After #RhodesMustFall: Higher Education Decolonization in South Africa and the “Born Free Generation”

Muraina, Luqman Opeyemi; Mlambo, Yonela

doi:10.1108/978-1-80262-497-720221005

Cited by 2 publications

(4 citation statements)

References 14 publications

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“…Consequently, African knowledges, ways of knowing, imaginations, and being came to be characterised in stereotyped inferior ways and were classified unworthy of presence in an ivory tower. This led to the popularisation of Western thoughts and Eurocentrism in HEIs in Africa (Heleta, 2016;Muraina & Mlambo, 2022). Thus, decolonisation takes coloniality and its unwanted history as a departure point and seeks to undo its violence, to recentre Africa vis-à-vis diverse institutional cultures, knowledge production, ontologies and epistemologies, curriculum contents and pedagogies, and languages, and consequently to (re)create African universities.…”

Section: Coloniality As Decolonisation Departure Pointmentioning

confidence: 99%

“…From the foregoing, our findings have affirmed that decolonisation of the university is a specific orientation and ideology that is anchored in coloniality. It seeks to redress histories of oppression, subjugation, dehumanisation, and depersonalisation, and to affirm the "being" of oppressed people (Muraina & Mlambo, 2022). L4 substantiated that "If we are going to address the particularities of our past, in the present inch, and imagine the future", then an ideal decolonisation should be embraced.…”

Section: Preference For Decolonisationmentioning

confidence: 99%

“…The continual transformation failures reached a climax in 2015 with what Keet, Sattarzadeh and Munene (2017: 1) described as the "most wide-ranging expression of discontent within and with higher education post-1994 and with the South African democratic project", namely, the #MustFall uprising and violent protests. Inherent in these protests was the call for university and curriculum decolonisation and free education (Muraina & Mlambo, 2022). Vorster & Quinn (2017: 37) argued for a decolonial turn vis-à-vis a total multidimensional discourse that recognises a stronger discourse "beyond transformation of numbers" and students' alienation.…”

Section: Introductionmentioning

confidence: 99%

“…The HWUs' forestalling of transformation and the government's snail's pace to implement transformation prepared a fertile ground for the #MustFall movement.Students confronted HE coloniality and called for intersectional decolonisation not limited to capitalism, race, sexuality, neoliberalism, internationalisation, and commoditisation. Students became HEI iconoclasts vis-à-vis #RhodesMustFall at UCT and its mutation to a coherent #MustFall movement in other universities(Muraina & Mlambo, 2022). Students at the University of the Free State and Stellenbosch University demanded a review of the Afrikaans language policy, citing that ISSN 2523-1154 SOTL in the South 8(1): April 2024 Muraina, Mlambo, Cingo…”

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confidence: 99%

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South African Higher Education: Transformation or/and Decolonisation?

Muraina,

Toshe-Mlambo,

Cingo

2024

Sotls

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Transformation is the christened name of institutional activities seeking to change South Africa ‘into the opposite of apartheid’, including in higher education (HE). However, transformation failures meant that students at universities in South Africa, through several #MustFall movements, protested around their misgivings about ‘transformation’ and advocated for a decolonial turn. Decolonisation, therefore, has become the preferred name for change to some sections of HE, thereby creating a conflict with ‘transformation’. Our study collected responses on the meaning of transformation and decolonisation and their capability to change the hegemonic structure and Western institutional culture in universities. The qualitative study was anchored in Fomunyam’s social transformation theory and used semi-structured interviews to collect data from 11 participants from a South African university. They were analysed thematically (reflexively). Findings depicted opinions favouring both transformation and decolonisation to achieve changes required in HE. The liberal and linguistic nature of transformation means it can be manipulated for different agendas and research purposes. Meanwhile, decolonisation, anchored in histories of Africa’s oppression, is specific about recentring Africa in the universities. In conclusion, it is vital to exercise caution to avoid ‘decolonial fatigue’ which would make decolonisation a rhetoric just like transformation.

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Section: Coloniality As Decolonisation Departure Pointmentioning

confidence: 99%

Section: Preference For Decolonisationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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South African Higher Education: Transformation or/and Decolonisation?

Muraina,

Toshe-Mlambo,

Cingo

2024

Sotls

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Ending Curriculum Violence and Academic Ancestral Worship: An Afrocentric Perspective on Decolonising Higher Education in Africa

Mutongoza,

Mutanho,

Makeleni

2023

EHASS

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There have been multiple contributions to the decolonisation agenda in Africa since the onset of calls to decolonise education under the auspices of the #RhodesMustFall protests in South Africa. Nevertheless, these efforts have not resulted in the realisation of a truly decolonised higher education. The present study was built on the premise that decolonising higher education requires a deep analysis of how the perpetuation of academic ancestral worship has been used to maintain the dominance of Western epistemologies at the expense of indigenous peoples. Although closely related, this study conceptualised curriculum violence as how the curriculum reinforces imbalances in knowledge production systems while academic ancestral worship is understood as the veneration of Western academic traditions and scholarships over indigenous knowledge and scholars. To effectively argue for an Afrocentric position on ending these pervasive forms of colonialism in education, the researchers used a literature review methodology, which entailed meticulously searching for published literature using keywords. The study’s findings highlight the need to commit to social justice and equity to liberate and transform higher education in Africa using a model that advocates for Afrocentric knowledge creation, validation, and dissemination. This study also raises awareness of curriculum violence and academic ancestral worship. It further increases understanding of their impact on marginalised communities to inform policy and decision-making in educational institutions and lead to the implementation of more inclusive and equitable curricula and practices. Keywords: Academic Ancestral Worship, Curriculum Violence, Decolonisation, Epistemology, Higher Education

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After #RhodesMustFall: Higher Education Decolonization in South Africa and the “Born Free Generation”

Cited by 2 publications

References 14 publications

South African Higher Education: Transformation or/and Decolonisation?

South African Higher Education: Transformation or/and Decolonisation?

Ending Curriculum Violence and Academic Ancestral Worship: An Afrocentric Perspective on Decolonising Higher Education in Africa

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