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DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES

Yıl 2020, Cilt: 12 Sayı: 1, 146 - 160, 19.02.2020

Öz

The end of apartheid in 1994 and the ongoing student protests since 2015 have caused renewed interest in the decolonisation of higher education in South Africa. Since this time, the model of academic organisation which underlies many South African universities has not considerably changed. These institutions tend to remain colonial outposts, rooted in Western disciplinary knowledge. The decolonisation of the curriculum is an important question that warrants attention, given that epistemic and hegemonic systems at most South African universities were entrenched during apartheid. This article examines a view of decolonisation that is based on transforming the South African higher education curriculum, a curriculum that is generally designated as westernised and Eurocentric. The research question is: Which challenges are faced in the attempt to decolonise the South African higher education curriculum? Because a qualitative research design accounts for experience and perception, it was deemed most suitable for the purpose of this article. A review of relevant literature provided a foundation for an interpretation of the challenges encountered. One-on-one, semi-structured interviews were conducted with academics within a higher education environment to determine whether the different challenges or themes as propounded by the literature align with those articulated by the interviewees. The researchers found that the call for the decolonisation of institutions and curricula presents challenges to the academic project as well as to academics. There is not sufficiently-developed African content to jettison Western education without leaving a void. Yet decolonisation is feasible and does not have to be a protracted process. For this reason South African institutions of higher learning should provide research solutions for the nation by developing curricula based on the best knowledge, skills, morals, beliefs and traditions from Africa, as well as Europe. Such a curriculum will relate to the needs of students; in other words, it will be fit for purpose.

Kaynakça

  • Anderson, G. (1990). Fundamentals of Educational Research. London: Falmer Press. Chilisa, B. (2012). Indigenous Research Methodologies. Los Angeles: Sage publications. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. 6th ed. London & New York: Routledge. Council of Higher Education (CHE). (2017). Briefly Speaking: Decolonising the Curriculum: Stimulating Debate. Pretoria: CHE. Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston, MA: Pearson. Dei, G. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education 4(2), 111‒132. Department of Education. (2008). Report of the ministerial committee on transformation and social cohesion and the elimination of discrimination in public higher education institutions. Pretoria: Department of Education. Forsyth, C.J. & Copes, H. (Eds.) (2014). Conflict theory. Encyclopedia of Social Deviance. Thousand Oaks, CA: Sage Publications. Genç, H. (2013). Deconstruction and reconstruction attempts: The curriculum of Turkish Ministry of National Education and the sixth grade English as a foreign language program. Sino-US English Teaching, 10(8), 593‒607. Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), a9. Higgs, P. (2002). Deconstruction and re-thinking education. South African Journal of Education 22(3), 170–176. Jansen, J.D. (2016). Leading for Change: Race, Intimacy and Leadership on Divided University Campuses. London: Routledge. Jansen, J.D. (2018). Decolonising the curriculum and the Monday morning problem. Foreword to Chaunda, L.S & Ivala, E.N. (Eds.) The Status of Transformation in Higher Education Institutions in Post-apartheid South Africa. London: Routledge. Laxton, D. (2004). The research process. In Coldwell, D. & Herbst, F. J. (Eds.) Business Research (pp 25-91). Cape Town: JUTA Academic. Le Grange, L. (2016). Decolonising the university curriculum, South African Journal of Higher Education, 30(2), 1-12. Lindauer, D.L. & Pritchett, L. (2002). What’s the big idea? The third generation of policies for economic growth. Economia, 1-39. Mamdani, M. (2011). The importance of research in a university. Pambazuka News 526, 21. http://www.pambazuka.org/en/category/features/72782. Accessed 2018/04/10. Mbembe, A. (2016). Decolonising the university: New directions. Arts & Humanities in Higher Education 15(1), 29-45. http://dx.doi.org/10.1177/1474022215618513. Accessed 2018/04/11. Molefe, T.O. (2016). Oppression must fall: South Africa’s revolution in theory, World Policy Journal 33(1), 30–37. http://dx.doi.org/10.1215/07402775-3545858/. Accessed 2018/04/10. Ndlovu-Gatsheni, S.J. (2016). Meanings and Implications of Decolonization for Higher Education in South Africa. Pretoria: UNISA. Pillay, S. (2015). Decolonising the University, Africa is a Country. http://africasacountry.com/2015/06/decolonizing-the-university/. Accessed 2018/04/11. Ramogale, M. (2019). Decolonise the curriculum for global relevance. Mail & Guardian. Sinn, M. (2016). Theoretical Perspectives: Conflict Theory. YouTube. https://www.youtube.com/watch?v=wIhCy2j8CDk. Accessed 2018/05/11. Smith, L. (1999). Decolonising Methodologies: Research and Indigenous Peoples. London: Zed Books. Wa Thiong’o, N. 1981. Decolonising the Mind: The Politics of Language in African Literature. Nairobi: East African Educational Publishers. Wingfield, B. (2017). The Conversation. What “Decolonised Education” should and shouldn’t Mean. https://theconversation.com/what-decolonised-education-should-and-shouldnt-mean-72597. Accessed 2018/02/20.
Yıl 2020, Cilt: 12 Sayı: 1, 146 - 160, 19.02.2020

