental) interactions Human Ecology, IPOC

Monodisciplinary –

Studies focusing on one specific area… To prepare students for work in a specific discipline Method of Consumer Studies, Sociology, Dietetics, Psychology, Anthropology, Nutrition

Multidisciplinary – A variety of subjects studied concurrently … To be effective in a complex society Human Ecology, Sociology, Economics, Psychology, Anthropology, Business Management

Transdisciplinary –

A perspective that transcends disciplines … To create a worldview of inherent connectivity when addressing problems relating to human / environment interactions, but still relying on solid disciplinary foundation Human Ecology


Programmes offered within the department

he discipline Human Ecology has at its core the holistic study and development of the individual,

family and community. Human Ecology studies how the economic-, ecological-, and social

environments interact and affect individuals, families and communities. This discipline equips students

with knowledge and skills which are applied from a preventative approach to alleviate and address the

problems communities are faced with. It educates these groups about fundamental health, social, and

financial matters from a holistic perspective – as one would experience in any given situation and

community. It also focuses on developing skills in critical, constructive thinking, the power of self-

expression and creativity in teaching. It is a fundamental training that should be available to all learners

at secondary schools, let alone tertiary level. Qualifications were offered in:

B A Human Ecology (General): Community Development

B A Human Ecology (Education): Consumer Studies and Life Orientation

Advanced Certificate in Education (ACE) Consumer Studies

B A Human Ecology (Honours)

M A Human Ecology (Research)

M A Human Ecology (Course work)

PhD Human Ecology

Career options and opportunities

Being trained to work in a holistic transdisciplinary environment makes human ecologists generalist

specialists which means they are able to work within a variety of workplaces where a holistic view to

reaching the company’s goals are required.

Specialisations

Education

Consumer Studies

General

Community Development

General

Commercial

T


Professions for a degree in Human Ecology includes:

Both degrees prior to 2006: entrepreneurship, journalism for specialist magazines, fashion

buyer/merchandiser, nutritional guidance officer, housing consultant, product development,

textiles consultant

Teaching profession - Consumer Studies, Home Economics & Needlework (before 2006 in South

Africa) B.A. Human Ecology Education (Consumer Studies).

Community Development and NGO’s: Adult education, It has produced community

development practitioners who are generalist specialist, researchers. B.A. Human Ecology

General (Community Development)


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THE UWC CHAPTER UIT DIE DAGBOEK 1978 MENSLIKE EKOLOGIE, UNIVERSITEIT VAN WES-KAAPLAND: mainly recorded by Ria Mars. The diary gives some insight into the development of this department’s first few months.

A brief timeline of events from 1977 to 2014

1977: Launch of degree and canvassing of students: Maretha Fourie & Maria Mars

1978 – 1994: Introduction of BA Human Ecology degree and LSTD in Human Ecology (Housed in the Faculty of Arts): Prof Ilette le Roux, Hannie Zeeman, Maria Mars, Faltoema Miller (first staff)

1987: Introduction of Dietetics degree. Maria Mars & Edelweiss Wentzel (Moved to the new Faculty of Community & Health Sciences)

1994: Name changed to Department of Human Ecology & Dietetics: Judith Cornelissen co-ordinator for Human Ecology & Maria Mars co-ordinator for Dietetics

1997: Edelweiss Wentzel leaves UWC; 1999 Maria Mars retires

2002 Academic review

2003 Anita Maürtin Cairncross (HOD 2000 - 2001) seconded to TELP; Priscilla Daniels (HOD 1995-6; 2002 - 2010) seconded to CHESP (50%)

2003 – 2004 Workshops and planning of new curriculum in line with review recommendations, WCED introduction of the school subject Consumer Studies and the Education Faculty.

2006 Implementation of new curriculum.

2008 Academic review. Division Human Ecology given two years to report back on progress

2008 – 2009 Department ran the ACE programme for Consumer Studies teachers. Feedback was positive and encouraging. Teachers value the content and training provided. 2009 Government discontinued ACE programme

2009 Prof Judith Cornelissen appointed as Deputy Registrar

2010 Abrupt closure of department announced at Senate

2011 – 2014 Staff assist students to come to terms with closure and remain committed to phase out the students who are still in the system

2013 Prof Rina Swart (Co-ordinator Dietetics 1998 - 2013 & HOD 2011-2013) appointed as Deputy Dean Community & Health Sciences Last group of Consumer Studies students complete degree

2014 Dr Ernie Kunneke appointed HOD Last group of Community Development Students complete degree Closure of Human Ecology Division & Relocation of remaining staff


Die Departement Menslike Ekologie het aanvanklik met drie lektor poste (een vol en twee halwes) en

een tegniese assistant begin. Die voertaal destyds was hoofsaaklik Afrikaans, totdat een van die

Engelsprekende student by die Rektor gaan kla het en mense besef het dat daar ‘n behoefte was aan

tweetaligheid. Gedurende die vormingsjare van Menslike Ekologie het Ria Mars ‘n Dagboek gehou van

die aktiwiteite in die Departement.

Four trees were planted marking a new beginning: The B.A. Human Ecology degree at UWC.

The Human Ecology building was still surrounded by loose building sand and with no electricity or

telephones. Ria Mars described it as the castle (Ons kasteel is ‘n eiland omring deur sand). “Loop op

kampus is: balanseer op die buitenste ry sementstene van elke paadjie en wonder wie sal padgee vir die

kop-aan-kop vasloop. Padgee is balanseer op ‘n polletjie gras of op die sandlaag wat wag vir sy

sementdeksel!” (Mars, Human Ecology Diary & Minutes, 1977).

The first staff meeting was held on 16 February 1977 with Maretha Fourie, Ria Mars and Corné Kirsten,

sharing one lectureship. Hannie Zeeman planned for a herb garden and Maretha Fourie suggested

planting chrysanthemums, which if you step outside the main entrance you will see still grows there. A

tree planting ceremony as a symbol for the environmental perspective of Human Ecology was

recommended by Ilette le Roux. The building was shared with the German department. The first intake

Prof Ilette le Roux (with spade in foreground), Hannie Zeeman & Ria Mars with some of the first group of students (Die Burger, 1978)


of students was in 1978. It included two sets of twins seen as “a good omen” by Prof Ilette le Roux.

There were 22 students including two males.

Documents preserved in what we used to call “The Human Ecology Archive” shows evidence of the

impact the 1977 riots had on this institution. There are quite a number of pages discoloured with the

various hues of burnt paper – reminiscent of the prefab building where Human Ecology’s first offices

were house and which was burnt down during the 1977 riots. The pioneers doing the preparatory work

were Ria Mars, Maretha Fourie and Corné Kirsten. The typist was Margaret Robyn (néé Sales) who

would years later also do the Human Ecology degree.

HUMAN ECOLOGY & DIETETICS he Human Ecology Department was initially housed in the Faculty of Arts. It remained there for a

number of years until the Faculty of Community and Health Sciences was established in 1987.

