HE’s role in healing trauma post-apartheid, post-genocide

Clinical psychologist and research chair Professor Pumla Gobodo-Madikizela, the 2024 Templeton Prize laureate, is renowned for her profound work on the psychological and social impacts of historical trauma, particularly in the context of post-apartheid South Africa.

Her groundbreaking research on forgiveness and reconciliation, especially her engagement with perpetrators of apartheid violence, has garnered international acclaim.

As the founding director of the Centre for the Study of the Afterlife of Violence and the Reparative Quest (AVReQ) at Stellenbosch University in South Africa, Gobodo-Madikizela has been working with an interdisciplinary team of researchers and postdoctoral fellows to develop the unique intellectual life of the centre and to establish it as a site for critical scholarship.

She and her colleagues supervise postgraduate students from diverse backgrounds in exploring the legacies of trauma and oppression, and the multifaceted paths towards the repair of violent histories.

One of these is Marie Grace Kagoyire Gasinzigwa, a Rwandan PhD candidate whose research delves into the intergenerational transmission of trauma following the genocide in that country in 1994.

The work of the professor and her student highlights the potential of higher education to foster peace-building in societies grappling with the aftermath of violence.



They spoke to University World News (UWN) about their research and the pivotal role of universities in building a more peaceful future.

UWN: Professor Pumla, how has your work evolved over the years?

PGM: My work has shifted from a focus on forgiveness and reconciliation to the broader concept of repair. While forgiveness remains important, I’ve come to realise it doesn’t fully encompass the process involved in restoration and rebuilding after violence. Repair involves a wider range of processes, focusing on the conditions and actions needed for divided communities to rebuild trust and create solidarity.

This shift to the language of repair is rooted in my experiences witnessing the ongoing impact of historical trauma in South Africa, which is at odds with the future envisioned in the work of the Truth and Reconciliation Commission.

UWN: Please explain your centre’s work with reference to its name.

PGM: The “afterlife of violence” refers to the long-term, often transgenerational effects of historical trauma.

It’s not just about the immediate consequences, but how the traumas of violent histories continue to impact the lives of descendants of oppressed groups and shapes their identities and experiences over time.

The “reparative quest” is the ongoing search to transcend these enduring effects to make possible the opening to an “other” in the context of reckoning with violent pasts.

In a sense, our work seeks to understand how to create the possibility of a new reality that moves away from racial hierarchies and the exclusions imposed by apartheid that continue to perpetuate the dehumanisation of communities at the margins of society.

It is a quest for building a sense of solidarity across divides in order to unite – in pursuit of social justice.

UWN: How have your personal experiences informed your work?

PGM: Growing up in a township during apartheid, I witnessed the dehumanising effects of oppression and poverty, but also the power of community and the strength people drew from one another. These experiences taught me the importance of recognising both the pain and potential for healing within individuals and communities. They also highlighted the need for structural change alongside individual and collective healing.

UWN: How does the importance of community in healing trauma play out in post-apartheid South Africa?

PGM: The concept of Ubuntu, which emphasises shared humanity and interconnectedness, is central to this process. However, we must be cautious not to overemphasise the idea of community resilience, as it could obscure the need for structural change to overcome the trauma caused by ongoing poverty and deprivation.

UWN: You have also focused on transformation in higher education. Do universities also need to change alongside the rest of society?

PGM: Universities have a critical role in creating inclusive environments where all can flourish. This should be an ongoing process requiring constant reflection and renewal. Every new cohort of students brings unique experiences from their home environment and new challenges, requiring institutions to continuously review and adapt their approaches to programmes of transformation.

It’s our responsibility to ensure that black students do not experience the exclusion and marginalisation that we faced in our day. We must work harder to find allies to promote a concern with a radically inclusive common good at our institutions.

UWN: Your work in South Africa has garnered international attention. Does it have universal applicability?

PGM: I am cautious about the term “universality”, as each context has its own unique historical and cultural dynamics. However, the South African experience demonstrates the possibility of creating conditions that foster repair and healing, even in the face of immense violence and trauma.

The insights we have gained here can certainly be valuable for other societies grappling with similar challenges. And this includes lessons about how even the most hopeful vision can develop cracks over time.

UWN: Grace, why did you choose to study with Professor Pumla?

MGKG: Her work on the intergenerational transmission of trauma in South Africa attracted my attention because we also experience that in Rwanda. Her guidance has been invaluable in developing my research.

UWN: Please tell us more about your research.

MGKG: My research explores how descendants of survivors and those of perpetrators born after 1994 make sense of the genocide that year through the memories communicated to them. I examine the effects of these memories on their psychosocial lives and how they navigate these experiences to find meaning.

UWN: How does your research contribute to Rwandan society?

MGKG: It offers a deeper understanding of the knowledge that Rwandan youth carry of our traumatic past, and of the unique challenges faced by them. It highlights the need to acknowledge their experiences and feelings in shaping healing and reconciliation policies and practices, such as the annual commemoration events and rituals.

By understanding how young people are affected by the genocide’s legacy, we can develop more effective support programmes and create spaces for them to process their trauma. This can contribute to peace-building efforts by fostering healing, promoting empathy and breaking cycles of hatred and revenge.

UWN: Can your approach be applied to other post-conflict societies?

MGKG: Yes, the qualitative methods I use, focusing on narratives and personal experiences, can be applied to other settings. It provides valuable insights into the complexities of trauma and healing, which can inform more effective interventions and policies. Besides, listening to people’s stories and allowing them to express their experiences promotes healing among trauma victims because they feel their suffering is acknowledged.

UWN: What is the role of higher education in peace-building?

MGKG: Higher education plays a crucial role in peace-building by fostering critical thinking, generating knowledge and providing platforms for dialogue. It can also equip students with the skills and expertise needed to address the root causes of conflict and contribute to the reconstruction of society. Additionally, universities can offer a safe haven for students affected by conflict, as demonstrated at the moment by Rwanda’s acceptance of Sudanese students fleeing the war in their country.

UWN: How can students contribute to repairing injustices and reimagining transformed futures in conflict-affected countries like Rwanda?

MGKG: Students can contribute by engaging in research on peace-building, participating in dialogues and debates, and advocating for policies that promote reconciliation and social justice. They can also get involved in community-based initiatives that address the needs of survivors as well as perpetrators and promote understanding between different groups. By actively engaging in these efforts, students can play a vital role in building a more peaceful and equitable future.