What Would the Decolonisation of a Political Science Curriculum Entail? Lessons to be Learnt From the East African Experience at the Federal University of East Africa

Mngomezulu, Bheki R.; Hadebe, Sakhile

doi:10.4324/9780429435621-6

Cited by 3 publications

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“…Earlier decolonial and transformation efforts include attempts by academics like the late Archie Mafeje, who vigorously argued for curriculum reforms in 1968 (Mngomezulu and Hadebe 2018) and the 1976 student protests against the use of Afrikaans as the language of instruction in schools and oppressive Bantu Education. The development of isiZulu and isiXhosa as languages of instruction at the University of KwaZulu-Natal (UKZN) and Rhodes University are recent concrete attempts towards decolonisation (Rossouw 2018).…”

Section: South Africa's Curriculum Transformation Effortsmentioning

confidence: 99%

South Africa’s Curriculum Transformation: Insights from Post-Independence Africa and Post-Civil Rights Movement in the United States

Tella

2022

SRSA

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The #MustFall campaigns, student-led protests that began at the University of Cape Town (UCT) in 2015 and reverberated across South African universities, ignited calls for curriculum transformation, the abolition of Eurocentric epistemologies, and the embrace of indigenous knowledge systems. Given that despite more than two-and-a-half decades of majority rule, South African universities continue to promote hegemonic Western thought, the call for genuine curriculum transformation is understandable. Against this backdrop, this article investigates the challenges associated with curriculum transformation efforts in South Africa. It offers potential solutions by drawing lessons from transformation efforts in the humanities in postcolonial African states and African-American studies in the civil rights movement in the United States (US).

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Section: South Africa's Curriculum Transformation Effortsmentioning

confidence: 99%

South Africa’s Curriculum Transformation: Insights from Post-Independence Africa and Post-Civil Rights Movement in the United States

Tella

2022

SRSA

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“…Originating largely in South Africa (Heleta, 2016; Le Grange, 2016; Mngomezulu and Hadebe, 2018), the decolonisation of higher education curricula is a growing political and academic project in the United Kingdom, particularly at global and ‘outward-looking’ institutions, including SOAS and the universities of Oxford and Cambridge which are themselves products of Empire (Arday and Mirza, 2018; Begum and Saini, 2019; Bhambra et al, 2018; Saini and Begum, 2020). The burgeoning literature on decolonising curricula and the intractability of colonial remnants in classrooms and libraries reflects a formidable and ongoing struggle (Heleta, 2016; Mamdani, 2016; Mngomezulu and Hadebe, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Decolonising quantitative research methods pedagogy: Teaching contemporary politics to challenge hierarchies from data

et al. 2021

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Decolonisation of the curriculum in higher education is a radical, transformative process of change that interrogates the enduring Eurocentric and racist narratives surrounding the production of academic ‘knowledge’. Our key argument is that it is essential for students of politics to understand the authorities and hierarchies exerted through quantitative data. In this article, we show that (1) quantitative methods and data literacy can be an explicit tool in the endeavour to challenge structures of oppression, and (2) there is a need to apply decolonial principles to the teaching of quantitative methods, prioritising the historical contextualisation and anti-racist critique of the ways in which statistics amplify existing micro and macro power relations. To explain how this can be done, we begin with a commentary on the ‘state of decolonisation’ in higher education, its relevance to the subdisciplines of politics, and its application to quantitative teaching in the United Kingdom. We then suggest some guiding principles for a decolonial approach to quantitative methods teaching and present substantive examples from political sociology, international political economy, and international development. These suggestions and examples show how a decolonial lens advances critical and emancipatory thinking in undergraduate students of politics when it is used with quantitative methods.

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Designing Political Science Courses

Rosen

2024

Political Pedagogies

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What Would the Decolonisation of a Political Science Curriculum Entail? Lessons to be Learnt From the East African Experience at the Federal University of East Africa

Cited by 3 publications

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South Africa’s Curriculum Transformation: Insights from Post-Independence Africa and Post-Civil Rights Movement in the United States

South Africa’s Curriculum Transformation: Insights from Post-Independence Africa and Post-Civil Rights Movement in the United States

Decolonising quantitative research methods pedagogy: Teaching contemporary politics to challenge hierarchies from data

Designing Political Science Courses

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