Because of its holistic nature and its involvement in community development in terms of foods, clothing,

community nutrition, and family studies and housing, Human Ecology was moved to the Faculty of

Community and Health Sciences. In the meantime efforts to introduce a degree in Dietetics were

realised when the first four dietetics students registered in 1987. Maria Mars was instrumental in its

development, in her words: “The Department of Human Ecology is proud to announce a daughter

department of Dietetics with a B.Sc. course in Dietetics” (Mars, Dietetics , 1987). The department was

renamed Human Ecology & Dietetics and both divisions shared staff, a building and a department. Each

division ran independently with a co-ordinator managing the day to day needs and a head of

department seeing to the operations management. They shared two academic support staff and one

secretary who reported directly to the Head of Department. Although they functioned as two distinct

units, the operational budget was shared by the two divisions,

The B.Sc. Dietetics degree was governed by the Faculty of Science, which resulted in the Division of

Dietetics straddling between two faculties. It was also registered with the South African Medical and

Dental Board. The Faculty of Community and Health Sciences was considered a pioneer for inter-

disciplinary co-operation in health care “’n mylpaal vir interdissiplinêre samewerking van

gesondheidsverwante wetenskappe … ‘n gevoel van op die voorpunt wees”, (Mars, Personal

Correspondence, retirement letter, 1999).

Dietetics was responsible for teaching all the Nutrition modules and Human Ecology was responsible for

all the Foods modules with facilities and support staff being shared. Although there was a drive towards

T


separating the two divisions and at the Review of 2008 this was one of the recommendations, the two

divisions would share a building, a budget, equipment, support staff, and some modules until the end of

2014.

The subject Nutrition was originally developed as a university subject by Home Economics (its main

focus). With specialization and growth over the years the Dietetics profession evolved from Home

Economics in the sixties to specifically deal with the therapeutic nutrition side. Nutrition (preventive

side) has always remained one of the key focus areas of Home Economics/Human Ecology to this day.

Since its inception in 1978, the Human Ecology Department at UWC offered Nutrition (including Applied

Nutrition, Foods and Community Nutrition) as core courses. When the Professional Board for Dietetics

was established (1981), Nutrition was adopted as their domain. Since its inception in 1978, the Human

Ecology Department at UWC offered Nutrition (including Applied Nutrition, Foods and Community

Nutrition) as core courses. When the Professional Board for Dietetics was established (1981), Nutrition

was adopted as the domain of Dietetics.

CONTRIBUTION TO FACULTY

he Division of Human Ecology has played an important role in all areas of faculty planning and

output throughout the existence of the Faculty of Community and Health Sciences. The mission

statement of The Faculty of Community & Health Sciences complemented the goals and objectives of

the department within a primary health care and community development perspective. Human Ecology

lecturers were actively involved in the teaching of the core courses on the multi-disciplinary team.

This included serving on various committees, participating in open days, strategic planning, etc. All staff

contributed to faculty at different times and in recent years, valuable contributions were made

specifically to the following faculty committees: Research (Dr Erasmus) and Academic Student Affairs

(Ms Cornelissen), Health and Safety, Information Technology (Ms Murray), Time-table (Ms Cornelissen

& Ms Murray), Library (Ms Luhanga), etc. After the announcement of the closure, staff continued to

play an active and positive role both in the department and the in the faculty.

T


CURRENT DEVELOPMENTS IN THE HUMAN ECOLOGY PROFESSION

COMMUNITY DEVELOPMENT

uring the strategic workshops following and based on the Review Recommendations of 2002,

Community Development within the Human Ecology framework took on a special focus. Author

and lecturer, De Wet Schutte was the facilitator. The Department spent weeks reflecting and debating

the concept and content of Community Development within the Human Ecology context as well as the

needs identified in the country. The country’s needs had changed and community development as

practiced prior to 2002 had to be aligned to what was desperately needed in the new millenium South

Africa. Cornel Hart was appointed as lecturer for Community Development. She put measures in place

to develop this course and negotiated partnerships with different stakeholders for student exposure and

internships.

Students who were interested in working with communities started applying for this degree. The

degree was gaining popularity. The department had forged service learning partnerships with the

Departments of Local Government and Housing in the Western Cape to expose students to service

learning in their curriculum. At the time of the Division’s sudden closure there were also a number of

post-graduate students interested in pursuing this degree. Because of the closure the Division also lost

out on government bursaries as government would no longer partner with a closing programme.

Until 2014 Human Ecology was the only Division at UWC that offered a qualification specialising in

community development. Communities were seen in a holistic and integrative manner (as evidenced in

current development approaches all over the globe); students were trained in a wide spectrum of

humanity sciences relevant to community development. Human Ecology was an integrative process

which necessitated a multi-disciplinary approach; and operated as a multi-disciplinary discipline.

In 2010 the department ran a competition to encourage students to reflect on their degree and the role

they have to play in society. The main themes were based on the major modules: Human Ecology,

Community Development, Micro Enterprise for Human Ecology, Family Development, Housing and

Consumer Studies. Contestants had to take pictures of their community that best depicted the chosen

theme and give a brief description for the selection. There were three categories: Senior (3rd – 4th

year), Junior (1st – 2nd year) and Fun (any individual, group or topic). The overall winner was Ramone

Comalie – his focus community development.

D


CONSUMER STUDIES

n 2004, the ANC took leadership in all provinces of this country. We saw the demise of the National

Party who had control of this country for over forty years. Thabo Mbeki, the second president of this

new democracy, charged us to work for our country. “Don’t ask what this country can do for you.

What can you do for this country?” And this is the challenge for Human Ecology today. Is this a black

country? Or is it a white country? It is neither, because in the process of building this nation, we are

working towards a people that is devoid of colour, a people that celebrates the concept of a rainbow

nation who can appreciate and respect all the cultures of this country. Having undergone a political

revolution many changes were made to ensure that past atrocities would not be repeated. It had a

great impact on how this country was viewed internationally. However, we are still faced with

numerous, socio-political and economic problems and these have an impact on how universities

approach research and community issues.

What’s happening at UWC is the tendency to equate Human Ecology with the school subject of the

seventies domestic science. No matter how much the discipline has evolved it has become a daunting

task to transcend those perceptions/attitudes: “Human Ecology has no theoretical framework, it only

cooks & sews, it has no right as a university discipline, it is too expensive …” McGregor & Gentzler

suggest that “those making the decisions regarding the departments, programs, and profession are

uninformed or do not understand the integrated nature of a profession that generates research and

knowledge to address the complex problems that people face daily as a result of human actions and

I

“As we know the apartheid era generated many unequal opportunities towards individuals such as non-whites many ended up unemployed on the street and in a poverty trap”.

“As human ecologist we are trained to facilitate in projects that empower communities from grassroots level.” Ramone Comalie (Comalie, 2010)


social realities.” That they are “grounded in a patriarchal ideology that favours natural sciences over

human sciences, men’s work over that generally associated with women, or both … they conclude it is a

less than legitimate area for scholarly endeavour… program-related decisions are based on their

knowledge and perceptions of our work” (McGregor & Gentzler, 2009).

“Imagining future possibilities – what could be or should be – is the extension of human intentionality

forward in time through problem solving, creative action and thus the study of these phenomena and

relationships is vast” (Borden, 2008) (Sue McGregor ).

