Changing perspectives in the face of the decolonisation of knowledge at South African public universities

Abstract

Purpose The legacy of colonisation and apartheid in South Africa has resulted in a radical challenge to the public universities. The successful #FeesMustFall campaign that took place in 2015 accentuated several aspects of post-apartheid transformation that have not been adequately attended to. The public universities are now faced with meeting the needs of students and interested parties who would like to see transformation at various levels, in particular, the decolonisation of knowledge. This paper aims to present an approach to address the decolonisation of knowledge. Design/methodology/approach Shifting universities’ approach to teaching and learning is a challenging endeavour, especially as it entails an embrace of previously ignored worldviews. Taking a metaphoric approach, an analysis of this problem is presented in systemic terms from a family therapy approach adhering to second-order cybernetics. A solution to bridging the disconnect between the participants in the decolonisation of knowledge in a South African context is presented. Findings Early successes were attained on the back of a therapeutic approach to meeting the needs of students who took part in curriculum and policy changes. The findings suggest that for a transformation to take place, all the participants in the university should acknowledge that the problem (which may have different forms) is a shared one and that decolonisation requires the participants to learn about other participants in the system. Reflecting on historical narratives and its present status quo from the epistemology of the directly affected parties is suggested as an indispensable step that should occur prior to the implementation of any solutions. Without the reflection process, the other members of the system may not understand the context and reasoning for the decolonisation, resulting in friction and fear, in turn mitigating the decolonisation process. Research limitations/implications Methods of empathetically engaging people who have been discriminated against is important in the goal of restoring equality and social justice. Family therapy is presented as a vehicle for communal dialogue in a therapeutic empathetic context. This approach has value in many settings other than in the education arena. Social implications Legacies of apartheid are still in effect in the South African public university system. Decolonising knowledge is one topic that may address social justice which helps to diffuse social tension and subsequent protest action. Originality/value Family therapy as an approach to decolonisation of knowledge and as an approach to appeasing social tension in the educational context is unique.

Decolonizing the law curricula at Universities of Technology: The student’s perspective on content

“…Findings also showed that (71,7%, p = 0,000) of students felt that African traditional legal systems were not recognised in their classrooms and that the exclusion made them feel inferior as African students 61,7% (p = 0,004). These findings are consistent with the views of Baron (2017Baron ( , 1568 who contends that the exclusion of one's culture in a country that is culturally diverse is hurtful, condescending and hostile. The author maintains that a refusal to decolonise the knowledge acquired in South African universities could be described as being prejudicial to African students and the generation of people who were impacted by the segregation of the apartheid educational policies.…”

“…Hence, this section of the law curricula is in direct contrast with the lived experiences of African students and as a result becomes alien to students whose parents and other relatives are in relationships according to the dictates of their customs and traditions. According to Baron (2017Baron ( , 1568, the exclusion of one's cultural identity and knowledge in a culturally diverse country such as South Africa is hurtful, condescending and hostile to students. Ramrathan (2016, 5) contends that South African higher education requires deep curricula transformation with a drive to explore and privilege indigenous epistemologies and indigenous knowledge systems.…”

Ethical inclusive curricula design: Conversational teaching and learning

“…There is an underlying critical awareness of the social and political aspects that may be hindering certain groups of people, while also acknowledging the connectedness in the human family. Since a family cannot thrive when some members are suffering (Baron 2017), there is thus a goal to reimagine the world for the upliftment of all. This is enacted by the authentic lecturer who focusses on the students' educational goals (Pask 1976a), even if these goals may initially seem off the topic (earthing a shack).…”

Ethically resilient teachers, what might that be?

“…In the South African tertiary educational context, there has been a move to decolonise knowledge. This has resulted in turbulence with many educators uncomfortable within the uncharted territory within which they work (Baron, 2017(Baron, , 2016a. Other challenges include new requirements for teaching such as ICT (information and communication technology) in the classrooms, additional assessments or even conflicts in the employment contract and so forth, also requires a level of adaptation.…”