The impact of the neoliberal technological epoch and Covid-19 on the decolonization of the university curriculum

Abstract

In this article we will argue that South Africa's capitalist neoliberal agenda for higher education, where the focus is on the shift from a knowledge economy to a digital economy, will choke the life of indigenous knowledge out of the university curriculum. To support this claim the article discusses, firstly, the impact of the core neoliberal ideals on the university curriculum landscape.Secondly, drawing on the scholarly work of Martin Heidegger and his anticipation of the spirit of the time in the technological epoch, the article shows how humans in this era will be viewed as a heap of fungible raw materials, resources, or standing reserve (Bestand) awaiting optimisation. In this technological age knowledge is subject to the demands of the market, where the focus will be exclusively on knowledge that has a utilitarian value in and impact on the technological epoch. A direct consequence of this is that little space will be provided for the inclusion of indigenous knowledge in the curriculum. We conclude by showing how the current Covid-19 pandemic dismissed the voices and disregarded the efforts of indigenous healers in the fight against the pandemic. All these developments illustrate government's power to impose its neoliberal agenda on the university that will ultimately lead to the detriment and neglect of indigenous knowledge.

"Does anyone even notice us?" COVID-19’s impact on academics’ well-being in a developing country

“…While not unique to South Africa, the colonial and apartheid past require serious deconstruction if all race groups are to flourish. However, the pandemic has only hardened a neoliberal focus on technological advancement, where the push for a digital economy threatens to weaken any attempts to include indigenous knowledge into the academy (Koopman and Koopman 2021). A decolonial approach to pedagogy requires that modernism and capitalism "Does anyone even notice us?"…”

Learning Reimagined: A Case Study of Curriculum Co-Design Approaches, Benefits, and Challenges

“…The impact of the COVID-19 pandemic highlights an urgent need for transformation towards inclusivity, equitability, accessibility, and connectivity to promote social justice and bridge the technological divide between the Global North and South (Fraser-Moleketi, 2021). Consequently, South African Higher Education Institutions (HEIs) are under pressure to adequately prepare students for shifts in human capital requirements, the social imperative and still meet their learning needs (Koopman & Koopman, 2021). Curriculum designers are therefore challenged to find innovative approaches to teaching, stakeholder empowerment, engagement, and support capable of responding to technological challenges, changing industry requirements and the new learning and social needs of students (Tan et al, 2017;Koopman & Koopman, 2021).…”

“…Consequently, South African Higher Education Institutions (HEIs) are under pressure to adequately prepare students for shifts in human capital requirements, the social imperative and still meet their learning needs (Koopman & Koopman, 2021). Curriculum designers are therefore challenged to find innovative approaches to teaching, stakeholder empowerment, engagement, and support capable of responding to technological challenges, changing industry requirements and the new learning and social needs of students (Tan et al, 2017;Koopman & Koopman, 2021). These demands require curriculum designers to understand and anticipate changes in technologies, industry requirements and lecturer, student, and other stakeholder roles in HE.…”

Understanding the stakeholders’ perspectives on professionalism in healthcare: a cross-cultural analysis

“…The training of devoted professionals with specialized skills is needed for the development of modern medicine and technology (2) , and these trained professionals are expected to follow the codes of professionalism (3) . Con icts of interest and medical errors are being discussed on professional platforms to meet the challenges of the modern epoch; in response to which there are growing demands for making positive changes in medical curricula (4) .…”