Defragmentation through specialisation has been the downfall of many Human Ecology programmes

where the specialisation itself became a new discipline. Some theorist (like Young) hold the view that

Human Ecology may yet emerge as its own discipline. Others (like Shepard: “Human Ecology is

healthiest when “running out in all directions”” (Wikipedia, 2010)

Because the issues and interests of Human Ecology are enduring and universal, the field itself will

respond to human needs within whatever social structures and institutions people devise (Kansas State

University, 2006)

The Consumer Studies curriculum was adjusted in line with the CAPS document to offer a

comprehensive qualification that would equip prospective teachers for the new school curriculum. It

was also brought in line with developments in the Education Faculty. During the period of transition the

Department of Education (DoE) offered a learnership for prospective students interested in doing

Consumer Studies as a teaching subject, but towards the end of 2006 this learnership was discontinued.

This had an immediate impact on prospective students with the result that no new students were

recruited for 2007 and 2008 as there were no bursaries for these students. In 2010 the interest in the

Consumer Studies degree grew and up to 2014 queries for this degree were received. The department

has also had to turn away students who wanted return to complete their degree after a period of

absence as well as those intending to register for postgraduate qualifications in Human Ecology.

Consumer Studies was offered as a specialisation area for prospective teachers. It was an integrated

four year B Ed degree, with the other teaching module being Life Orientation. The changes within the

school curriculum relating to Home Economics and Needlework being replaced with Consumer Studies

as a school subject, led to the introduction of Consumer Studies as a module and a method subject


within the Human Ecology degree and training workshops for teachers of the new school subject. Both

teachers and learners were given the opportunity to attend workshops in which the new teaching

materials and approaches were explained and demonstrated. Teachers, who were in these positions,

were also trained through the ACE programme to provide the necessary skills and approaches. The

teacher workshops were conducted by Charlene Erasmus and Liezl Cornelissen. Judith Cornelissen,

Charlene Erasmus and Faltoema Murray conducted the ACE modules over a period of two years.

In 2012 the Department was commissioned to follow up on Review the recommendation: to investigate

the Consumer Studies/Science degree with stakeholders Education department.

Recommendation 1 of the review panel of the Department of Human Ecology (HE) & Dietetics (DT) (2009) stated: 1. Regarding the Consumer Studies curriculum being offered as a school subject, the panel felt that the

matter needs to be reviewed by both the Education faculty and HE. The question arose as to

whether HE should simply be an offering in the Education Faculty, rather than a department in CHS.

2. HE should consult with the Education Faculty around whether Consumer Studies should be offered

in the Education Faculty in future or not. A joint statement should be issued by the two parties

regarding agreement and disagreement. (Review Recommendations for The Department of Human

Ecology & Dietetics, 2009).

In view of the fact that UWC was the only institution offering this degree in the Western Cape, a full

proposal was submitted highlighting key concerns affecting the school subjects. The Department has

submitted a proposal for a degree in Consumer Science to provide tertiary education for prospective

teachers in this field in the Western Cape. There is currently no tertiary training in this field. To date

(December 2014) the department has not received any response to the proposal.

Feedback from the last cohort of Consumer Studies students has shown that they have all been placed

in teaching positions and that there is a great need for Consumer Studies teachers for 2015.


FACTORS CONTRIBUTING TO CHANGE IN THE HUMAN ECOLOGY CURRICULUM

Social conditions: poverty, HIV AIDS, crime & violence,

In the USA factors prompting creation of specialisation included “exponential growth, the bustling

economy during and after World War II, better education, increasing government support of

research and developing specialized accreditation” (Home Economics , 2010).

Needs

o Society

o Community

o Families

Education & Training

At government level : Changes at tertiary level in South Africa – moving all practical courses to Technical

Universities.

Political orientation/change in regime

Attitudes & Perceptions

Decision makers: Who are the decision makers?


COMMUNITY OUTREACH PROJECTS

Shoprite-Checkers, Brackenfell

Shoprite used to be one of the companies who provided internship opportunities for Human Ecology

students who were doing the commercial degree. The internships took place at the Brackenfell testing

kitchen. When James Wellwood “Whitey” Basson, the Managing Director and Chief Executive of

Shoprite Holdings, visited the Human Ecology department, he was very impressed with the facilities.

Human Ecology trained their staff to standardize the recipes of the Deli.

Kleinbegin (Elsies River), Mfuleni, Belhar & Gugulethu

Under the leadership of Dr Lucy Maliwichi, the department won a national competition for a proposal

submitted for a community outreach programme at grassroots level. It was sponsored by SANTAM and

the value of the award was R50 000 and specifically dedicated to the Kleinbegin community project. The

account number for this project is 330807-120901. At the time when Dr Maliwichi was retrenched there

was still a substantial amount in the account. Students were also involved in community outreach

projects in Mfuleni, Belhar and Guguletu. These projects involved Community nutrition and skills

development in Foods and Clothing that would enhance empowerment and promote entrepreneurship.

Laverne du Plessis & Prof Judith Cornelissen with the group of Shoprite workers who attended the training.


Dr Maliwichi and Human Ecology students actively busy in the Communities of Kleinbegin, Belhar and Mfuleni

Lesotho students hand over a wall hanging in appreciation of the training Human Ecology staff had done throughout their four years of study at UWC. Pictured from L to R: Liezl Cornelissen, Marcelle Burgess, Priscilla Daniels, Faltoema Murray, Hilda Lebina, Judith Cornelissen, Charlene Erasmus, Mathabo Tseole, Ruth Albertyn, Keneuoe Ntabe, Laverne Luhanga


The Lesotho government funded the training of human ecologists in South Africa for a number of years.

(2001-2004) These women were focused and dedicated to study, complete their degree and return to

Lesotho where they would implement what they have learnt.

Marcelle Burgess with Charmaine Huckle and Gafsa Davids with products they made during a short course offered by Human Ecology, UWC


REVIEW OF THE DIVISION HUMAN ECOLOGY “Your department has been identified as one of those that may be closed in the

restructuring of the university to become more cost effect. It is the opinion of senate is that

you cannot make the paradigm shift as stated in the proposal for the new curriculum. You

need to prove that this discipline is relevant. You need to collaborate with all stakeholders.

You need to proof that this course is not a glorified domestic science course.”

Tahir Wood, 2004.

“The “Recommendation 2” of the last review (2002) stated that “In Human Ecology there should be a

shift in the curriculum towards an incorporation of social theory. In particular, elements of Sociology,

Anthropology and Gender Studies need to be considered for incorporation. Human Ecology must be

given an adequate theoretical base. At the same time, Human Ecology should abandon efforts to

position itself as a health discipline.” Review Report 2009 (integrated report of the Human Ecology and

Dietetics Department review 2009)

Development of the Human Ecology curriculum after the review process and recommendations:

rofessional curriculum development workshops were held to develop the community development

curriculum in line with the review recommendations and the need in the community (including

communities and schools). Expertise in the field of community development was sought and the

community development curriculum was adapted to the needs identified. De Wet Schutte, lecturer and

author assisted with the development and introduction of the new course and staff workshops were

held to train staff in the new areas of the curriculum. Training was also given to staff by international

community development expert, Jochen Lohmeier. The new Community Development curriculum was

piloted and implemented in 2006. Based on the Review recommendations of 2002 the department

incorporated modules from other disciplines to deepen the theoretical framework of Human Ecology

professionals. These were: Sociology, Psychology (Child-, Human development, Health- & Community-,

Anthropology, Gender studies), Management (foundation & entrepreneurship), Project Management.

