Decolonisation of the curriculum: A case study of the Durban University of Technology in South Africa

Mheta, Gift; Lungu, Bwalya; Govender, Thaiurie

doi:10.15700/saje.v38n4a1635

Cited by 28 publications

(20 citation statements)

References 10 publications

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“…The findings suggest how decolonisation vis-à-vis the curriculum might be included. It is important to acknowledge that the decolonisation mission is a challenge; it is not an event but a process that involves careful planning; listening to many divergent voices; reflecting on what is possible and not possible in a school or university context; and implementation and review of all actions (Mheta et al, 2018). African knowledge traditions have hitherto been on the periphery due to over-reliance on western and northern knowledge traditions.…”

Section: Discussionmentioning

confidence: 99%

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Sebbowa¹,

Majani²

2021

HEJ

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This paper investigates History education in Uganda by interrogating data emerging from interviews with secondary History teachers. Two strands of literature are brought to the data analysis: one strand relates to how decolonisation has been conceptualised in interpretations of History education in Uganda; a second strand relates to what the most appropriate pedagogies might be to underpin History teaching and learning in this postcolonial setting. The pedagogical text is informed by the work of Bruner, Vygotsky and Hedegaard. This work feeds into reflections on how mutuality (Boyanton, 2015) and opportunities for dialogue, ownership and internalisation might be established and developed. We explore how psychological, social, emotional and cultural aspects of learning play a part in establishing a link between identity, relevance and significance which takes into account how teachers and learners give and receive value through a search for authenticity. The research findings confirm the need for students to be able to see themselves in the narrative, but they also include recognition of a broader imperative to understand the personal and local within wider regional and global contexts.

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Section: Discussionmentioning

confidence: 99%

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Sebbowa¹,

Majani²

2021

HEJ

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“…Furthermore, in the debates there has been a re-emergence of the complex and varied concepts and definitions of decolonisation. It is well recognized that decolonisation is a broad term that different meanings for different people (Mheta, Lungu & Govender, 2018). In the context of this paper it is not possible to explore the various definitions in depth; extensive analyses of the concept of decolonisation are offered by, for example, Le Grange 2018; Fomunyam & Teferra, 2017;Du Preez, 2018;Mheta, Lungu & Govender, 2018).…”

Section: Decolonisation Of Higher Education In South Africamentioning

confidence: 99%

“…It is well recognized that decolonisation is a broad term that different meanings for different people (Mheta, Lungu & Govender, 2018). In the context of this paper it is not possible to explore the various definitions in depth; extensive analyses of the concept of decolonisation are offered by, for example, Le Grange 2018; Fomunyam & Teferra, 2017;Du Preez, 2018;Mheta, Lungu & Govender, 2018). However, it is generally understood that decolonisation is about making efforts to challenge the process of colonisation and racialisation, and the historical and continued effects it has on maintaining colonial knowledge (Le Grange 2016; Heleta 2016; Higgs 2016).…”

Section: Decolonisation Of Higher Education In South Africamentioning

confidence: 99%

“…Thus the needs of this context, the resources of this environment, and the ways in which African people have developed knowledge to address those needs, and drawn on the resources, inform the ongoing development of knowledge. Secondly, the DUT participates in knowledge production with others around the world as peers, recognizing that their perspective is likewise influenced by their context and location (Mheta, Lungu & Govender, 2018).…”

Section: Decolonisation At Dutmentioning

confidence: 99%

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Research on the possibility of improving technical higher education through the parties involved in the Bologna Process

Oțel

Firescu

2017

Balkan Region Conference on Engineering and Business Education

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Through this paper, the authors have propose to briefly illustrate the shift from the "approach of knowledge as a product" to the "approach of knowledge as a process", conducted through the Bologna Process in technical higher education. In this latter approach, the emphasis is on student rather than on teacher, as it is in the case of traditional higher education. The applied research was conducted at the Satu-Mare Branch of the Technical University of Cluj-Napoca through the project "Specialists for Satu-Mare" and the survey was used as method and the questionnaire as tool. The information gathered through the questionnaires distributed to both parties involved: students and teachers were analyzed. The aim of the research is to identify possible malfunctions and to propose recommendations for improving interactions in

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“…Students, academics and various stakeholders raised the language of instruction issue as essential towards decolonising education. A demand continues to be made for African languages to be used alongside English and Afrikaans for knowledge production and equitable access to knowledge (Mdube, 2018;Mheta, Lungu & Govender, 2018;Writer, 2019) Closer to China, in Hong Kong, where Mandarin is one of the three official languages, it has also become controversial. According to media reports, some students who perceive it as the language of the enemy, which is mainland China, are rejecting it.…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa

Ngcobo

Makumane

2020

PiE

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The Constitution for the Republic of South Africa (Act 108 of 1996) embraces language as a basic human right and multilingualism as a national resource. One latest foreign language to be given recognition by the Department of Basic Education (DBE) in 2015 is Mandarin, a Chinese language, for incremental implementation as a non-official optional language from 2016 in primary schools. One of the stakeholders at the centre of the implementation of this latest foreign language to be recognised, whose voice has not been heard, are teachers. The methodology adapted in the collection of data is quantitative in that pre-service teachers completed a questionnaire. The results indicate mixed attitudes with more appearing to be not entirely supportive of this move by the DBE. Teachers do not share the same sentiments that are expressed at political level about the significance of Mandarin for trade and globalisation. The findings suggest a need for the DBE to rethink this plan and training proportional to the minimum training requirements for the teaching of a foreign language to be provided to teachers. There would need to be some consultation to ensure a greater teachers' support as the project continues to be piloted and implemented in more schools across the country.

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Decolonisation of the curriculum: A case study of the Durban University of Technology in South Africa

Cited by 28 publications

References 10 publications

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Dialogues over decolonisation in East Africa: A case study of history education in Uganda

Research on the possibility of improving technical higher education through the parties involved in the Bologna Process

Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa

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