A critical interrogation of paradigms in discourse on the decolonisation of higher education in Africa

Hungwe, J. P.; Ndofirepi, Amasa P.

doi:10.20853/36-3-4587

Cited by 9 publications

(6 citation statements)

References 19 publications

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“…Juxtaposing the above assertions, Timmis, et al (2022) concur with Hungwe & Ndofirepi (2022), McCallen and Johnson (2020), Merisi et al (2022) and Mgqwashu (2019) that universities are a source and gatekeeper of social justice. Contrary to this, the reality is that the curriculum offered by these universities is parallel to the underlying principles of the ideals of social justice which seek to advance and promote the needs, social identities and local contexts of all students in higher education.…”

Section: Introductionmentioning

confidence: 54%

“…With the highest mean of 5.2, the social justice phenomena of equal access to higher education emerged as a fundamental variable influencing and shaping the 21st-century curriculum in higher education. This finding finds expression in a host of previous studies and current discourses on higher education, both nationally and internationally (Dawson 2020;Govender & Hugo, 2020;Hungwe & Ndofirepi, 2022;Horsthemke, 2017;Jansen, 2017;Letsekha, 2022;Liu 2020;Lumadi 2021;Manathunga, et al 2021;McCallen & Johnson, 2020;Mdzanga & Moeng, 2021;Qi, et al 2021;R'boul, 2022;Salmi & D'Addio, 2021;Scherman & Liebenberg, 2023;Zimmerman, 2023).…”

Section: Results Analysismentioning

confidence: 75%

“…In support of the above prognosis, there is overwhelmingly conclusive and consistent evidence in literature, both nationally and globally which points to a very strong concurrence among scholars on the need to deliver a decolonised curriculum in higher education as a matter of urgency (Letsekha, 2022;Lumadi, 2021;R'boul, 2022). In fact, a host of recent studies and scholarly work in higher education demonstrate an enduring strong interest and advocacy on redressing issues of social injustice which continue to exist in the 21 st century higher education landscape (Hungwe & Ndofirepi, 2022;Letsekha, 2022;Lumadi, 2021;McCallen & Johnson, 2020;Salmi & D'Addio, 2021;Scherman & Liebenberg, 2023;Zimmerman, 2023). Supporting the above school of thought, is a body of compelling evidence in literature to confidently submit that higher education is still entrenched in systemic practices that perpetuate and promote social injustice, the marginalisation and academic exclusion of students whose social identities are not recognised in the learning arena (Letsekha, 2022;Timmis et al, 2022;Scherman & Liebenberg, 2023;Zimmerman, 2023).…”

Section: Introductionmentioning

confidence: 93%

“…In line with the major precepts of phenomenology and informed by literature perspectives on social justice issues that influence the 21st-century curriculum (Dawson 2020;Govender & Hugo, 2020;Hungwe & Ndofirepi, 2022;Letsekha, 2022;Liu 2020;Lumadi, 2021;Manathunga, Singh & Bunda, 2021;Mbembe & Mahabeer, 2020;McCallen & Johnson, 2020;Mdzanga & Moeng, 2021;Qi, et al 2021;R'boul, 2022;Salmi & D'Addio, 2021;Scherman & Liebenberg, 2023;Zimmerman, 2023) this study developed a questionnaire with the Likert Scale (see below). After a careful and deliberate reflection on their lived experiences with each one of the issues of social justice listed below, the study participants had to rate them from 1, which meant that the participant strongly disagreed with the specific justice issue as being influential in informing the 21st-century curriculum in higher education to 7, which implied that the participant strongly agreed that the given social justice issue was indeed significantly influential in the 21 st century higher education curriculum.…”

Section: Research Paradigm and Data Collection Instrumentmentioning

confidence: 99%

“…The last two decades in higher education have been characterised and underpinned by radical calls and discourses for a more transformed and student oriented curriculum which speaks to the social identities and cultural contexts of students (Dawson 2020;Govender & Hugo, 2020;Hungwe & Ndofirepi;Liu, 2020;Letsekha, 2022;Lumadi, 2021;Manathunga, Singh & Bunda, 2021;Mahabeer, 2021;Mbembe, 2016;McCallen & Johnson, 2020;Mdzanga & Moeng, 2021;Merisi, Pillay & Mgqwashu, 2022;Mgqwashu, 2019;Qi et al, 2021;Díaz, 2018;R'boul, 2022;Salmi & D'Addio, 2021;Scherman & Liebenberg, 2023;Timmis et al, 2022;Zembylas, 2018Zimmerman, 2023. This has culminated in robust debates, dialogues, and discussions on the need for a decolonised curriculum and the subsequent decolonisation epistemologies in higher education to conform to a 21 st century higher education student cohort.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Mapuya

2023

REPAM

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Higher education systems across the globally have adopted policies to provide a curriculum which is underpinned by the fundamental values of equality, inclusivity, and diversity. However, owing to lack of transformation and the practical implementation of these policies, higher education is still significantly entrenched in Eurocentric epistemologies which expose students to a learning environment which does not represent their social identities. This has led to the intensification of discourses on decolonisation epistemologies. At the centre of these decolonisation epistemologies is their advocacy for the recognition of indigenous epistemologies and ontologies in the learning environment. Of importance to these discourses is social justice issues that influence the 21st-century curriculum. Guided by the Critical Theory of Education, this study explored social justice issues that inform the 21st-century curriculum from a lecturers’ perspective. Data was collected from thirty-two purposefully selected lecturers from all universities in South Africa using a questionnaire with a Likert scale. The findings demonstrate that academic imperialism, language equity, equality, inclusivity, and diversity are the major issues of social justice that influence the 21st-century curriculum. To promote these social justice issues, this study advocates for radical transformation in language policies and pedagogical practices in higher education. The study further calls for the practical dismantling of the current dispensation in higher education which perpetuates social injustice and inequality. Educational policies need to respond purposefully to calls to decolonise the 21st-century curriculum holistically and create an education system which works for every student on these social justice issues.

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