“Following the recommendation, Human Ecology designed a new curriculum. This addressed some of

the concerns especially regarding the inclusion of more social theory but the panel felt that this had

P


perhaps led to too many service modules from other departments being included.” Review Report 2009

(integrated report of The Human Ecology and Dietetics Department review 2009)

Impact of including external modules to the Human Ecology curriculum: internal module credits were

drastically affected and reduced; contact time for practical component was reduced; external modules

in some instances did not provide the specific content foundation required for Human Ecologists.

“Sooner or later Human Ecology, under some name or other, will win its way to academic recognition

and to its proper place in general education..…” H.G. Wells (1934)

THE DECISION TO CLOSE THE DEPARTMENT

he decision to close the Human Ecology Department was made by Senate at the end of 2010.

Efforts to ascertain the reason for this sudden closure were not forthcoming. The dean, Prof. Ratie

Mpofu called a meeting in November 2010 to state what was decided at senate that no new students

would be allowed to register from 2011 and leaving the Division of Human Ecology without any proper

explanation for the sudden shut-down neither a phase-out plan. Nothing was communicated to the

department or the staff, except that it was with immediate effect, despite the fact that two streams of

students from first year to fourth year were still to be trained professionally for the next four years and

that the department could only really be closed at the end of the fourth year which would be in 2014.

While these students were still paying for class fees the department was not allowed to do any

purchasing, maintenance expenses – every little request was questioned although students were

rightfully eligible for the same benefits as others.

The lack of communication to the staff and department on the decision to close the department left

these loyal UWC staff in a state of shock and surprise. They were left to inform students and anyone

interested to explain a process that had not been disclosed. Furthermore they had to deal with

students’ anxiety over a period of four years (2010 to 2014). The course may be considered irrelevant in

this country, but it is thriving in many other countries.

PHASE OUT PROCESS

he phase out process was particularly challenging. There was still a minimum of four years left for

registered students to complete their Human Ecology degree. Staff had to motivate and deal with

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students’ concerns about their degrees, current studies and further studies, while themselves dealing

with the manner in which the Division was closed. The closure was treated as if everything ended at the

time of the announcement, as if there were no students or staff left in the Department: Funds from the

budget were restricted and certain purchases and maintenance of equipment, essential to the

programme were not approved. Although running a department with only 1 ½ lecturing staff, contract

lecturers who taught key modules were perceived to be redundant. Human Ecology modules were

removed from SASI. At the same time the remaining staff continued to teach foundation courses and

serve on CHS committees.

All the staff considered themselves duty-bound to ease the students through this traumatic period.

They continued to give their best in teaching and supporting students through innovative teaching

methods. As the last students for a particular year promoted to the next year, Human Ecology modules

were removed from the system, e.g. at the end of 2011 second year modules were no longer offered

and removed from Sasi. Students were advised to try and complete their degree within the minimum

time required, especially the Human Ecology modules which would no longer be offered after 2014.

Strategies and opportunities for ensuring success were put in place to assist students through the

process. The following staff were actively involved in phasing out the programme and students during

the last four years of the department’s existence: Dr Charlene Erasmus (co-ordinator for Human

Ecology), Cornel Hart, Erica Knye, Sarah Kolbe, Marie Willemse, Liezl Cornelissen (lecturing staff),

Faltoema Murray, Laverne Luhanga (academic support staff) and Erna Rosant (secretary).

After the initial shock and denial of the imminent closure of the department and discussions on the need

and essence of the discipline in a country like South Africa, students settled down to focus on their

academic career at UWC. Both staff and students tried to create a positive approach to the last four

years left at UWC. These students got the best that was available during those trying times. Their

farewell message at the time of their graduation was: “Thank you for being the best lecturers ever.”

As a comparatively small department, lecturers took a personal interest in students and provided

ample support structures to enable students to succeed. Academic Literacy was offered to students as

part of a voluntary mentoring programme for first years where students were exposed to different

lecturers (both internal and external) to assist them to adjust to academic challenges at tertiary level.

The programme included, study skills, reading, writing and referencing skills. Personal factors affecting

the study programme were addressed by Psychology lecturers. Furthermore modern educational


methods were used and taught to assist with student learning, among others, the use of mind-maps,

road-maps and thinking maps, etc. Although some students were initially resistant to some of these

methods, they adopted them when they realised the benefits of them. The document written by Prof

Chrissie Bowie “RU Learning” was one of the sources used to assist students. These strategies were also

used with senior students to enable them perform to the best of their abilities.

Commitment of staff

Despite the closure staff remained committed to the programme and the phasing out of students.

Lecturers were constantly busy improving and updating coursework, developing appropriate

assessments, teaching methods and tools to enhance teaching and learning activities. Staff members

conducted and participated in various workshops, etc. among others:

Workshops/training attended:

Writing Graduate attributes workshop

CHEC Teaching and Learning in Higher Education Courses

Writing to Learning: Designing and scaffolding assignment tasks in the curriculum

E-learning Colloquium

MAS & SASI training

Workshops/training provided:

Professional Teacher Development: Consumer Studies

Spring School for Western Cape Education Department: Consumer Studies

CAPS training for: Consumer Studies Western Cape Education Department

Concept Mapping for students

Digital story telling for students

The department produced newsletters which updated teachers on curriculum development and

strategies in school and proceedings of various workshops and conferences.

Staff development workshops:

Staff started a Human Ecology Journal Club under the guidance of Cornel Hart in 2010. This has resulted

in a few publications over the past three years and a fun booklet of the process.


RESEARCH, CONFERENCES & PUBLICATIONS

Research prior to 2010 was conducted and published by senior staff in the department: Dr Lucy

Maliwichi (Community development and Nutrition, Non-formal education); Dr Ruth Albertyn (Adult

Education, Research Methodology); Dr Anita Maurtin-Cairncross (Education, Clothing); Prof Priscilla

Daniels (Family Studies, Human Ecology), Prof Judith Cornelissen (Education, Human Ecology, Foods).

Further research and publications after 2010: Dr Charlene Erasmus, Liezl Cornelissen, Cornel Hart.

Dr Charlene J. Erasmus

Erasmus, C. J. 2013. Concept mapping as a strategy to enhance learning and engage students in the classroom. Journal of Family and Consumer Sciences Education, in print).

Erasmus, C. J. 2012. Developing reflective practice skills through the use of a road map. Journal of Family and Consumer Sciences Education. 30(2), Fall/Winter

Ramuhaheli, R.M. & Erasmus, C.J. 2012. Challenges Experienced while Providing Home Based Care: A Community Organisation’s Experience. Journal of Community and Health Sciences, Vol 7 (1), pp21-27. University of the Western Cape

Erasmus, C J. 2010. Impact of low cost housing on the perceived quality of life and well-being of its occupants. Nurture. Vol.4 (1), pp26-31


Erasmus, C J., Albertyn, R. & Schutte, D.W. 2009. ŉ Holistiese behuisingsevalueringsmodel: ŉ Instrument vir ontwikkelingpraktisyns in laekostebehuising. Journal of Family Ecology and Consumer Sciences. Vol. 37, pp35-44

Book Chapter: Erasmus, C.J. (2014). Environmental Health – Housing. M Clarke (General Ed), In Vlok’s Community Health. Juta & Co Ltd. Cape Town. 6th Edition (ISBN 978 1 485102106). Co-Authoring of Books: Cornelissen, J.J., De Villiers, S. Erasmus, C. J, Primo, R & Turley, C. 2007. DOING CONSUMER

STUDIES. Grade 12 TEXTBOOK. Cape Town: Juta Gariep. Cornellisen, J.J, De Villiers, S. Erasmus, C.J, Primo, R & Turley, C. 2007. DOING CONSUMER

STUDIES. Grade 12 TEACHERS GUIDE. Cape Town: Juta Gariep.

