#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

Costandius, Elmarie; Blackie, Margaret A.L.; Nell, Ian A.; Malgas, Rhoda; Alexander, Neeske; Setati, Mathabatha Evodia; McKay, Marlene E.

doi:10.20853/32-2-2435

Cited by 30 publications

(36 citation statements)

References 11 publications

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“…Furthermore, former president Thabo Mbeki (1999) opines that the legacy of colonial education has had a long-term effect in the form of the domination of African people's minds, including the alienation of an African child from his or her own indigenous experiences and environment. Costandius et al (2018) suggest that Africa needs knowledge that will help to address its needs and challenges. Mafeje (2000) reiterates that Africa needs to ensure that its education system is rooted in African conditions, discourses, and experiences.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Mafeje (2000) reiterates that Africa needs to ensure that its education system is rooted in African conditions, discourses, and experiences. In all educational sectors, irrespective of level, the way knowledge is taught needs to be decolonised in order to accommodate all knowledges (Costandius et al 2018). Jegede (1995) reiterates that the use of a curriculum that accommodates the integration of an African ethos, traditional culture, and Western science and mathematics is imperative for nation building and personal development.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The key themes tally with the key areas of transformation of the South African National System of Innovation, which are environment, energy, health, industry, and education (Hart 2016). According to Costandius et al (2018), knowledge systems cannot exist in isolation from global systems. They will continue to influence one another; hence, as mentioned, Africa needs knowledge that will help to address its needs and challenges.…”

Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 99%

“…The challenges described above have triggered debates on the topic of decolonisation, particularly in higher education institutions. The university student protests of 2015 to 2016 illuminated students' dissatisfaction with a curriculum that is Western-orientated, at the expense of Afrocentrism (Costandius et al 2018). The decolonisation of academic curricula has been a key aspect of demands by students and other sectors, including academics in South Africa (Sayed, Motala, and Hoffman 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Various scholars (Chaka, Lephalala, and Ngesi 2017;Fomunyan 2017;Methula 2017;Sayed, Motala, and Hoffman 2017) agree that the term has various interpretations, as determined by the contextual use. Many scholars have associated it with transformation, Africanisation, and African intellectuals such as Ngũgĩ wa Thiong'o, Julius Nyerere, Frantz Fanon, Thabo Mbeki, Catherine Odora Hoppers, and many others (Costandius et al 2018;Fomunyan 2017;Shava and Manyike 2018;Uzomah 2018). For example, former president Julius Nyerere advocated for the idea of "educating for self-reliance, self-confidence, independence, responsibility and democratic involvement" (Uzomah 2018 , 33).…”

Section: Introductionmentioning

confidence: 99%

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Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Zimu-Biyela

2019

International Journal of African Renaissance Studies - Multi-,

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The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu-Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Zimu-Biyela

2019

International Journal of African Renaissance Studies - Multi-,

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Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa

Mbhalati

2024

Review of Education

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This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk‐research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third‐stream income in most universities. There is consensus in literature on the pivotal role of equity‐based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity‐based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.Context and implicationsRationale for the study The rationale for this article is to provide exploratory evidence on the link between funding and transformation at public universities.Why the new findings matter The new findings matter because public universities cannot escape the imperative to address the challenges of transformation in developing countries with a history of unequal distribution of financial resources.Implications for policy makers, university management, funders and students Policy makers can use the findings from this article to inform how the National Student Financial Aid Scheme can be streamlined to ensure it continues to achieve its mandate. Based on the findings of this study, university management can develop more interventions to assist at‐risk students, particularly those from disadvantaged families succeed in their study. Funders can use the findings of this study to budget for and direct funding to academically deserving at‐risk students. Finally, students could benefit from these findings as the study identifies challenges to academic success as well as relevant interventions.

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Examining the Impact of Hashtag Activism in Influencing Social Change in South Africa

Mtombeni

2023

The Palgrave Handbook of Global Social Change

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#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

Cited by 30 publications

References 11 publications

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Access, equity and redress: Towards a sustainable funding framework for public universities in South Africa

Examining the Impact of Hashtag Activism in Influencing Social Change in South Africa

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