African Discourses on the Africanization and Decolonization of Social and Human Sciences

Minga, Katunga Joseph

doi:10.1177/0021934720957071

Cited by 7 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This draws Afonso-Nhalevilo (2013) to contest the post-independence educational transformation in many African states, which she compares to the panel beating of the colonial education system and which Ansell et al (2015) call 'changing to remain the same'. Similarly, a damning verdict is proffered by Minga (2021), who argues that Africa has continually operated under a tainted education system since the onset of colonialism. Thus, it is disconcerting that while the central goal of this decolonisation process was the abolition of colonial rule, which was symbolised by independence and the restoration of African agency in the direction-setting of African life on African territory, the expansively envisaged objective of decolonisation was never fully completed in the majority of Africa (Abímbọĺá, 2021;Heleta, 2016;Táíwò, 2019).…”

Section: The Notion Of Decolonisation: An African Perspectivementioning

confidence: 99%

Reflections on Decolonising of Medium of Instruction at South African Universities

Mutongoza,

Mutanho,

Linake

et al. 2023

REPAM

View full text Add to dashboard Cite

The 2015/6 #Rhodes Must Fall student protest reignited the debate to decolonise higher education in South Africa and many parts of the world. One way of achieving this is through decolonising the language of teaching and learning in higher education to increase access. Within this caveat, we anticipate that this article will add a crucial contribution to contemporary international and local debates on decolonising the medium of instruction by providing evidence from South African institutions’ unique challenges and prospects associated with the quest to deliver quality decolonised education. While tremendous strides have been made in expressing the constitutional right of every learner to receive primary education in a language of their choice, at the university level, the development and implementation of inclusive language policies have been dismal at best. With the demise of the apartheid regime that significantly stifled African languages in South Africa, one could have hoped for changes in attitude and language usage in universities, mainly because universities still have discernible remnants of the apartheid legacy. This article highlights the urgent need for decolonising South African higher education, particularly concerning using English as the medium of instruction. We further hope that this study will benefit practitioners and stakeholders involved in formulating language policies at their respective learning institutions and prompt them to treat the decolonisation process with befitting urgency.

show abstract

Section: The Notion Of Decolonisation: An African Perspectivementioning

confidence: 99%

Reflections on Decolonising of Medium of Instruction at South African Universities

Mutongoza,

Mutanho,

Linake

et al. 2023

REPAM

View full text Add to dashboard Cite

show abstract

“…Streamlining these processes is one of the ways of overcoming the tendency of discussing decolonization "in scholastic rather than practical terms" (Minga, 2021). It is important to note that a call for Africanness is not a populist movement to exclude others but a movement to promote inclusion, humanity, and many ways of being human and African.…”

Section: Toward a Decolonized African Moral Education For Social Justicementioning

confidence: 99%

“…The concepts of Africanization and Afrocentric education have been widely applied in postcolonial African educational studies challenging Eurocentrism and recommending inclusivity (Asante, 1991; Boateng, 1983; Minga, 2021; Shockley & Frederick, 2010). Common concepts used by these studies include African identity, African culture, African values, African traditional religion, African proverbs, African traditional education, Pan-Africanism, and Ubuntu philosophy.…”

Section: Toward a Decolonized African Moral Education For Social Justicementioning

confidence: 99%

Toward a Decolonized Moral Education for Social Justice in Africa

Obiagu

2023

Journal of Black Studies

View full text Add to dashboard Cite

Many moral and social problems affecting African people and development could be associated with (neo)colonial moral education problems in Africa: perpetuation of excessive materialism, individual competitiveness, and demonization of African traditional values. To solve African moral problems and realize Pan-African goals, we need a more contextualized approach to moral education in schools that takes into account moral values from African context. Hence, this paper proposed strengthening moral education in Africa through a decolonial educational approach that disrupts the conventional through anti-colonial curricular and pedagogical practices of moral education for social justice. It first conceptualized moral education and social justice and reviewed literature on moral education in Africa to illuminate its colonizing elements. The proposed decolonized moral education model, critiquing Kohlbergian moral development theory as ignoring the (neo)colonial struggles of colonized and Indigenous people, draws on Ubuntu philosophy, Afrocentricity, and postcolonial theories to develop five processes for the decolonization—(a) Indigenous knowledge, values, and practices’ consciousness raising, (b) moral diversity mapping and comparison, (c) critical evaluation of Indigenous moral disrupters, (d) prosocial anger toward historical/ongoing moral annihilation and complicity, and (e) Indigenous moral agency. The curriculum and practice implications of the Model are discussed.

show abstract

“…It is important to foreground that the colonisers never designed higher education for Africans (Heleta, 2016 ; Minga, 2021 ; Mohamedbhai, 2014 ). However, Nhemachena et al ( 2020 ) showed that universities existed in pre-colonial Africa where subjects such as mathematics, science, and human anatomy were taught to African students.…”

Section: Introductionmentioning

confidence: 99%

Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Mkhize

2022

High Educ

View full text Add to dashboard Cite

Science, Technology, Engineering and Mathematics (STEM) fields have historically been disciplines dominated by white men. The colonial ideology designated Africans as subhuman, inferior intellectually, socially, and culturally to the white masculine norm in STEM disciplines. STEM education and careers were thus constructed to attract white, heterosexual, middle-to-upper class, Christian, able-bodied men. This positioning ensured that STEM environments remained inhospitable to anyone whose identity was outside the constructed somatic norm. The calls and imperatives to transform notwithstanding, the transformation process in STEM disciplines is moving at a snail-like pace. This article argues that what is occurring in STEM disciplines in South African universities is reform not transformation. It is underpinned by the intersectional theory within the qualitative paradigm. Seventy-three African doctoral and postdoctoral women students in STEM were interviewed from five South African universities. The findings highlighted how African women in STEM face challenges based on their racial and gendered identities and that what is presented as transformation is still oppressive to them. The study also found that equity through access to education in democratic South Africa does not equate to transformation. The argument presented is that despite existing policies and initiatives in South African universities to transform, the demographic inclusion of African, female staff and students does not necessarily equate to transforming the STEM environment. What needs to occur is a shift beyond reform and towards transformation through the use of strategic inventions which dismantle the racist, sexist, classist, and xenophobic ideology that permeates these environments.

show abstract

African Discourses on the Africanization and Decolonization of Social and Human Sciences

Cited by 7 publications

References 13 publications

Reflections on Decolonising of Medium of Instruction at South African Universities

Reflections on Decolonising of Medium of Instruction at South African Universities

Toward a Decolonized Moral Education for Social Justice in Africa

Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities

Contact Info

Product

Resources

About