Cornel Hart PUBLICATIONS IN CONGRESS & WORKSHOP PROCEEDINGS 2011: South African Department of Social Development – Community Development Qualification Framework Stakeholder Workshop 2011: South African Department of Social Development – Community Development Professionalisation Summit. 2011: Community Development Professionalisation RPL pilot project research design formulation and proposal writing 2012: “Exploring community engagement as community specific, multi-disciplinary programmes”: UNISA Engaged Scholarship Conference. 2012: Professionalisation of community development in South Africa. Africanus: Journal of Development Studies, 42(2):55-66. UNISA Press. 2014: Professionalisation of Community Development and Recognition of Prior Learning (RPL): developing a model. (SAQA National Recognition of Prior Learning (RPL) Conference: Tried and tested, tools, templates). 2014: Community Development Practice Policy Framework. National Department of Social Development. 2014: Professionalization in Community Development within Global and SA Context (Keynote Address). (Conference: Community Development in the West Coast Region of the Western Cape: Toward Building a Programme of Excellence). PROFESSIONAL COURSES PRESENTED - An introduction to Monitoring and Evaluation with an emphasis on substance abuse – 2012 –

2014 for Community Engagement Unit (CEU – UWC) - Monitoring and Evaluation Community Engagement Workshop – 2013 for UNISA - Monitoring and Evaluation Community Engagement Workshop – 2014 for UNISA - Monitoring and Evaluation Community Engagement Workshop – 2013 for UJ - Expanding Higher Education Community Engagement with Elaborative and Integrative

Partnerships – 2014 for UNISA - Introduction to Community Development – 2014 UCT Dietetics 4th year students RESEARCH 2011 – Community development professionalisation association requirements assessment


2013 – Independent theoretical framework for Community development 2013-2014 – Integrative Wellbeing model for holistic and integrative Community Development 2014 – Community Development Practice policy for norms, standards, ethics and RPL PROFESSIONAL AFFILIATIONS AND REGISTRATIONS: Australian Evaluation Association (AEA) Registered Outcomes-based Assessor (SAQA) Registered Outcomes-based Moderator (SAQA) SAQA Task Team for Community Development NQF Level 8 SAQA Task Team for Community Development NQF Level 5 Community Development Professionalisation Steering Committee (CDPSC) National Community Development RPL pilot project task team South African Development Studies Association (SADSA)

Conferences:

The 7th National SAAFECS Conference 17 – 20 September 2003. Gazette Newsletter ( edited and

published under the auspices of Human Ecology)

International Federation of Home Economics Conference 2006


Bush in Autumn at UWC 2006, Western Province, Republic of South Africa Designed by Faltoema Murray

In a city called Bellville there is a remarkable university that had its dubious origins in the apartheid

system of South Africa.

The authorities had intended it as a university college where coloureds could be trained, mainly as teachers.

How it has grown!

The University of the Western Cape (UWC) or Bush, as it was widely known from the sixties to the eighties because of its location has become a leader and trendsetter for higher education in South

Africa. This was also the scene of many clashes between police, students and political activist.

This patchwork depicts an autumn afternoon at UWC in more peaceful times. The photograph was

taken from a window overlooking the Modderdam road, close to the university.

The patchwork represents the history of South Africa and by extension Southern Africa.

The colours used in the patchwork echo the symbolism of the South African flag which epitomises the bloody past, the natural resources, the environment, and the birth of a new nation and a new African

leader.

Patchwork art submitted to IFHE Congress, 2006 which formed part of a huge patchwork

representing all member countries

The inspiration - A view of Modderdam Road (Robert Sobukwe) from the Human Ecology

Department


Student affairs

Overall number of fourth year students during the phase-out process

BA Human Ecology 2009 2010

N

o n

ew r

egis

trat

ion

s al

low

ed f

rom

20

11

2011 2012 2013 2014

GEN First year 31 36

ED First year 7 24 2

GEN Second year 18 10 23 3

ED Second year 1 1 19

GEN Third year 6 19 11 20 1

ED Third year 0 0 1 18

GEN Fourth year 4 6 22 11 12 8

ED Fourth year 10 2 0 1 18

Last General students Last Education students

0

5

10

15

20

25

30

35

40

2009 2010 2011 2012 2013 2014

Nu

mb

er

of

stu

de

nts

Year registered No new registrations allowed from 2011

B A Human Ecology

GEN First year

ED First year

GEN Second year

ED Second year

GEN Third year

ED Third year

GEN Fourth year

ED Fourth year


Programme pass rates for fourth year from 2009 to 2014 during the phase-out.

Module Module

Code y2009 y2010 y2011 y2012 y2013 y2014

Method of Consumer Studies 411

MCS411 100 (10)

100 (2)

(0)

100 (1)

100 (18)

(0)

Housing 450 HEC450 60 (5)

(0)

(0)

100 (1)

77.78 (18)

(0)

Micro Enterprise for Human Ecology 420

HEC420 100 (6)

(0)

(0)

100 (1)

100 (18)

(0)

Micro Enterprise for Human Ecology 440

HEC440 83.33 (6)

(0)

(0)

100 (1)

100 (18)

(0)

Human Ecology 430 HEC430 75 (4)

60 (5)

81.82 (22)

83.33 (12)

85.71 (14)

100 (9)

Human Ecology 431 HEC431 100 (4)

66.67 (6)

100 (22)

100 (11)

72.73 (11)

90 (9)

Integrated Human Ecology Practice 401

HEC401 100 (4)

100 (6)

100 (20)

90.91 (11)

91.67 (12)

90 (9)

Community Development 470

HEC470

75 (4)

66.67 (6)

95.45 (22)

81.82 (11)

91.67 (12)

90 (9)

Research Methods 480

HEC480 100 (12)

100 (6)

90 (20)

72.73 (11)

53.85 (13)

90 (9)

Professional Orientation 483

HEC483 100 (4)

83.33 (6)

94.74 (20)

90.91 (11)

100 (13)

90 (9)

Number of students indicated in brackets ( ); No Students registered (0)

0102030405060708090

100

Pas

s ra

te

Module

Pass rates from 2009 to 2014

y2009

y2010

y2011

y2012

y2013

y2014


Student performance

Human Ecology modules have always shown a high success rate. The throughput rate in most Human

Ecology modules was 100%. Challenges were experienced in 2013 by Community Development 483

students. The last group of Consumer Studies students completed their degree in 2013 with a 100 %

pass rate. The pass rate for the General Students in the same year was between 70% and 100%. The

pass rate for 2014, the final Community Development group was 100% for all internal modules.

Brief analysis of course evaluations

Comments from students were in general positive about discipline specific modules over the past two

years. Modules with poor pass rates were the result of students who did not complete tasks and

assignment for these modules although they did not deregister either. The overall feedback from

students for all courses was positive.

