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?
As we celebrate Youth Month this year, it allows us to take a significant moment for reflection, commemoration and a renewed sense of responsibility as academics. Youth Month continues to honour the legacy of the Soweto Uprising (1976), whereby South African youth mobilised courageously against the Apartheid Regime of oppressive educational policies. Their (youth heroes) actions remain a profound symbol of youth agency, resistance, and the enduring pursuit of justice in our country. Personally, Youth Month is a reminder of the power of the young voices that were able to influence national consciousness, and who brought about systemic change. Furthermore, it invites introspection about my role in promoting equity and transformation within a contemporary South Africa educational context. I urge academics, scholars and educators to allow Youth Month to challenge their understanding of the ‘power’ of education and its role in advancing transformative educational and cultural practices – “education is the most powerful weapon which you can use to change the world” (Nelson Mandela). It necessitates a critical examination of access, representation, accurate documentation and decolonisation within higher education. As a South African, I am compelled to view Youth Month not only as a historical marker but as an academic and civic imperative to continue advocating for inclusive, relevant, and socially responsive educational practices.
2. What impact do you hope your NIHSS supported research will have on society or your field?
My research which was supported by the NIHSS, aspires to make a meaningful and enduring contribution to academic field of music and the humanities, by addressing the critical need for visibility, inclusion, accurate documentation, and pedagogical engagement within Southern African (clarinet) music. Through the creation of an annotated catalogue and an informed pedagogical approach to the clarinet works composed between 1995 and 2022, this research not only fills a substantial gap within the musicological scholarship but actively contributes to the critical re-evaluation and needed transformation of music curricula in South Africa, which would promote inclusivity, integration and cultural relevance.
By foregrounding the work of Southern African composers – many of whom remain underrepresented in both performance and academic discourse – the research seeks to challenge the Eurocentric norms that have historically shaped instrumental teaching and repertoire. Furthermore, it empowers performers, educators, and students to engage with music that is rooted in Southern African musical expression, reflecting the harmonic and rhythmic complexities. The catalogue includes extended methods for the instrument and suggested teaching methods (facilitating preparation, interpretation, and informed approaches to the performance of Southern African compositions).
Ultimately, I hope this research fosters a deeper appreciation for Southern African musical contributions, stimulates further scholarly inquiry in this domain, and inspires a new generation of performers and educators to value and integrate contemporary African compositions into mainstream performance and education practices.