Decolonising Universities in South Africa: Rigged Spaces?

Hendricks, Cheryl

doi:10.1080/18186874.2018.1474990

Cited by 19 publications

(16 citation statements)

References 11 publications

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“…What is unique about the findings presented in this section is that this study locates the unique challenges of Black social work students at the point of intersection between the nature of the social work degree and the socioeconomic challenges associated with Black students at university. This further strengthens the argument made by scholars such as Heleta (2016), Hendricks (2018), and Mbembe (2016), for the decolonization of universities, and the argument that institutions tasked with training social workers should not be blind to the socio-economic disparities affecting the academic progress of Black social work students at university.…”

Section: Adjusting To the High Workload At Universitysupporting

confidence: 73%

“…The 2015 "fees must fall" protests in South Africa marked an important part of South African post-colonial history. The long forgotten de-colonial agenda was resuscitated, as students from various universities across South Africa protested against inequalities within the higher education system (Hendricks, 2018). The protesters demanded the removal of statues of colonial figures such as Cecil John Rhodes, they also demanded free education and an end to outsourcing of workers.…”

Section: Decolonization Of Social Work Educationmentioning

confidence: 99%

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Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Munyoro

Dube

2020

Journal of Human Behavior in the Social Environment

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In a democratic South Africa, a significant number of Black students have gained entry and access to higher education, which is a remarkable improvement. However, as much as the access rate has improved, the success rate of Black students remains low in different universities because of perceived inequalities amongst racial groups. This has resulted in debates about the urgent need for decolonization of South African universities to address the low throughput rates of Black students. Thus, the aim of this study was to understand the reasons for failing among Black social work students at a university in Johannesburg. The study was qualitative in nature, and it used an exploratory-descriptive case study design. Utilizing a semi-structured interview schedule as a research tool, the study employed one-on-one in-depth interviews as a method of data collection with 15 Black third year social work students who were recruited into the study using purposive sampling. Thematic analysis was used to analyze the data collected. The main findings from the study showed that failure of Black social work students at a university in Johannesburg was exacerbated by the language used as a medium of instruction, inability to use technology, lack of adequate social and institutional support, and socioeconomic factors. Recommendations are made in terms of programmatic interventions.

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Section: Adjusting To the High Workload At Universitysupporting

confidence: 73%

Section: Decolonization Of Social Work Educationmentioning

confidence: 99%

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Munyoro

Dube

2020

Journal of Human Behavior in the Social Environment

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“…By doing this, the stakeholders, including the students in such universities will be liberated, exposed and emancipated to the world of equal international competitiveness. This is supported by the assertion of McLeana et al (2019) and Hendricks (2018) that there is need for institutions to employ a decolonising strategy within the context of a neo-liberalised university environment that will be favourable and comfortable for learners and other university stakeholders to perform their responsibilities and to discharge their functions without the feeling of deprivation and been disadvantaged. From the above, I, therefore, argue that to actualise such decolniality agenda, the place of social and stakeholders' collaboration is not negotiable.…”

Section: Introductionmentioning

confidence: 99%

The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities

Omodan

2020

RISE

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Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.

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“…In South Africa, the higher education landscape has been transformed by #RhodesMustFall and #FeesMustFall protest movements (Hendricks, 2018;Steyn Kotze, 2018). The #fallist movements and the concomitant call for the decolonisation of the curriculum resulted in the destabilisation of a previous order, while a new order is yet to come.…”

Section: Discussionmentioning

confidence: 99%

Introduction: Scholarly engagement and decolonisation: Views from South Africa, The Netherlands and the United States

Crul¹,

Dick²,

Ghorashi³

et al. 2020

Scholarly Engagement and Decolonisation: Views From South Africa, the Netherlands and the United States

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Decolonising Universities in South Africa: Rigged Spaces?

Cited by 19 publications

References 11 publications

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university

The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities

Introduction: Scholarly engagement and decolonisation: Views from South Africa, The Netherlands and the United States

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