Effect of closure on students

The last cohort of Consumer Studies students graduated in March 2014. They left this university with a

sense of concern and loss because of the closure of the department and the impact it would have on

schools and those wishing to pursue a career in Consumer Science especially in the Western Cape.

Some comments during a snap survey were: “It offers skills that give opportunity to people especially

those at previously disadvantaged communities. These skills are more effective for learners that are

preparing careers in a business world to boost the economy of the country.”; “There’s a shortage of

Consumer Studies education teachers”; “There is a need for this qualification in South Africa, because

many people want to be empowered, entrepreneurs can be very innovative with this degree, therefore

many jobs will be created.“ “(Yes,) because it’s training people to become responsible and

independent”. The majority of the Consumer Studies students have been employed in teaching

positions in the Western Cape.

The Community Development students wrote their final exams in 2014. Some of them are pursuing

post-graduate studies while others have started the process of finding employment. There is a chance

that Community Development may be offered as an independent degree with a slightly different

composition to the one offered by Human Ecology.


THIRD YEAR EDUCATION STUDENT VIEWS ON CLOSURE & DISCONTINUATION OF HUMAN ECOLOGY

DEGREE

13 respondents out of a total of 18

1. What are your observations and opinions about the fact that the Human Ecology degree will no

longer be offered at UWC?

I don’t want the Human Ecology to close, because there are a lot of people who would like to do this

degree.

That decision is very very wrong. Look at what I am because of Human Ecology today. I have a lot of

skills. UWC decided in a wrong way it closed the door for many people. Look at South Africa, there is no

jobs, but Human Ecology gives skills to survive.

I am depressed not for my side but for others who are interested when they see my practical work.

My opinion about the fact that Human Ecology degree will no longer be offered is not fair because many

students still want to study the course as it is very or one of the best empowering degree.

I disagree with the fact that this department should be closed. It offers skills that give opportunity to

people especially those at previously disadvantaged communities. These skills are more effective for

learners that are preparing careers in a business world to boost economy of the country, that is why I

say more fabrication skills should be applied.

It is very sad that the department is closing.

I am very disappointed and would’ve loved to see this field …

It’s sad because there will be a lack(shortage of) in Consumer Education teachers.

It’s actually sad because in this course you learn a variety of things which you can apply to your everyday

life.

I think that they should not close the Human Ecology because there are many people that would like to

do it but just did not know about it.

I think that people aren’t aware of Human Ecology. If it’s difficult for us to find employment after we

finished our degree, then it’s not that valuable to do the course.

Sad. Government should be offering bursaries for a degree that encourages entrepreneurship. Also an

environmentally conscious and informed consumer with the SKAV that could make this country a better

place.

2. Do you think there is a need for such a qualification in South Africa? Why?

Yes, there is a need in South Africa. Consumer Science/Studies can help an individual a lot in the real

world.

Yes, yes, yes lot of opportunities people want to know more about Human Ecology.

Yes, more for people who don’t know more about sewing. Consumer Studies is broad and you learn a

lot on it.

There is a need for this qualification in South Africa, because many people want to be empowered,

entrepreneurs can be very innovative with this degree, therefore may jobs will be created.

Consumer Studies is important in the life and it is a shame that the university can’t see this. I feel there

is a need for the subject.


Yes, because it’s training people to become responsible and independent.

Yes, because in this course they teach you life skills.

Economically, micro enterprises and sub-sistance farming (communal vegetable garden everywhere). Is

it going to help SA when the US dollar crashes and all other economies with it. Crash or no crash it

creates employment and a highly skilled nation which is self-reliant and independent. Marcus Garvey

said: “A nation that depends on another nation for survival is a nation waiting to be enslaved.”

Globalism is new world order way to enslave. Africans under neo-colonialism. Our government sold us

out long ago, so I’m not surprised that they won’t give the people the education they need. Neo-

colonialism.

3. What suggestions would you make for the introduction of a Consumer Science degree in education?

Entrepreneurship as a module, knitting, sewing, crochet skills should be part of the course introduced

when learners are doing their first year.

They should keep it the same as Human Ecology.

No suggestions

It is a very good thing. Implement it ASAP. More practical training. True meaning to “valuing

indigenous knowledge systems” by including a module on natural herbs and healing chronic diseases in

SA. Human Ecology is holistic – take it to the next level.


East and West view of Human Ecology Building 2014 – home to Human Ecology & Dietetics and Natural Medicine . The Sport Science Department (now SRES), the German Department and the Nursing Department used to be housed in

this building.


HUMAN ECOLOGY STAFF

The staff of the Human Ecology Division comprised of permanent, part-time and academic support staff,

the latter, shared with the Dietetics Division. They were a dynamic and highly motivated group of

people who were loyal and committed to the department and the university. These individuals were

instrumental in the management and facilitation of the Division of Human Ecology throughout the

phase-out process from 2010. They remained dedicated to the students who were still in the system,

especially when financial and academic support became extremely challenging for part-time staff

(during 2013 and 2014). Their competence and commitment has made it possible for the Department to

function effectively and to produce well-trained professional human ecologists. Among the first Human

Ecology graduates who qualified at UWC the registrar Prof. Judith Cornelissen, director of community

engagement, Prof. Priscilla Daniels and Human Resources Dr Anita Maürtin-Cairncross who still hold key

positions at the University of the Western Cape.

The Human Ecology Division had three permanent lecturing staff members from 2006 to 2014 (for the

past eight years). One staff member, Dr A Maürtin-Cairncross was seconded for many years and is now

permanent in the office of the Deputy Vice Chancellor of the university and the associate professor and

chairperson of the Department, Prof. P Daniels, was seconded for 50% of her time to CHESP as research

co-ordinator. Prof J Cornelissen left the Department in 2008 to serve the university as deputy registrar.

Thus there were only 1½ permanent full-time staff members in the Division by 2010.

Prof Judith Cornelissen B.A. Hons (Human Ecology), B.Ed (UWC), M. Ed (UWC). She started her

relationship with UWC as a first year Human Ecology student in 1979. She completed her degree and

taught at Sinton High School for a few years, came back to complete her honours, Masters and PhD. She

Human Ecology Staff 1997 – Diane Viljoen, Lavona Cortereal, Anita Maurtin-Cairncross, Judith Cornelissen, Priscilla Daniels, Hlengiwe Sehlapelo, Lucy Maliwichi, Faltoema Murray


was approached to lecture in Foods which was her specialisation area. Judith steadily built her career at

Human Ecology. She was passionate about this discipline and continued to have a vested interest even

after the university had decided to close down the programme. She was the divisional head for Human

Ecology for many years and took over the responsibilities of running the division when two staff

members were seconded to other duties within the university and one staff member was retrenched.

Under her leadership the department hosted an international conference for the International

Federation of Home Economics in 2006. Judith Cornelissen was one of the first UWC members of colour

to serve on the executive of the SAADHE (South African Association of Dietetics and Home Economics).

