#Feesmustfall #Decolonisededucation Frontline

Nathane, Motlalepule; Harms-Smith, Linda

doi:10.1332/204986017x14835300150779

Cited by 5 publications

(4 citation statements)

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“…There is a dearth of research on whether or not this has had an effect on class inequality within our universities. The protests that occurred in our universities during which students burnt tyres and ducked rubber bullets fired by the police were a direct indication that the students were dissatisfied with the structure of funding within our universities, among other issues (Hodes 2016;Naicker 2015;Nathane-Taulela and Smith 2017).…”

Section: #Feesmustfall In Contextmentioning

confidence: 99%

Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa

Ntombana

Gwala

Sibanda

2023

EaC

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This article reflects on the successes and failures of student protests in transforming higher education in South Africa through a Marxist lens. The slow pace of change by the government in addressing structural and systemic inequalities has led to disgruntlement within the student body. In their quest to hasten the process, students engaged in protests across the country, inspired by the #RhodesMustFall movement. This article outlines the problematic areas that have led to the unrest and reflects on the #FeesMustFall movement: the lessons learnt and its impact on contemporary higher education. The reflection further unpacks what it means to be a student in South Africa and how the learning process shapes and is shaped by the student movements within universities. The study reviewed existing literature on the #FeesMustFall movement to better understand the influence of student protests on government policy and to evaluate whether any protest-based changes have occurred in higher education in South Africa.

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Section: #Feesmustfall In Contextmentioning

confidence: 99%

Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa

Ntombana

Gwala

Sibanda

2023

EaC

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“…In the context of wider awareness within South Africa over the colonised nature of education (Nathane and Harms Smith, 2017), this has potential to raise questions over whether already marginalised members of society have access to knowledge and decision-making spheres. What is noticeable in Durban, though, is that this scientific evidence base is applied cautiously and reflexively.…”

Section: Scholarly Implicationsmentioning

confidence: 99%

Land-use planning as a tool for balancing the scientific and the social in biodiversity and ecosystem services mainstreaming? The case of Durban, South Africa

Shih

Mabon

2017

Journal of Environmental Planning and Management

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This paper evaluates the role of land use planning, especially open space systems, in mainstreaming biodiversity and ecosystem services (BES) at the urban level. Whilst there is increasing interest in BES mainstreaming to balance environmental protection with socioeconomic development, there is also concern that BES thinking deflects attention from underlying social justice questions. Through the case study of Durban, South Africaoften held as an exemplar in BES mainstreaming-we argue open space systems can offer a pathway to BES mainstreaming that is both scientifically effective and socially just. Yet what makes this possible in Durban, we argue, is (a) a robust scientific evidence base deployed reflexively and sensitively; (b) a move towards explicit emphasis on providing benefits of BES to the most vulnerable people; and (c) supportive policy frameworks plus the presence of biodiversity managers able to navigate the political as well as scientific landscape.

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“…For many decades, social work students in South Africa have been trained through a curriculum that has never introduced them to other knowledge systems relevant to the reality of an African context, let alone allow them to bring their knowledge systems into the learning space. Thus, a "failure to decolonise is an oppressive act" (Harms Smith, 2014, Nathane & Harms Smith, 2017. If social justice, empowerment and dignity form the basis of the aims of social work (IASSW, 2014), then it should engage with issues of ideology, power relations, oppression and decolonisation.…”

Section: Introductionmentioning

confidence: 99%

The imperative to decolonise knowledge formation in a social work course

Nathane¹

2022

Critical Social Work Studies in South Africa: Prospects and Challenges

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In the context of the global call to decolonise the curriculum in higher education, there is a need to interrogate the assumptions and discourses of social work education. Alongside the current knowledge formation in teaching and learning at universities, there is little emphasis on engaging students and tapping into the knowledge systems they bring into the learning space. The form of education in higher learning institutions often positions lecturers as producers of knowledge responsible for depositing information while students are seen as recipients and consumers of it. So, students consume this knowledge without interrogating and perceiving what it means in relation to their lived realities. Such an education system is described by Paulo Freire as the banking concept of education, which holds that education is an act of depositing in which the students are depositories and the teacher the depositor. For Freire, true knowledge emerges only through invention, re-invention and restless inquiry that human beings pursue in the world -with the world and with each other.The method of teaching discussed in this chapter focuses on decentring the lecturer as a depositor of knowledge. Students form groups and engage in group discussions and courageous conversations after I have introduced the concepts and focus topic of each seminar. This method has, in many ways, challenged the traditional method of teaching and learning by encouraging students to bring their knowledge systems into the classroom. It has also resulted in deeper connections, confrontations and contradictions among students as they grapple with their discomfort. Societal issues such as race, inequalities, stance on social movements such as #FeesMustFall, structural disadvantages and past injustices became the focus for discussion. I argue in this chapter that a new form of knowledge emerges when students are engaged and actively participate in the process of learning. This is deeply rooted in an acknowledgement that students come from different knowledge systems and bringing that knowledge into the learning space can become an enriching and powerful way of learning.

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#Feesmustfall #Decolonisededucation Frontline

Cited by 5 publications

References 0 publications

Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa

Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa

Land-use planning as a tool for balancing the scientific and the social in biodiversity and ecosystem services mainstreaming? The case of Durban, South Africa

The imperative to decolonise knowledge formation in a social work course

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