Toward a Relevant De-colonized Curriculum in South Africa

Suggestions for a Way Forward

Datos Bibliográficos

ID16910309
AutoresMalesela Jan Masenya (0000-0002-2282-310X, University of South Africa, autor de correspondencia)
Año2021
Volumen11
Número4
Fecha de publicación2021-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440211052559
OpenAlexW3209012205
IdiomaEN
Citas recibidas2
Referencias citadas6

The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa’s educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic

Accommodation · Colonialism · Colonization · Curriculum · Curriculum development · Geography · Pedagogy · Political science · Sociology · African cultural and philosophical studies · Higher Education Practises and Engagement · Law · Psychology