She was also the driving force behind the strategic workshops in the department to address the various

review recommendations and the modification of the degree at UWC. In 2008 she was offered the

position of Deputy Registrar to assist Dr Ingrid Miller, the registrar. Together they put effective systems

in place with regard to SASI and MAS which today runs very efficiently. Students remember her as a very

effective teacher, always encouraging and motivating to take on challenges – never putting anyone

down. An interesting mannerism of hers was to always use a pet-name for a student, like “Love” or

“Poplap” even when admonishing students it was always a positive experience. Most of us know her as

someone “who gets the job done”, “never give up”. It was a hard decision for her to leave the

department and even harder when the decision to close it down was announced. On September 23,

the day before Heritage Day, she launched the University of the Western Cape Archives. This was a

portfolio handed to her as deputy registrar, by Ingrid Miller. It was a remarkable event where archivists

from the Western Cape and North West Province, including archivists from the three universities in the

Western Cape (Stellenbosch, Cape Town and Western Cape) attended. There was a system of record-

keeping where all kinds of items were stored. These have now been classified and systemized

according to international standards and the university’s heritage is well on its way to be preserved.

Those photos, letters, maps, etc. stashed somewhere in a cupboard or drawer of your office – and in

particular over twenty years old and not in use, are potential archival material. Don’t throw it away,

have it assessed and visit the archives based on the second level in the library, with promises of having a

properly built archive in 2015.

Ms Liezl Cornelissen. Lecturer: 2001 – 2014. BA Human Ecology 1995, BA Hons (Human Ecology) 1996,

MA Human Ecology 2009 (UWC). She started as a student in 1992. She joined the department in 1997

as a part-time lecturer becoming full-time in 2001. She enjoyed engaging with students on different

levels, especially how they could live out their creativity and themselves through their assignments and


practicals. The many student functions, innovative teaching methods like mapping, digital stories, made

it fun and rewarding to teach as well as learn. Liezl was passionate about training students to think for

themselves and engage with the texts. Although she started with clothing, she soon grew to love foods

with equal passion and went on to do her masters in foods. She lectured all the Foods modules, Micro

Enterprise Development for Human Ecology and Human Ecology. As one of a multi-disciplinary team,

she was also responsible for teaching the interdisciplinary core courses Philosophy of Care, Health

Development, and Primary Health Care and Health Promotion in the CHS faculty which encouraged

students to reflect upon their own profession from a health perspective and enabled them to realize

that they cannot function on their own; that each profession impacts and are mutually dependent on

one another. She served the university for fourteen years.

Dr Charlene Erasmus Lecturer: 2002 – 2014 BA Human Ecology, BA Hons (Human Ecology) 1989, MPhil

1994, PhD (Human Ecology) 2008 (UWC). She started as a student in 1980. She worked as a lab

assistant, left the university to teach at a Secondary School. During this period she studied towards her

Honours degree in Human Ecology and her Masters Degree in Education. She returned to UWC in 2002

as a lecturer in Housing, Human Ecology and post-graduate supervision. She completed her PhD in

2007. In 2011 she was appointed co-ordinator for Human Ecology and in 2014 she was moved to the

Unit of Child and Family Studies unit in Social Work where she is involved in post-graduate training. She

has always focused on the values of personal interaction, individual growth and development, and

sharing knowledge in ways that would allow empowerment on both a personal and a much larger scale.

Prof. Priscilla S. Daniels is the director of the Community Engagement Unit since 2010, and is

responsible for facilitating and coordinating community engagement activities at UWC. Prior to this she

was managed the Community Higher Education Services Partnership at UWC and was the Chairperson of

the Department of Human Ecology and Dietetics. She currently serves as an Executive Board member of

the South African Higher Education Community Engagement Forum. Professor Daniels completed her

MSc at Cornell University in the US in 1991 and prior to that completed several degrees at the University

of Western Cape. Prior to her involvement in community engagement and service-learning, teaching and

research in the area of family studies and management were key areas of interest and she has always

employed experiential learning methods (September-Brown, 2013). She returned to the university and

worked in the Education department as a lab assistant and later in the Human Ecology and Dietetics

department as lecturer and HOD.


Dr Lucy Maliwichi was the first lecturer who had a Ph. D. in the Department. She joined the department

in her capacity as a Community Nutrition specialist. She was instrumental in writing and winning a

proposal run by Santam for community development projects in the Kleinbegin area in Elsies River. The

award was R50 000 and the condition was that the Kleinbegin community should benefit from it. Fourth

year students were trained to do a needs assessment and situational analysis and assist the community

to achieve those goals. Among the projects that they conducted were the training women to plan a

project, use equipment and develop and produce products for entrepreneurship. In the nineties she

was retrenched and moved on to manage a Home Economics department at Venda University in the

Eastern Cape.

Ms Hlengiwe Sehlapelo B.Sc. Hons (H.E.), H.D.E. (Natal), M.Ed. (Curriculum and Instruction) (Univ. of

Ohio), M.Ed. (Educational Admin.) (Univ. Ohio), MBA. She was the lecturer for Textile Science, Applied

Science and Pattern Design. She left the university when she relocated to Pretoria.

Ms Cornel Hart Lecturer: 2006 – 2014 BA (UJ) 1991, MPhil Social Sciences

(US) 2010, Registered for PhD (UNISA).

Cornel Hart joined the department as a community development specialist

and designed and developed most of the coursework materials for the

community development degree. She also trained students in Research

Methods and conducted several staff development workshops aimed at

supporting staff with the research writing process. She was responsible for

the Community Development modules, Research Methods and post-graduate supervision.

Ms Faltoema Murray Senior Officer: 1978 – 2014, BA Honours (English 1987 and Arabic 1995), HED

(Unisa) 1985, Clothing (NDP) 1993. She started her career as a technical/lab assistant, academic support

in the Human Ecology Department from 1978 to 2014. She was involved in all areas of the department,

she assisted with writing documents, developing teaching materials, writing and editing newsletters,

academic literacy and study skills, teaching practical classes in clothing, pattern design, tailoring and

Micro Enterprise for Human Ecology, data capturing, photography and editing. She was the clothing

academic support assistant responsible for coordinating and facilitating laboratory practicals for Micro-

enterprise for Human Ecology 222, 320, 420 during the last few years of the department’s existence.

Duties included MAS, Masterpiece & SASI.


The position of lab assistant in the foods sections was held by several people, Sonia Schaaff, Eleanor

Booysen, Charlene Erasmus, Wendy Hodges, Leanie Maart, Anthea Wentzel, Laverne Luhanga (nee du

Plessis) to name a few.

Ms Laverne Luhanga: Senior Departmental Officer, B.A HE (UWC), 1997. She was the foods academic

assistant responsible for coordinating and facilitating laboratory practical foods and foodservice

management practicals and tutorials and internships in the department & Academic Orientation of first

years. She will remain in the Dietetics Department in this capacity. Duties included Masterpiece.

The position of secretary has also been held by a few people: Melanie Thorne, Lavona Cortereal, Avril

Hellenberg, Erna Rosant.

Ms Erna Rosant: Administrator. She started as a secretary in 2005 and was responsible for

administrative duties, liaison with staff, students, departments and companies. She took a personal

interest in students’ welfare. She will remain in the Dietetics Department.

