Students want things to change at South Africa’s universities.
The push for decolonisation could ironically end up trapping universities in a colonised curriculum.
Police guard a building at the University of Cape Town – from whom, since knowledge is not really owned by anyone.
There are a few questions that can be posed and unpacked if universities are to move towards genuine decolonisation.
Students in South Africa are tired of Western, Eurocentric university curricula.
More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
Critical dialogue could help South African universities get back on their feet.
When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
Psychology as an academic discipline needs to take a long, hard look at itself.
Psychologists drew historically from theories of social Darwinism and eugenics to espouse the hierarchical categorisation of people into race groups.
Ancient fermentation techniques are an example of African chemistry in action.
Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn't sit on the continent, it's apparent that Africa lacks power in this regard.
Decolonising the curriculum is far more nuanced than replacing theorists and authors. Universities first need to define how they approach the development and dissemination of curricula.
The decolonisation of South Africa’s university curriculum seems to have fallen off the agenda, overtaken by the push for free higher education.
The decolonisation debate in South Africa's universities raises critical issues about the relationship between power, knowledge and learning.
Kenya’s existing school system isn’t producing the sorts of working people the country needs.
Kenya has realised that its school-leavers aren't ready for the world of work. An ambitious plan aims to change this.
In South Africa there's a value judgment attached to students who take part in universities’ English for Academic Purposes programmes. This shouldn't be the case.
A traditional rainmaker in Kenya. How can indigenous knowledge become part of university curricula?
Department For International Development/International Development Research Centre/Thomas Omondi/Flickr
Decolonisation of the curriculum doesn't have to mean the destruction of Western knowledge, but it's decentring. Such knowledge should become one way of knowing rather than the only way.
Its critics complain that current Afrodiasporic literature is not in tune with everyday life on the continent. They see its versions of Africa as sanitised and Westernised.
Students cheer as a statue of Cecil John Rhodes is removed from the University of Cape Town in April 2015.
There is a risk that because of fatigue, frustration and silencing the important moment created by South Africa's student movements will pass by with no proper, long-term structural change.
Transforming the curriculum isn’t as simple as replacing some books with others.
Curriculum transformation has to happen. But it has to go further than simply borrowing ideas and concepts.
Students want colonial symbols, such as this statue of Cecil John Rhodes, gone from their universities.
Calls for the decolonisation of countries, institutions, the mind and of knowledge are not new. In South Africa, these changes are crucial and long overdue. But they must be carefully thought through.
Now Australia has a national curriculum, what does that mean for our kids?
Last week the states agreed to the implementation of changes to the national school curriculum brought about by the National Curriculum Review undertaken last year.
Goodbye education, hello science.
Christopher Pyne’s policies in the education portfolio were underpinned by liberal values of the free market, autonomy and education as a private commodity.
Taking the curriculum “back to basics” will disadvantage kids who perhaps don’t have access to cultural and other knowledge at home.
We run a significant risk that the divide between the haves and have-nots will widen even further through the "back to basics" curriculum approach advocated by Education Minister Pyne.
A separate curriculum for students with disability would be discriminatory and go against the research.
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