SOCIAL COHESION AND NATION BUILDING

HISTORICALLY, many heroes and heroines from the national liberation struggle have played an active role in overcoming racial barriers and animosities created by colonialism and apartheid.

For example, it was the joint interventions of leaders such as Inkosi Albert Luthuli and Dr Monty Naicker that contributed to subduing the 1949 race riots and laid the foundations for improved race relations. Moreover, it was the now-famous “Three Doctors Pact” (Drs AB Xuma, Yusuf Dadoo and Monty Naicker) that paved the way for all racial groupings to work together to end apartheid.

This pact remains a lodestar in our historical journey and quest for non-racialism. The adoption of the Freedom Charter at Kliptown, the formation of the UDF and ultimately the adoption of our 1996 Constitution are the other major milestones in a progressive trajectory with periodic setbacks.

It is clear though, that the noble ideal of non-racialism has not been achieved, and that we have much work to do to transform attitudes, values, stereotyping and power relations across all racial groupings in South Africa.

The impact of colonialism and apartheid has left enduring negative legacies in all communities. It is therefore not surprising that racialised fault-lines have carved themselves into the fabric of our society, and that these would be exposed at times of tension and conflict.

In recognising this, the organisations and individuals supporting this submission have undertaken several initiatives directed toward social cohesion and nation building.

For example, organisations in Phoenix and Pietermaritzburg have initiated programmes and activities to begin to address decades-long racial tensions. The KZN provincial government’s Social Cohesion and Moral Regeneration Council and religious bodies have also initiated programmes to advance social cohesion and nation building.

While these initiatives are welcome, it is submitted that these social cohesion programmes can no longer be ad hoc or fragmented.

They need to be mainstreamed and be part of programmes at all three spheres of government and find creative expression in the school syllabus.