“Postgraduateness”—A Project for Constructing a Renaissance Africa: A Decolonial Approach

The field of entrepreneurial education has received increased global research interest in recent decades. This is evident in the simultaneous recognition and interrogation of the roles of the institutions of higher education in the enhancement of students’ entrepreneurial skills. The analysis of extant and recent studies beckons the need for a multi-layered and complex review of the strategic position of the institutions of higher education in this enterprise. Continued promotion and internalization of entrepreneurial values and skills demand deliberate engagement and integration of the covert curriculum at the institution of higher education. This article utilizes an in-depth review of literature to ascertain the state of entrepreneurial study in South Africa's institutes of higher education. To exploit the current wave of increased interest in entrepreneurial education in the South African context, it is important to draw attention to the current state of entrepreneurial education with the view to unpacking the ambiguities and gaps in the existing approach. This paper enriches the comprehension and analysis of gaps in current trends of entrepreneurial education in South African higher education institutions. It positively contributes to the practice of entrepreneurial education in South Africa through its arguments for a reconsideration of the teaching pedagogies to intentionally and extensively incorporate the covert curriculum towards the internalisation and efficacy of entrepreneurial skills in South African institutions of higher education.

Section: Covert Curriculum In Institutions Of Higher Educationmentioning

confidence: 99%

Leveraging Covert Curriculum in the Nurturing of Entrepreneurial Mindsets among Higher Education Students

Obaje

2024

“…Decolonisation, in a physical sense, involves reimagining the planning, titling, and adornment of structures within the institution. Oparinde and Govender (2019) opine that institutions of higher learning should thoroughly reconceive, reimagine, reassess, and reconceptualise the curricula, methods, and processes in the bid to ensure decolonisation. Mbembe (2016) asserts that many institutions, through their apartheid architecture and symbolism, aim to traumatize and victimize black students.…”

Section: Literature Reviewmentioning

confidence: 99%

Practices and Spaces (Location): Reflecting on the Contribution of Writing Centres for Decolonisation in Higher Education

Mhlongo,

Khumalo,

Naidoo

et al. 2023

The location of writing centres in universities has attracted attention from practitioners and researchers in the field of academic support scholarship. These writing centres, known as spaces where students discuss their writing ideas, have become part of the decoloniality discourse in South African higher education. This study adopts a mixed-method approach and builds upon Grimm's theory of transitional space to examine tutor perspectives on the contribution of writing centres' pedagogical practices and physical location to the decolonisation of education at the Durban University of Technology (DUT) and Mangosuthu University of Technology (MUT). The findings reveal that the writing centres in these contexts contribute to the decolonial agenda by employing various approaches such as multilingualism and one-on-one consultations that are sensitive to the African context. However, despite these positive contributions, it is necessary to initiate decolonial discussions that address historical past injustices. The study recommends that the creation of decolonised spaces is a complex process requiring collaborative engagement between writing centres and the university community, including management. Writing centres have an integral role to play in decolonising the university space, particularly in the South African context.

“…Learners would also participate in question-and-answer sessions. Scholars concur that this is how critical thinking is developed and fostered in children (Golding, 2015;Ndofirepi, 2011;Ndondo and Mhlanga, 2014;Oparinde and Govender, 2019;Pardales and Girod, 2006). The tenets of community of inquiry are found in the philosophy of Unhu/Ubuntu as a methodology traditionally used by the storyteller with children, as stories were used extensively to teach morals and to pass on societal values (Ndondo and Mhlanga, 2014).…”

Section: A New Concept Of Educationmentioning

confidence: 99%

Globalisation and ICT in Education through Unhu/Ubuntu African Philosophical Framework: A Case of the Zimbabwean Curriculum

Dhliwayo,

Jita

2023

This paper reviews the philosophical foundations of Unhu/Ubuntu in the Zimbabwean education system. The Zimbabwean curriculum underwent a comprehensive paradigm shift from a Western philosophy to an ancient indigenous philosophy of Unhu/Ubuntu. The Western philosophy was discarded on the premise that it provided an extraneous education lacking authentic existence for the people. Through the lens of connectivism, the paper answers the question of how after this removal from Western ideals, the present education impacts the country’s need to be an active player in the Fourth Industrial Revolution (4IR) and global citizenship. Digital technologies are not a traditional heritage from an African epistemology. Therefore, the question remains whether the philosophy of Unhu/Ubuntu is rich enough to provide a framework for the integration of information and communication technology (ICT) and a resultant 4IR-relevant education for the country. We argue that Unhu/Ubuntu is well aligned to provide a framework for a digitalised technological education through its ethical, humanistic values. The paper concludes with a strong assertion that while both Capitalism and Unhu/Ubuntu achieve the goals of 4IR through education, one produces a competent skilled worker without the accompaniment of moral and ethical integrity which the other deliberately instils besides the skills and competences.