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.
Disiplin ilmiah, gaya jurnalistik
Artikel-artikel mengenai Decolonisation
Menampilkan 141 - 160 dari 167 artikel
Africa’s universities must avoid collaborative programmes with the North that become mere tick-box exercises that only benefit Northern researchers and organisations.
Sections of South Africa’s student movements regard transformation as a complete failure. Responding to this perceived failure, some have adopted an anti-democratic stance.
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.
Corruption in Nigeria is not something that can be blamed solely on multinationals. It is much, much more complex.
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.
Curriculum transformation has to happen. But it has to go further than simply borrowing ideas and concepts.
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.
If South Africans are to make the radical changes they must to become truly great, the new generation will have to find a way of understanding the country’s past in its profound complexity.
A curriculum can’t be decolonised by simply removing content. This denies students the chance to participate in local policy debates and the global job market. A more nuanced approach is needed.
Ghana has often been depicted as one of modern Africa’s success stories. But how different is contemporary Ghana to the vision its founding father Kwame Nkrumah had?
The book contains major flaws, the chief of which is the lack of solid, supporting evidence. Brown claims that ‘Rhodes documented everything’ – which was not actually the case in this regard.
Students of the social and political sciences can benefit enormously from being taught literature, short stories and watching artistic feature films.
Many works published on decolonisation originate from Ngugi wa Thiongo’s idea of decolonising the African mind. Imperialism, he writes, has left its mark on the minds of the previously colonised.
Decolonising education should be about ensuring that students learn more about other fellow South Africans who might be different to them.
South Africa’s universities are in a state of upheaval. Academic developers must rethink their own purpose and how they work with academics in this environment to foster positive change.
Student protests in South Africa saw triumph for the hashtag and success for the slogan. What lies beyond this as students push for genuine change in universities?
African academics are steeped in European knowledge systems and ways of teaching. There is a galaxy of African scholarship they can draw from to change this - if they’re brave enough.
The students’ movement has stretched South Africans in personal, professional, powerful and provocative ways. Have academics been stretched enough to reflect deeply on the status quo at universities?
Many universities in East and West Africa lost their autonomy during the 1980s and 1990s and became handmaidens of the state. What insights can their experiences offer for South Africa?
Kontributor teratas
-
Extraordinary Professor, Department of Political Sciences, University of Pretoria
-
Professor, University of Cape Town
-
Associate professor, Stellenbosch University
-
Associate Professor, School of Education, Aarhus University
-
Academic Staff Development Lecturer, Centre for Higher Education Development, University of Cape Town
-
Research Fellow at the University of the Free State, South Africa and Assistant Professor in the History of International Relations, Utrecht University
-
Associate Professor, University of Cape Town
-
Distinguished Professor of Curriculum Studies, Stellenbosch University
-
Lecturer in South Asian History, University of Reading
-
Professor of English Language Teaching and Literacy Development, Rhodes University
-
Associate Professor of Political Science, Colorado State University
-
Emeritus Professor of History, Lancaster University
-
Professor of Philosophy of Science, Durham University
-
Professor and Chair of Epistemologies of the Global South, University of Bareuth, Germany, University of South Africa
-
Associate Professor, Department of Literary Studies in English, Rhodes University
