Free, decolonised education’

A lesson from the South African student struggle

Datos Bibliográficos

ID8360372
AutoresAdam Elliott‐cooper (autor de correspondencia)
Año2017
Volumen49
Número3
Páginas332-334
Fecha de publicación2017-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaArea (JOURNAL)
Identificadores de la revistaISSN: 0004-0894 • E-ISSN: 1475-4762
EditorialWiley (PUBLISHER • GB)
DOI10.1111/area.12375
OpenAlexW2614338652
IdiomaEN
Citas recibidas14
Referencias citadas4

This commentary places British geography within transnational currents of student‐focused decolonisation movements. In October 2015, the author travelled to South Africa for the first time, visiting Witwatersrand University (Johannesburg), University of Cape Town ( UCT ) and Rhodes University in Grahamstown. This paper draws on historical accounts of the British colonisation of what is now South Africa, contextualising both the domestic and global inequalities which it’s students are currently challenging. British imperial history also provides a basis for understanding the roots of British geography, offering the campaigns to decolonise the South African university as an opportunity to critically reflect on how our own discipline produces knowledge. The commentary asks this timely question: as geographers, particularly those based in the old centre of Empire, how can our work be used to dismantle the colonialism our discipline has been implicated in since its formal inception

Ancient history · Archaeology · British Empire · Cape · Colonialism · Colonisation · Decolonization · Empire · Geography · Global South · Inequality · Media studies · Political science · Politics · Sociology · Work (physics) · Gender Studies · Geography Education and Pedagogy · History · Law · Qualitative Research Methods and Ethics · Tourism, Volunteerism, and Development