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.
Reuters/Mike Hutchings
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.
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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?
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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.
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.
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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.
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It easy to lampoon education reforms in Finland that aim to scrap the teaching of traditional subjects in favour of broader topics. The new initiative could see history, geography and languages replaced…
Those who have agitated for subject knowledge, rather than skills, to be the focus of the national curriculum, may have been pleased to hear the secretary of state for education, Nicky Morgan, following…
Not just for gathering dust.
Man blowing dust via Luis Louro/Shutterstock
Teachers’ professional development is “fragmented, occasional and insufficiently informed by research”. These were the conclusions of a recent British Educational Research Association (BERA) and Royal…
Many teachers say they strive to teach their students to be critical thinkers. They even pride themselves on it; after all, who wants children to just take in knowledge passively? But there is a problem…