Öz

Kaynakça

  • Anderson, G. (1990). Fundamentals of Educational Research. London: Falmer Press. Chilisa, B. (2012). Indigenous Research Methodologies. Los Angeles: Sage publications. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. 6th ed. London & New York: Routledge. Council of Higher Education (CHE). (2017). Briefly Speaking: Decolonising the Curriculum: Stimulating Debate. Pretoria: CHE. Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston, MA: Pearson. Dei, G. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education 4(2), 111‒132. Department of Education. (2008). Report of the ministerial committee on transformation and social cohesion and the elimination of discrimination in public higher education institutions. Pretoria: Department of Education. Forsyth, C.J. & Copes, H. (Eds.) (2014). Conflict theory. Encyclopedia of Social Deviance. Thousand Oaks, CA: Sage Publications. Genç, H. (2013). Deconstruction and reconstruction attempts: The curriculum of Turkish Ministry of National Education and the sixth grade English as a foreign language program. Sino-US English Teaching, 10(8), 593‒607. Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), a9. Higgs, P. (2002). Deconstruction and re-thinking education. South African Journal of Education 22(3), 170–176. Jansen, J.D. (2016). Leading for Change: Race, Intimacy and Leadership on Divided University Campuses. London: Routledge. Jansen, J.D. (2018). Decolonising the curriculum and the Monday morning problem. Foreword to Chaunda, L.S & Ivala, E.N. (Eds.) The Status of Transformation in Higher Education Institutions in Post-apartheid South Africa. London: Routledge. Laxton, D. (2004). The research process. In Coldwell, D. & Herbst, F. J. (Eds.) Business Research (pp 25-91). Cape Town: JUTA Academic. Le Grange, L. (2016). Decolonising the university curriculum, South African Journal of Higher Education, 30(2), 1-12. Lindauer, D.L. & Pritchett, L. (2002). What’s the big idea? The third generation of policies for economic growth. Economia, 1-39. Mamdani, M. (2011). The importance of research in a university. Pambazuka News 526, 21. http://www.pambazuka.org/en/category/features/72782. Accessed 2018/04/10. Mbembe, A. (2016). Decolonising the university: New directions. Arts & Humanities in Higher Education 15(1), 29-45. http://dx.doi.org/10.1177/1474022215618513. Accessed 2018/04/11. Molefe, T.O. (2016). Oppression must fall: South Africa’s revolution in theory, World Policy Journal 33(1), 30–37. http://dx.doi.org/10.1215/07402775-3545858/. Accessed 2018/04/10. Ndlovu-Gatsheni, S.J. (2016). Meanings and Implications of Decolonization for Higher Education in South Africa. Pretoria: UNISA. Pillay, S. (2015). Decolonising the University, Africa is a Country. http://africasacountry.com/2015/06/decolonizing-the-university/. Accessed 2018/04/11. Ramogale, M. (2019). Decolonise the curriculum for global relevance. Mail & Guardian. Sinn, M. (2016). Theoretical Perspectives: Conflict Theory. YouTube. https://www.youtube.com/watch?v=wIhCy2j8CDk. Accessed 2018/05/11. Smith, L. (1999). Decolonising Methodologies: Research and Indigenous Peoples. London: Zed Books. Wa Thiong’o, N. 1981. Decolonising the Mind: The Politics of Language in African Literature. Nairobi: East African Educational Publishers. Wingfield, B. (2017). The Conversation. What “Decolonised Education” should and shouldn’t Mean. https://theconversation.com/what-decolonised-education-should-and-shouldnt-mean-72597. Accessed 2018/02/20.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Quintin Senekal Bu kişi benim

Renate Lenz Bu kişi benim

Yayımlanma Tarihi 19 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 12 Sayı: 1

Kaynak Göster

APA Senekal, Q., & Lenz, R. (2020). DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES. International Journal of Social Sciences and Humanity Studies, 12(1), 146-160.
AMA Senekal Q, Lenz R. DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES. IJ-SSHS. Şubat 2020;12(1):146-160.
Chicago Senekal, Quintin, ve Renate Lenz. “DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES”. International Journal of Social Sciences and Humanity Studies 12, sy. 1 (Şubat 2020): 146-60.
EndNote Senekal Q, Lenz R (01 Şubat 2020) DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES. International Journal of Social Sciences and Humanity Studies 12 1 146–160.
IEEE Q. Senekal ve R. Lenz, “DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES”, IJ-SSHS, c. 12, sy. 1, ss. 146–160, 2020.
ISNAD Senekal, Quintin - Lenz, Renate. “DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES”. International Journal of Social Sciences and Humanity Studies 12/1 (Şubat 2020), 146-160.
JAMA Senekal Q, Lenz R. DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES. IJ-SSHS. 2020;12:146–160.
MLA Senekal, Quintin ve Renate Lenz. “DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES”. International Journal of Social Sciences and Humanity Studies, c. 12, sy. 1, 2020, ss. 146-60.
Vancouver Senekal Q, Lenz R. DECOLONISING THE SOUTH AFRICAN HIGHER EDUCATION CURRICULUM: AN INVESTIGATION INTO THE CHALLENGES. IJ-SSHS. 2020;12(1):146-60.