Re-visiting the decolonising of South African higher education question: A systematic literature review

Chikoko, Vitallis

doi:10.20853/35-1-4420

Cited by 5 publications

(6 citation statements)

References 25 publications

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“…From an educational perspective, Africanisation, as a process, realigns education with African values, worldview, epistemologies, norms, and aspirations. While the call for Africanisation is not a new phenomenon, it is our considered view that it has been emboldened by the 2015/2016 South African student protests (Chikoko, 2021;Motala, et al, 2021), when Africanisation emerged as the focal point of efforts to decolonise higher education in Africa (Sebola & Mogoboya, 2020). Ultimately, the presupposition is that an un-Africanised university is foreign, dislocated from, and alien to, the African culture, vision, and aspirations.…”

Section: A Background To Africanisationmentioning

confidence: 96%

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Hungwe

Mkhize

2022

CriSTaL

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The process of Africanisation teaching and learning in universities in Africa is an extremely important endeavour; yet, this noble undertaking is conceptually disputed and trivialised in certain scholarly circles. Owing to the negative perceptions associated with Africa, there are reservations associated with Africanisation. Accordingly, there are perceptions that Africanisation may compromise the standard of education, the quality of lecturing staff and research, as well as the general deterioration of infrastructure. Additionally, in some scholarly cycles, Africanisation is regarded as anachronistic and confrontational to global dimensions of knowledge, as well as teaching and learning. On the other hand, proponents of Africanisation uphold the perspective that teaching and learning draw relevance by incorporating local knowledge traditions. Against the backdrop of these conceptual contestations, the concern that dominates this article is that it is imperative that the process of Africanisation be founded on guiding philosophical principles. In this article, the argument is made that notions of humanity and rationality provide a philosophical framework for the process of Africanisation.

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Section: A Background To Africanisationmentioning

confidence: 96%

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Hungwe

Mkhize

2022

CriSTaL

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“…Income poverty refers to a situation of low or no income in a household. In the developing world, South Africa is categorised as a wealthy country, yet the majority of its population lives in income poverty (Chikoko, 2021 ). According to Chikoko and Mthembu ( 2021 ), about a quarter of South Africa’s population survives on government social grants, an indicator of severe income poverty.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Towards transforming teaching and learning in higher education: interrogating poverty through a decolonial perspective

Chiramba

Motala

2023

Curric Perspect

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This paper aims to address three questions relating to the imperatives of knowledge transformation, the impact of poverty broadly and material poverty in particular, and questions of pedagogy or approaches to delivering knowledge in higher education institutions. Transformation of teaching and learning in higher education is at a crossroads in South Africa. A major driver of this is the recently emerged student-led protests on decolonisation. At these crossroads are a number of factors with the potential to facilitate or inhibit the decolonisation process. First is a conceptual paralysis regarding understanding of the idea in the country’s higher education. Second are competing ideological imperatives which confound universities’ strategic choices. Third is the fact that the academy has a high proportion of staff who themselves are products of the system they hope to transform. The paper utilises conceptual and theoretical arguments to explore the state of teaching and learning in South Africa and to learn how the protests have enhanced or/and diminished educational gains among students who are poverty stricken and facing deprivation. The paper argues for a theory of decoloniality to shape thinking and practices which enable higher education institutions to transform teaching and learning and specially to drive the type of transformation which enhances poor students’ epistemological access. The paper recommends investment in further research to explore the impact of material poverty in higher education and how the transformation of knowledge and pedagogy could be better understood for the majority of students who live with poverty in higher education.

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“…Kabela [20], Savo [26,27] argue that decolonisation implies a change in the philosophical foundation of education and its curricula, and this change entails revisiting the epistemologies, theories, and principles that promote a Eurocentric world view. As perceived by other researchers, decolonisation is a challenge to the education and curriculum design and its development which intends to promote a Eurocentric world view and cultural chauvinism vour of cultural supremacists in South Africa [24,25,[27][28][29].…”

Section: Pedagogy -Challenges Recent Advances New Perspectives and Applicationsmentioning

confidence: 99%

Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective

Khuzwayo¹

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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This chapter presents views, opinions, and perceptions about the curriculum theories that propagate educational perspectives of social injustice, cultural exclusion, supremacy, socio-economic inequality, and inequity. The data collection method was question and answer and deductive reasoning conducted in small groups in education studies classes. Pieces of information recorded in video clips during the COVID-19 lockdown were analysed through qualitative procedures, transcribing verbal data, and sorting coded categories of data. First, the frequencies of statements indicating trends in thoughts form themes classified as convergent and divergent perspectives. The interpretation of themes identified during data analysis seeks to address the problem statement in this chapter, which is the paradigm shift for a conceptualised decolonised curriculum in South Africa. Thus, the research question asked in the study is “what principles should underpin pedagogical content knowledge (PCK) of pre-service teacher education and training?” The source of data was interviews and document analysis. The synthesis of the results drawn from the raw data was based on the theoretical and conceptual framework established from the works of scholarship researchers on decolonised education. The interpretation of the findings addressing the problem statement and the research question was presented through convergent and divergent perspectives that characterise the beliefs and thoughts of students about curriculums for decolonised education in South Africa. The study highlights uncertainties about the concepts, divergent conceptual stances on decolonised education, and the lack of uniformity in the perceptions of philosophical principles or foundations of perspectives on decolonised education.

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Re-visiting the decolonising of South African higher education question: A systematic literature review

Cited by 5 publications

References 25 publications

The Africanisation of universities in Africa: Reclamation of humanity and rationality

The Africanisation of universities in Africa: Reclamation of humanity and rationality

Towards transforming teaching and learning in higher education: interrogating poverty through a decolonial perspective

Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective

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