The Resonant Asset: Exploring the Productive Investments of Postcolonial Theory in the Face of Decolonial Turns

Kalua, Fetson

doi:10.1080/10131752.2019.1665256

Cited by 1 publication

(1 citation statement)

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“…Furthermore, the "retreat into indigenisation" indicates the "absence of vibrant, original and creative knowledge production systems in [South] Africa" and could suggest "a narrow Africanism" rather than an expansion of appropriate intellectual pursuits (Jansen 2019, 50-74). Likewise, Kalua (2019) stresses the debt that decoloniality owes to postcolonial theory, arguing that this means decoloniality is less original than is often claimed.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Towards Decolonising Poetry in Education: The ZAPP Project

Newfield¹,

Byrne²

2020

EaC

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This article concerns ZAPP (the South African Poetry Project), which is a community of poets, scholars (including the authors), teachers and students, established in 2013 to promote, in educational systems, the work of contemporary South African poets. For the past three years (2017–2019), we have attempted through outreach and research to contribute to decolonising South African education by paying attention to indigenous poetic traditions and practices. Our research has focused on content, pedagogy and institutional practice. The article outlines and attempts to assess three interrelated components of ZAPP’s research into the decolonisation of poetry and education: our research into the transformation of teaching and learning in EFAL (English First Additional Language) poetry classrooms, our ongoing research into what constitutes indigenous South African poetry today, and our research into institutional practices concerning the production and dissemination of knowledge about poetry. We draw on various conceptual frameworks to explore ZAPP’s research, namely, South African poetry scholarship, decolonial theory, theories of indigeneity, theories of multimodality, posthumanism and new materialisms. The article shows both the achievements and challenges of our research efforts in the three areas of content, pedagogy and institutional practice. Its final claim is that these three areas are crucial sites of intervention in attempts at decolonising poetry in existing disciplines in research and education.

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Section: Theoretical Frameworkmentioning

confidence: 99%