; Black artist supports students after burnt work – The Citizen

Black artist supports students after burnt work

CAPE TOWN, SOUTH AFRICA – FEBRUARY 16: The aftermath after a protest on February 16, 2016 at the University of Cape Town in Cape Town, South Africa. The students erected a shack on Residence Road, Upper Campus on Monday to protest against what they call the institution’s discrimination against black students in placing them in accommodation. Yesterday, the students went on a rampage, causing immense damage to property after they were asked to remove the shack. (Photo by Gallo Images / Die Burger / Lerato Maduna)

CAPE TOWN, SOUTH AFRICA – FEBRUARY 16: The aftermath after a protest on February 16, 2016 at the University of Cape Town in Cape Town, South Africa. The students erected a shack on Residence Road, Upper Campus on Monday to protest against what they call the institution’s discrimination against black students in placing them in accommodation. Yesterday, the students went on a rampage, causing immense damage to property after they were asked to remove the shack. (Photo by Gallo Images / Die Burger / Lerato Maduna)

His painting was unwittingly destroyed alongside ‘colonial’ artefacts.

The black artist whose painting was burnt by Rhodes Must Fall students in the #Shackville protests says he still supports the sentiments of the protesters.

This is according to Mail & Guardian, who reported that Richard Keresemose Baholo, however, opposed the use of violence, calling it “unnecessary”.

His painting, Extinguished Torch of Academic Freedom, was unwittingly destroyed by student protesters at the University of Cape Town (UCT) alongside ‘colonial’ artefacts and works of art.

The students were protesting against the exclusion of black and poor students from access to accommodation at the university.

According to the M&G, Baholo agreed with the students’ assertion that art with colonial representation contradicted the university’s values of transformation.

He also told the paper the university should anticipate and not underestimate the unhappiness students felt about the delay in transformation.

 

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