Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning

Abstract

This article sets out to explore and analyse the repositioning of the scholarship of teaching and learning in the study of governance. The proponent of this study argues that the scholarship of teaching and learning in public administration and management must respond to decolonisation within the context of its disciplinary culture and practices. Decolonisation in South Africa followed in the wake of student demands for free and equal education and the call for the rejection of the hegemony of Western, European and apartheid knowledge production. As part of responsiveness, this article argues that the scholarship of teaching and learning in the field of public administration and management must be repositioned by recognising the existence of new narratives in the pedagogy of governance that upholds African agency, culture, societal values and practices without compromising quality. Findings from this study suggest that the scholarship of teaching and learning must be framed by local knowledge and must create a drive for a restoration of epistemic agenda in African universities that teach governance studies.

The future of public administration research: An editor's perspective

“…Others, meanwhile, push for more fundamental change through the decolonization of the field. This includes a rejection of Western hegemony, a centering of local knowledge and values, and resistance to any notion of a universal public‐service perspective or ethos (Erasmus, 2020; Matsiliza, 2020; Pete et al, 2013; Stout, 2018). In this contested context, we will see fundamentally different visions and versions of public administration emerge, but the issues demand deep and sustained attention.…”

Street-Level Pedagogy: Fostering and Communicating Social Equity Through Course Syllabi

“…The never-ending battleground in inclusive pedagogy is often centered on demonstrating why and how these efforts are important and how they impact students. For most students, the best learning environment is one where they are engaged, and one method of accomplishing that is to create a learning environment where all students can see themselves and feel valued as an opening mechanism for engagement (Addy et al, 2021; Evans & Knepper, 2021; Finkelstein et al, 2021; Harris et al, 2020; Hogan & Sathy, 2022; Matsiliza, 2020; Sauntson, 2019; Zidani, 2021). The nonprofit sector has traditionally been the voice for the voiceless, advocating for underrepresented populations and issues, and fighting to increase access, representation, and equity (Berry, 2005).…”

“…Attention often focuses on course content (Evans & Knepper, 2021; Phull et al, 2019), syllabi as communication devices (Fornaciari & Dean, 2014), language (Sauntson, 2019; Welch & Norris, 2020), and alternative platforms, assignments, and assessments (Creasap, 2014; Guillard, 2012). Recent studies have focused on diversifying pedagogy in regard to gender and other demographics, often under the heading “decolonizing” (Mantz, 2019; Matsiliza, 2020; Phull et al, 2019; Zidani, 2021), or critical pedagogy (Mason et al, 2020; Mirabella et al, 2023).…”

British public administration: the status of the taught discipline

“…Traditional PA content was identified as that which focused on 'the study of the public sector,' 'institution, structures and decision-making processes,' 'policy formulation and implementation,' and 'the role of the people involved' (Jones, 2012: 126). Less traditional PA content was categorised in reference to discussion elsewhere in this chapter (Basheka, 2012;Jreisat, 2005;Manoharan, et al 2018;Matzslita, 2020;Sabharwal et al, 2018;White & Rice, 2015). Modules explicitly referring to comparative, international and or global perspectives, social equity and diversitycharacteristics protected in the Equality Act 2010were categorised as non-traditional.…”