2018
DOI: 10.25159/2412-4265/3268
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Dynamics of Decoloniality in South Africa: A Critique of the History of Swiss Mission Education for Indigenous People

Abstract: This paper presents a new framework to analyse missionary education in South Africa, using Grosfoguel’s conceptual and methodological lens of coloniality of power, coloniality of knowledge, and coloniality of being. Firstly, the paper introduces the theoretical lens that undergirds this study and describes the three above-mentioned dimensions. Rather than seek generalisations concerning missionary education in the historical record, the paper presents an analysis of the endeavours of the Swiss Mission Society … Show more

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Cited by 26 publications
(18 citation statements)
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“…It calls into question the dominant ideologies like racism, sexism, colonialism, and imperialism that continue to oppress those affected by them (Ndlovu-Gatsheni 2015b; Dei and Dei 2017). Decoloniality imagines a life free from these oppressive structures and aims to foster an equitable world for all by redistributing economic resources and creating space for different ways of knowing (Seroto 2018). Furthermore, it seeks to undo colonial legacies by reimagining culture, community, and identity in ways that cross or bridge geographic boundaries (Fernández et al 2021).…”
Section: Presentation Of Concept: Decolonialitymentioning
confidence: 99%
“…It calls into question the dominant ideologies like racism, sexism, colonialism, and imperialism that continue to oppress those affected by them (Ndlovu-Gatsheni 2015b; Dei and Dei 2017). Decoloniality imagines a life free from these oppressive structures and aims to foster an equitable world for all by redistributing economic resources and creating space for different ways of knowing (Seroto 2018). Furthermore, it seeks to undo colonial legacies by reimagining culture, community, and identity in ways that cross or bridge geographic boundaries (Fernández et al 2021).…”
Section: Presentation Of Concept: Decolonialitymentioning
confidence: 99%
“…In respect of coloniality of knowledge, authors contend that an interrogation of critical epistemological questions such as who generates the knowledge that is consumed and for what reasons, is essential (Mamdani, 2017;Ndlovu-Gatsheni, 2013;Perumal, 2017). Questions along these lines demand additional layers of academic scrutiny into the politics of knowledge creation, the relevance of the knowledge produced, as well as how such knowledge enhances or diminishes the value of communities (Seroto, 2018). It is also significant to note that social work is associated with rendering services to historically disadvantaged and marginalised communities.…”
Section: Transformation Decolonialism and Decolonialitymentioning
confidence: 99%
“…First, beyond the current critique of Western hegemony, what are urgently needed are not necessarily alternatives but, instead, alternative thinking about the epistemological, theoretical, and methodological foundations of knowledge in African higher education. Second, such thinking should be grounded not only in full acknowledgement of the centrality of epistemic freedom and justice, but also in the recognition of "coloniality as a fundamental problem in the modern age" (Ndlovu-Gatsheni, 2014, p. 185; see also Maldonado-Torres, 2007;Mignolo, 2007bMignolo, , 2011Mignolo & Escobar, 2010;Mignolo and Vasquez, 2013;Ndlovu-Gatsheni, 2013Quijano, 2000;Seroto, 2018). Third, as suggested by the Western scholar, Bourdieu (1988), in the domain of social research, such thinking also requires degrees of vigilance that entail fundamental epistemological breaks.…”
Section: Argumentmentioning
confidence: 99%