The demand for “decolonised education” may jeopardise research and learning in South Africa.
It's important that South African teachers, lecturers and professors develop curricula that build on the best knowledge skills, values, beliefs and habits from around the world.
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.
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.
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.
There is no spoon. At least, not the way you think there is.
The world around you might be an illusion and you're really a brain in a vat connected to a supercomputer. Sounds preposterous? But can you prove it's not true?
What is the best way to return ‘Africa’ to African Studies?
African Studies remains a colonised space rife with misrepresentation, homogenisation and essentialising about Africa.
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.
Supplication to authority – through pleading or vehement protest – is hardly the only way to bring about change in a democracy.
There are two concepts in education theory – the social construction of knowledge and the notion of self-efficacy for development –- that could help build a true democracy.
But is it a good thing?
Is university all about being job-ready?
Universities are cutting and streamlining their courses in an attempt to make graduates more employable. But lots of graduates are still struggling to find work, so why isn’t it working?
To understand inequality in countries like South Africa, it is important to have a good grasp of factors influencing the allocation of skills and knowledge.
In a country as unequal as South Africa, the people who have access to higher education have the power to shape the society, including its elites and middle class.
The meaning of science has evolved over time but the goals remain the same.
Understanding the meaning of the word science has changed over time, but the goals to produce and share knowledge remains the same.
Do we need to know that things are certain, or is a little uncertainty still okay?
The more knowledge we gather in our search for answers to the unknown, the more uncertainty we uncover. But that's not a bad thing.
Questions are being asked whether the new funding formula will affect output in science journals.
The future is not bleak as long as the government recognises the importance of and continues investing in science.
If you map the world by scientific research output, things look rather uneven.
There are huge global inequalities in knowledge production and exchange. What drives this inequality and how can it be corrected?
What books will children need if subjects are off the timetable?
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