Curriculum Transformation in a Post-Apartheid South African University: The Arts Faculty, Tshwane University of Technology

Ebewo, Patrick; Sirayi, Mzo

doi:10.1080/18146627.2017.1307090

Cited by 6 publications

(4 citation statements)

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“…There also seems to be consensus among most scholars that when integrating African culture into a given curriculum, the emphasis should shift away from Eurocentric views. However, it is also necessary to find a balance between the African, the non-African as well as modernization in the curriculum as the world we live in is now more globalized (Ebewo & Sirayi, 2018). It is clear that the concept of culture in the HE sector is by no means a unidimensional one.…”

Section: Methodsmentioning

confidence: 99%

“…Before 1994, South Africa's curriculum was used to exclude some groups (e.g., Africans, blacks in general, women and rural students) from accessing higher education (Van Wyk & Higgs, 2011). Up to the present time, such inequalities of the past have been addressed through revisions to the curricula and syllabi; many government papers and policies have also been issued, and the restructuring of some processes (Ebewo & Sirayi 2018) has since been achieved. The White Paper on Higher Education of 15 August 1997 is but one of the wide-ranging documents that provide a picture of South Africa's shift from apartheid to democracy which calls for a renewed perception of higher education in which institutions and their values are viewed afresh.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Culture in Shaping the Curriculum of Higher Education in South Africa

Moremoholo

2023

JCSR

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Over the past two decades, the South African higher education (HE) sector has highlighted the usefulness of a locally relevant curriculum that incorporates culture. There is also some research calling for the integration of culture and an emphasis on the Africanized curriculum. However, these related concepts (culture and Africanization) have yet to be sufficiently applied in the HE curriculum as part of the HE transformation drive. The present paper aims to present a review of the literature regarding the role of culture on curriculum transformation and the Africanization of academic material in the context of the HE sector in South Africa. The primary research method for this study is the review of the selected research findings containing issues related to culture and its role in curriculum transformation. The findings of this review reveal that the concepts of culture, and more specifically the Africanization of the localized curriculum (in the HE sector), are not yet adequately understood, even though progress has been made over the last two decades. The inheritance of colonial Eurocentric views is believed to be hindering this progress. Higher education can in this regard play a significant role in achieving the goal of a locally relevant curriculum.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Culture in Shaping the Curriculum of Higher Education in South Africa

Moremoholo

2023

JCSR

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“…It is hoped that the transition to UoTs will promote applied research with a focus on social good and social progress, as well as the development, diffusion, and commercialization of technologies relevant to the national imperative (Mtshali & Sooryamoorthy, 2019). In conclusion, Ebewo & Sirayi (2018) believe that South Africa's higher education system has developed beyond its fragmented, blinkered, elite, and irregular apartheid heritage in recent years. However, much of the apartheid legacy remains, and considerable work needs to be done in the higher education sector.…”

Section: History Of Universities Of Technologymentioning

confidence: 97%

The role of branding in the choice of a university of technology

Matli

Tlapana

Hawkins-Mofokeng

2021

IJRBS

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Brand choice has historically played an important role in a wide range of industries, particularly in the private sector, where billions of Rands are invested to entice potential customers. Taking this into consideration, the purpose of this study is to investigate the effect of brand awareness and brand image on first-year student selection of a University of Technology in KwaZulu-Natal. The objectives of the study were to establish and identify the brand preference and image attributes that entice first-year students’ selection of a University of Technology (UoT). The study also examined the biographic variables of those students. To accomplish these objectives, an exploratory study using a quantitative research approach was conducted, in which questionnaires were administered to 500 first-year students at the selected Universities of Technology in KwaZulu-Natal. The study revealed that topics such as investments in brand awareness and brand image, safety and security, the caliber of staff, delays in academic programmes, student-lecturer relationships, and service delivery were identified as factors that influenced the participants' selection and willingness to recommend their institutions to potential students. Thus, the study recommends that UoTs should pay more attention to branding strategies as an agendum to ensuring institutional profitability and viability, relationship management, and human resource. Finally, the findings of this study are limited to KwaZulu-Natal and should not be extrapolated outside this region.

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“…Soon after apartheid was institutionalised in 1948, her program of 'separate development' was extended to the education sector. As a result, in 1949, a commission was set up to modify the content and syllabi of the school system for indigenous black South Africans (Ebewo & Sirayi 2018). The consequence of e-ISSN 2664-3405 this policy for the black South Africans is seen in the lack of access to formal art education in schools or as an extramural or recreational activity during apartheid.…”

Section: A Brief History Of Art Practices and Education In South Africa And Nigeriamentioning

confidence: 99%

Decolonising African vernacular rooted sculptures of selected contemporary Nigerian and South African artists

James

2021

JDD

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I am interested in a decolonial reading of African vernacular rooted sculptures of selected contemporary South African and Nigerian artists and compares them. Although vernacular arts were produced in indigenous or traditional African arts context, there are still several forms of vernacular art practices jostling for space with canonical modes in contemporary art in various African contexts. However, I argue that the contemporary representations of cultural imagery and symbols from indigenous cultures or urban areas in South Africa and Nigeria suggest a different mode of engagement, even though the term vernacular is used to narrate them as a rethink in narrating art practices. Therefore, my paper argues that even though contemporary artists from both countries continue to represent cultural imagery (vernacular) in their artworks, they are not a continuation of traditional African art. I adopt formal analysis, cultural history methodologies for the critical analysis of the works of two South African and two Nigerian artists that were purposively selected and compare the ideas that unfold from the interrogations for a wider continental understanding of contemporary issues and artistic trends.

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Curriculum Transformation in a Post-Apartheid South African University: The Arts Faculty, Tshwane University of Technology

Cited by 6 publications

References 1 publication

The Role of Culture in Shaping the Curriculum of Higher Education in South Africa

The Role of Culture in Shaping the Curriculum of Higher Education in South Africa

The role of branding in the choice of a university of technology

Decolonising African vernacular rooted sculptures of selected contemporary Nigerian and South African artists

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