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

Abstract

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.

Decolonisation of the nursing education curriculum in Gauteng province, South Africa: A concept analysis

“…One cannot begin to conceive what a postcolonial or decolonial reality may look like in a nursing curriculum until the public sector acknowledge that institutionalised forms of coloniality still exist in the society today (Wong et al 2021). The first view of decolonisation calls for a paradigm shift to advance social justice, social and cultural identities, and to correct Eurocentric superiority and imperial attitudes (Khuzwayo 2021). There is an enormous number of Euro-American sources of information in nursing and health sciences.…”

“…Not described Not described Khuzwayo (2021) To explore views, opinions, and ideas of pre-service teachers that could influence the development of an alternative paradigm for empowering teachers with the competence to promote a balanced worldview in teaching and learning in schools.…”