Sustainable Transformation in a Rapidly Globalizing and Decolonising World

Maringe, Felix; Ojo, Emmanuel

doi:10.1007/978-94-6300-902-7_2

Cited by 17 publications

(16 citation statements)

References 5 publications

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“…The importance of recontextualization of knowledge (Bernstein 2000) again highlights the value of a well-considered, well planned, epistemically diverse curriculum in the quest for both decolonisation and the preparation of graduates for a sustainable future. It is therefore safe to suggest, as also pointed out by Lotz-Sisitka (2017) and Maringe and Ojo (2017), that it may indeed be possible to reciprocally address both decolonisation and sustainable development through similar approaches to curriculum development and reform, since both are premised on the achievement of a curriculum in which conceptual knowledge is addressed alongside contextual knowledge. However, while this is theoretically possible, there are significant challenges that may stymie the achievement of either, the most significant of these being the lack of knowledge and expertise in curriculum development and design processes amongst lecturers and faculty departments.…”

Section: Contextual Relevancementioning

confidence: 97%

“…More recently, Lotz-Sisitka (2017) provided a convincing interpretation of decolonisation theory and practice as a frame for education for sustainable development, to re-orient the purpose of HE to the common good. Similarly, Maringe and Ojo (2017) also highlighted the interconnection between notions of decolonisation of HE in Africa and those of sustainable development in their exploration of the meaning, rationale and approaches for decolonised, sustainable development in African HE.…”

Section: Introductionmentioning

confidence: 99%

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Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula

Padayachee

Matimolane²,

Ganas³

2018

SAJHE

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Transformation in Higher Education has been an ongoing concern in post-apartheid South Africa, especially in light of universities' expected contribution to economic and socio-political transformation. In particular, curriculum transformation has proved challenging, as evidenced in actions and calls by students in recent years for decolonisation of the curriculum. This study, which formed part of an institutional response to the challenge of curriculum transformation and decolonisation, initially sought to examine perceptions of the term "decolonisation" amongst a group of early career lecturers at a leading university in South Africa. Highlighted in the outcomes of the study was the centrality of personal and contextual relevance in notions of decolonised curricula, the impact of curriculum conversations on lecturers' well-being, and the broader implications of responsive and relevant curricula for institutional and societal well-being. In this respect, the findings of the study illustrated the similarities of curriculum decolonisation approaches and the concept of education for sustainable development which is underpinned by the goal of global well-being and the common good. Also highlighted was the need for greater balance between Mode 1 (theoretical) and Mode 2 (contextually relevant) knowledge in curricula, leading us to posit that both curriculum decolonisation and education for sustainable development are equally necessary for institutional and broader societal reform and well-being, and that both imperatives may potentially be achieved by focusing on the principles of epistemically diverse curricula.

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Section: Contextual Relevancementioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula

Padayachee

Matimolane²,

Ganas³

2018

SAJHE

View full text Add to dashboard Cite

show abstract

“…On the one hand, they are confronted by significant pressure to conform with their international counterparts, ensuring global homogeneity of institutional structure and practice. On the other, African universities are experiencing a burgeoning desire to reclaim, and also reimagine African identities able to foster and maintain their own particular worldviews and histories, despite this global pressure (Maringe & Ojo, 2017). Herein lies an important ongoing structural paradox: the universities, which are doing much of the work of questioning and reclaiming identities that genuinely reflect the African lifeworld, are themselves remnants of colonial culture.…”

Section: "Decolonised" Educationmentioning

confidence: 99%

#FeesMustFall and the decolonised university in South Africa: Tensions and opportunities in a globalising world

Griffiths

2019

International Journal of Educational Research

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Colonialism's legacy in South Africa includes persistent economic inequality which, since the country's universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding "free, decolonised education". Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the #FMF movement and its twin demands within the context of decoloniality, and argues that while free education has been achieved, imagining and implementing decolonised education for South Africa in an increasingly globalised world is a more challenging, elusive goal.

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“…This debate about rethinking how university curriculums are taught, has continued within South African universities since then. There has been a strong call for Africanisation of knowledge, and various authors believe that this offers an opportunity to regenerate the content and the pedagogical approaches used in higher education (Maringe & Ojo, 2017;Steyn & Reygan, 2017). This chapter aligns with the decolonisation debate and aims to contribute to the regeneration and critical rebalancing of higher education teaching (Pitsoe & Dichaba, 2014;Ramoupi, 2011).…”

Section: Introductionmentioning

confidence: 99%