The search for ecologies of knowledge in the encounter with African epistemicide in South African education

Fataar, Aslam; Subreenduth, Sharon

doi:10.20853/29-2-468

Cited by 14 publications

(11 citation statements)

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“…Research in the disciplinary fields of psychology and education in post-colonial settings is at a crossroads judging from the growing calls for decolonisation of knowledge (Mbembe, 2016) and the calls for social justice in educational psychology practices in South Africa (Pillay, 2014) . These calls align with the demand for cognitive justice in education (Odora Hoppers, 2017), the critical rethinking of research and knowledge development practices, as well as the utility of extant philosophical assumptions in the academy (Fataar & Subreenduth, 2015;Odora Hoppers & Richards, 2012) .…”

Section: Rationalementioning

confidence: 93%

Special issue on indigenising educational psychology

Westhuizen

2018

Journal of Psychology in Africa

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Journal of Psychology in Africa (JPA) is a peer-reviewed journal co-published NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group) on behalf of Africa Scholarship Development Enterprize. It is accredited by the Department of Higher Education and Training in South Africa and indexed in the ISI Web of Science. The JPA provides an inter-disciplinary forum for the dissemination of psychological research in Africa and related regions in the context of development. Its core mission is to advance psychological research for the social-cultural and health development in Africanist settings, inclusive of the African diaspora communities around the globe. Research that addresses African heritage realities and opportunities is particularly encouraged. Contributions should attempt a synthesis of local and universal methodologies and applications, contributing to the wider body of knowledge in the applied psychological sciences. This call for papers announces a special issue of the JPA, which will focus on indigenising educational psychology.

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Section: Rationalementioning

confidence: 93%

Special issue on indigenising educational psychology

Westhuizen

2018

Journal of Psychology in Africa

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“…This will provide Africans with an education that adheres to their own inherent perspectives, experiences, languages, and customs. Fataar and Subreenduth (2016) insists that curriculum and text resources, need to push students beyond their own "realities and experiences by providing multiple perspectives and alternative theoretical frameworks from which to re/read their lived experiences, experiences of the past, what is presented as common sense realities, and the dominant Eurocentric and canonical forms of knowledge." This implies that a curriculum constructed on the basis of indigenous African knowledge systems, empowers educators and learners to gain confidence in their own capabilities, and to acquire a sense of pride in their own ways of being in the world.…”

Section: Restoration Precedes Integrationmentioning

confidence: 99%

“…As stated by Bennett (2014) epistemicide is a systematic destruction of any indigenous knowledge base, such that the perpetrator does not believe in fusion or exchange of that knowledge, and completely disregards the victims" knowledge. Fataar and Subreenduth (2016) used the word epistemicide as a "metaphor for the epistemological marginalization, or evisceration of African-centered intellectual traditions in formal education".…”

Section: Introductionmentioning

confidence: 99%

Theorising the Itinerant Curriculum as the Pathway to Relevance in African Higher Education in the Era of the Fourth Industrual Revolution

Fomunyam

2020

International Journal of Education and Practice

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The current era of the fourth industrial revolution combines digital, physical, and biological knowledge in ways never seen before. This revolution has resulted in disruptive technologies and trends, such as robotics, internet of things (IoT), virtual reality, and artificial intelligence (AI). The African continent is still behind with preparations for its future, through relevant unique educational practices for its populace in this era. This is because very little has changed in the curriculum content of African education, and post colonial education in Africa is essentially a colonial legacy. The curriculum is still designed after western models and paradigms, which have little or no relevance to life in Africa. This paper records the epistemological evisceration of African-centered intellectual traditions in formal education as a major cause of this challenge. Proposing the introduction of an itinerant curriculum in the African higher education sector as a viable solution to this epistemicide, this paper first argues that all bodies of knowledge(western and indigenous) are valid and significant, and should therefore be infused together without one placed as superior over the other. The study concludes that curriculum should reflect the intrinsic value of African culture, language, customs, and practices. The integration of all bodies of knowledge is the hallmark of an itinerant curriculum, should support the inclusion of a wider diversity of knowledge in curriculum theory, and practice. Contribution/Originality: This paper documents the epistemological evisceration of African-centered intellectual traditions in formal education as a major cause of Africa lagging behind in the current industrial revolution. This study further proposes the introduction of an itinerant curriculum in the African higher education sector as a viable solution to this epistemicide.

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“…Literatuur en diskoerse oor die onderwys in Suid-Afrika is sedert 1994 vasgevang in narratiewe wat behep is met die sukses van onderwys wat deur die koloniale proses teweeggebring is (Fataar & Subreenduth 2015). Die heersende siening is dat alles wel is met die onderwys en dat die beleide en implementerings en aanpassings gepas is vir 'n demokratiese Suid-Afrika.…”

Section: Noodsake Van Emansipatoriese Leerunclassified

Emansipatoriese leer en Opvoedkundenavorsing

Hoppers

Westhuizen²

2018

Tydskr. geesteswet.

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is professor en die NRF/SARCHI Voorsitter in Ontwikkelingsopvoedkunde aan Unisa. Sy het internasionale bekendheid verwerf as navorser en spreker oor onderwerpe soos die transformasie van hoër onderwys, ontwikkeling van inheemse kennis, en Afrika-perspektiewe in 'n geglobaliseerde wêreld. Gert van der Westhuizen is professor in Opvoedkunde aan die Universiteit van Johannesburg. Sy veld van spesialisering is die rol van kennis en leer in onderwysersopleiding en sy onlangse aanbiedings en publikasies handel oor die inter aktiewe aard van professionele en skoolleer. Catherine OdOra hOppers is professor and NRF/SARCHI Chair in Development Education at Unisa. She is an internationally renowned researcher and speaker on topics such as the transformation of higher education and the academy, development of indigenous knowledge, and African perspectives in a globalised world. Gert van der Westhuizen is professor of Education at the University of Johannesburg. His field of specialisation is the role of knowledge and learning in teacher education and his recent presentations and publications are about the interactive nature of professional and school learning. Gert van der Westhuizen

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The search for ecologies of knowledge in the encounter with African epistemicide in South African education

Cited by 14 publications

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Special issue on indigenising educational psychology

Special issue on indigenising educational psychology

Theorising the Itinerant Curriculum as the Pathway to Relevance in African Higher Education in the Era of the Fourth Industrual Revolution

Emansipatoriese leer en Opvoedkundenavorsing

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