Prof Ilette le Roux (1930 - 2012 ) M.Sc Home Economcis, US. She started

her career at UWC as the first professor and head of the Human Ecology

Department at the University of the Western Cape in 1978. Prof Ilette le

Roux also served as the President of the SAADH (South African

Association of Dietetics and Home Economics). She retired in 1991. She

taught Human Ecology, Family Studies and Tailoring. The Ilette le Roux

bursary fund was established by the Human Ecology Student’s Society

(HESSOC) in her honour. The first students benefited from this bursary award in 1997. Prof. Ilette le

Roux, lecturer in Human Ecology, Family Studies and Tailoring retired in 1991. She had been pioneering

in her thinking and leadership for the Human Ecology discipline. Mrs Zeeman a lecturer in textile

science, foods and non-formal education became head of department until her retirement in 1995.

Priscilla Daniels, a former student and her successor became the first Black departmental chairperson.

Leadership of the department was shared between Priscilla Daniels, Judith Cornelissen and Anita

Maürtin-Cairncross (alternating between departmental chairperson and co-ordinator) for the next few

years.

Ms Erica Knye Lecturer: 2005 – 2013. MSc (Home Economics) US 1983. Assisted the department with

the strategic development restructuring workshops and the development of teaching materials for the

new courses. She is a specialist in the area of Textile Science. Together with Cornel Hart, she developed

Prof. Ilette le Roux


the Community Development courses linked to Micro Enterprise for

Human Ecology (both for the education and community development

degrees. She was responsible for the undergraduate teaching of

Community Development 171, Community Development 172, Micro-

enterprise for Human Ecology 222, 320 and 420, and postgraduate

teaching Philosophy and Ethics in Human Ecology 811.

Ms Ria Mars B.Sc Home Economics (Dietetics) US, Dipl. Hospital Dietetics (IOWA) She was the founder

member of Human Ecology (1977) and daughter department Dietetics (1987), lecturer in Nutrition and

Dietetics (period 1977 - ) She served on the first professional board for dietitians. (UWC News, 1981)

vol6. No2 June – September 1981.

Ms Hannie Zeeman lecturer : 1978 – 1994 B.Sc. Home Economics, UP, B.Sc. Honours (Home Economics)

US. She was a lecturer in Textiles, Foods and Non-formal education, community education, member of

editorial staff Journal of Dietetics and Home Economics.

Ms Marie Willemse. Lecturer: 2012 – 2013. B.Sc. Home Economics, US. She was responsible for

phasing out the last Consumer Studies students in their Method subjects and Micro Enterprise 420.

Ms Susan van Vuuren (1956 – 1987) B. Home Economics, US. Hons. B.Sc. Home Economics, UP. Lecturer

in Foods, Applied Physical Science and Method of Home Economics (period 1980 – 1987). An inspired,

highly enthusiastic and deeply religious person dedicated to her students on a highly personal level.

Ms Warnia Giliomee B.Sc. Hons Home Economics US. She was lecturer in Hosing and Interior design

and served on Human Ecology Newsletter Committee.

Dr Lucy Maliwichi M.Sc. Nutrition (Univ. London) Ph.D (Cornell). She was a passionate community

development researcher and lecturer in non-formal education and community development and

nutrition. She won the Santam award for a project started in Kleinbegin, Elsies River. She was

retrenched in (at the time when UWC was experiencing financial difficulties) then went on to establish a

Home Economics department at the University of Venda.

Dr Ruth Albertyn (1995? – 2004) worked as a lecturer in Adult Education and post-graduate studies.

Advanced Non-formal education, research methodology.

Erika Knye


Dr Anita Maurtin-Cairncross B.A. Hons (Human Ecology), M.Phil (UWC). She started as a student the

eighties, taught at school and returned to lecture in clothing, tailoring, post-graduate studies. She was

the HOD and was seconded to HR training. Currently she serves in the office of the DVC (Deputy Vice

Chairperson of UWC)

Others who served this department at various times were: Ms Mandy Groener (Textiles), Heleen van

der Merwe (Clothing), Eunice de Villiers, Ms Diane Viljoen (Foods), Corisa Bredenkamp (Method

subjects), Grietjie Joubert (Method Subjects), Eleanor Booysen (lab assistant). Linetta Strauss (Clothing),

Mrs Conradie (Foods).


CONCLUSION Long, long ago there used to be a degree called Human Ecology at the University of the Western Cape. A

degree designed to address human needs and serve its communities, a degree that equipped students

not only with academic knowledge but also with skills to function in a multi-disciplinary environment

where they could contribute in all types of environments from a holistic perspective, a degree that

produced many teachers, adult educators, community workers and community developers and

facilitators, etc. This specialised degree is no longer offered anywhere in the Western Cape. While it

may have served its purpose at UWC it is critical to educate people, through schools and non-formal

structures – it is a field of knowledge desperately needed in the South African context. Human Ecology is

internationally recognised as multidisciplinary, even transdisciplinary, as evidenced in many scientific

publications.

People interested in pursuing post-graduate studies in Human Ecology have been referred to other

institutions or to alternative post-graduate studies. There is very little choice left for post-graduate

studies in Consumer Studies students, except in the education field at UWC. Should they wish to pursue

a career in the Human Ecology field, they would have to consider universities outside the Western Cape

or international universities. Staff contracts will no longer be renewed and temporary and contract staff

are in the process of looking for alternative employment. Two of the support staff will remain in the

Dietetics Department. The remaining staff are in the process of being re-located to the Social Work

Department.

The staff has dwindled to just three in 2014, Liezl Cornelissen, Charlene Erasmus and Faltoema Murray;

Laverne Luhanga and Erna Rosant will remain as permanent members of the Dietetics division. Charlene

Erasmus will be permanently relocated to the Family and Child Unit in the Social Work Department.

As we close the doors of Human Ecology, we salute all those who have passed through them as

students, staff and visitors. The human ecologists all over the world will continue what they do best:

See the holistic picture, assess the situation and needs, educate and uplift to find solutions and solve

problem, fulfil the role of a holistic practitioner that brings together the expertise of different disciplines

and address community issues with the individual, family and community holistically and refers them to

the appropriate practitioner as the need arises – working from a preventive stance.


STUDENTS

Class of 2013: Final Consumer Studies Class with staff

Class of 2014: Final Community Development Class with staff

Graduation Day For the last

Human Ecology graduates

to ever study at UWC.

A proud moment – A sense of

achievement, But also a sad

moment – A moment of

farewell, Not only for the

students Whose lives we helped shape,

But also for the each person

Who touched our lives at UWC.

And this was a special group of

students Who truly cared and

understood The philosophy and

essence of Human Ecology.

The heartfelt thank you’s

Forever etched in our minds …


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A Good Human Ecologist …

Teaches what is relevant

Stays abreast of new developments Cultivates a love for the subject

Lets others know what it is about Thinks critically

Is informed about the discipline and its objectives

Educates and informs others Eradicates misconceptions

Leads with confidence Follows with critical support

Gets involved Is pro-active Is assertive

Is a socially responsible citizen Is a good ambassador

Markets Human Ecology confidently

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CONFERENCES

Prof Judith Cornelissen with a group of students who assisted with the IFHE conference in 2006 Students: Marissa Persens, Shoneez Ismail, Hilda Lebina, Miriam Bowers

Saafecs conference 2006 working team: Faltoema Murray, Charlene Erasmus, Judith Cornelissen, Laverne

Luhanga


Rector, Prof. Brian O'Connel addressed the Saafecs conference

Prof Judith Cornelissen on Robben Island 2006


Process templates and final design