In honour of Youth Month, the National Institute for Humanities and Social Sciences (NIHSS) proudly presents the Beyond 76 Series: Youth Knowledge in Motion. This series celebrates the bold research, critical thought, and visionary work of Master’s and Doctoral graduates under the age of 35. These dynamic young scholars are reshaping South Africa and the continent through transformative ideas and scholarship. Their work echoes the courage of the youth of 1976 and carries forward a legacy of change, justice, and economic emancipation. Join us as we spotlight the next generation of changemakers in the Humanities and Social Sciences.

1. In 2025, what does Youth Month mean to you — personally, academically, or as a young South African?

I am not a political type, but Youth Month in 2025 holds deep significance to me- personally and academically. The two words that come to my mind when I think about Youth Month are ‘Remembrance and Activism’. Not only do I have to remember and celebrate the sacrifices of The Youth of 1976 in championing the fight for equal and just education, but I am inspired to continue advocating for educational and social justice in South Africa. To borrow a phrase from Shamele Mackie, “I praise the Youth of 1976 for their dedication and remember them for their inspiration. To borrow a phrase from HHP, today “I am educated and emancipated”. Academically, Youth Month highlights the vital role of advocacy in fostering a more inclusive society. My work on bringing historically underrepresented dialects, like Khelovedu, into the classroom supports this effort. My work seeks to affirm and elevate linguistic diversity in education today, much like the Youth of 1976 fought for the right to be educated in languages that honoured their heritage. By supporting the inclusion of these dialects, I am advancing the cause of culturally appropriate and fair education and making sure that learners feel empowered and represented in their classrooms.

2. What impact do you hope your NIHSS supported research will have on society or your field?

I am hoping that my work on historically marginalised languages in the classroom would influence policy and pedagogical practices, making certain that every language community is respected and given space in the classroom. South Africa is home to around 25 languages, yet only 11 hold official status and are incorporated into the education system. If PanSALB expands its focus to include the development of South African dialects, their integration into the education system would become more feasible and widely implemented. This would assist in preserving linguistic heritage, enhancing education, promoting social inclusion and strengthen multilingualism. Ultimately, speakers of these dialects would not only feel like valued members of the society but would also gain a stronger sense of pride in using their dialects confidently. Mutasa (2015:2) writes that “every language should be valued as a precious possession and a quintessential aspect of humanity—one that ensures achieving or fulfilling social, economic, governmental and educational objectives”.