Responding to misrecognition from a (post)/colonial university
Bibliographic Data
| ID | 12906221 |
|---|---|
| Authors | Kathy Luckett (0000-0002-3544-4221, University of Cape Town, corresponding author), Veeran Naicker (0009-0009-2902-8019, University of Cape Town) |
| Year | 2016 |
| Volume | 60 |
| Issue | 2 |
| Pages | 187-204 |
| Publication date | 2016-10-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2016.1234495 |
| OpenAlex | W2529599098 |
| Language | EN |
| Citations received | 7 |
| References cited | 20 |
This article addresses the challenge of reclaiming higher education (HE) as a public good for building effective democracies. We use Bernstein’s model of pedagogic rights and Fraser’s model of social justice to develop a normative framework for discussing how universities in unequal societies might mitigate social injustice. Referring to recent student protests in South Africa, we show the extent of student anger and frustration at the misrecognition they experience due to the reproduction of colonial hierarchies at postcolonial universities. The article is an attempt to respond to students’ calls about ‘black pain’, ‘black debt’ and for the ‘decolonisation’ of South African universities. In particular, we focus on theories of recognition and how these are being played out in the current South African HE context. Our aim is not to critique student politics, but to understand the position and heed the cry of the subaltern student. We deliberate on what an adequate response, framed within a model of pedagogic rights, might be from those who teach in and manage universities. We note some impediments to implementing this response and conclude by asserting the importance of working with a politics of recognition and representation as well as redistribution
Colonialism · Injustice · Political science · Politics · Sociology · Subaltern · Educational Theory and Curriculum Studies · Gender Studies · Global Educational Policies and Reforms · Higher Education Practises and Engagement · Law
Steve Biko’s Black Consciousness and the #FeesMustFall Movement
Data frontiers and frontiers of power in (higher) education
Reframing the curriculum
Examining decolonisation in global higher education
Shame, Anger and the Lived Experience of School Disengagement for Marginalised Students
Thinking the university in the aftermath of the decolonial turn
Re‐imagining a decolonised, anti‐racist curriculum within initial teacher education in a Welsh university
Subjects of desire
I write what I like
Pedagogy, Symbolic Control, and Identity
Black Skin, White Masks
Social Justice in the Age of Identity Politics
Phenomenology of Spirit
Pedagogic Rights and Democratic Education
The Moral Significance of Class
The neoliberal regime in English higher education
Student voice and the politics of listening in higher education
How competency‐based training locks the working class out of powerful knowledge
Black Skins, White Masks
Rethinking ‘Learning’ in Higher Education
Reproduction in education, society, and culture
Sociocultural and Constructivist Theories of Learning
Academic freedom in a democratic South Africa
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,78 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |