Ubuntucurrerein the academy
A case study from the South African experience
Bibliographic Data
| ID | 5761262 |
|---|---|
| Authors | Mlamuli N Hlatshwayo (0000-0001-9180-8803, University of KwaZulu-Natal, corresponding author), Lester Brian Shawa (0000-0003-0910-1003, University of KwaZulu-Natal), Sabelo Abednego Nxumalo (0000-0002-3899-5619, University of KwaZulu-Natal) |
| Year | 2020 |
| Volume | 5 |
| Issue | 1-2 |
| Pages | 120-136 |
| Publication date | 2020-03-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Third World Thematics A TWQ Journal (JOURNAL) |
| Journal identifiers | ISSN: 2379-9978 • E-ISSN: 2380-2014 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23802014.2020.1762509 |
| OpenAlex | W3034058377 |
| Language | EN |
| Citations received | 6 |
| References cited | 34 |
Universities in the Global South continue to be confronted with the ethical demands for transformation and decolonsiation. In this paper, we discuss the epistemic possibilities for transforming and decolonising curricula. Building on the work of Pinar and Le Grange, we propose the notion of Ubuntu currrere as an emancipatory alternative to the traditional top-down, hierarchical approach to designing, teaching, and assessing curricula, research and community engagement. We argue that curricula can be thought of as an active conceptual tool that is dialectical, inclusive, and democratic in its very constitution, capable of enabling varied voices such as those from students, lecturers, policy makers, communtiy stakeholders, industry, and others. As such, we argue that curricula should not have epistemic closure. We recommend an Ubuntu currere pedagogy that can respond to the clarion calls for South African higher education’s transformation in reconceptualising varied voices as premised on democratic thought, diversity, and critical engagement that foster social justice
Critical pedagogy · Curriculum · Democracy · Dialectic · Economic Justice · Epistemology · Pedagogy · Political science · Politics · Sociology · Adult and Continuing Education Topics · African cultural and philosophical studies · Global Educational Policies and Reforms
‘I am because we are’
Empathetic-Reflective-Dialogical Restorying for decolonisation
Afrocentric frameworks in recreation and leisure research
Transdisciplinary, transgressive and transformative
The Need for Leadership and Management Training for Catholic Priests in the Changing Spheres of South African Parish Life
Confronting the complexities of decolonising curricula and pedagogy in higher education
Outside in the Teaching Machine
Neo-Liberalism and Marketisation
The hidden curriculum and the nature of conflict
Fees Must Fall
Towards a critical re -conceptualization of the purpose of higher education
Colonial Discourse and Post-Colonial Theory
Decolonising the university in 2020
Decolonisation of higher education
Rhodes University, 1904–2016
Decolonizing the university
The end of ubuntu
Fields and institutional strategy
Teaching Global and Social Justice as Transgressive Spaces of Possibility
Decolonizing Knowledge in South Africa
Decolonising International Relations
Ubuntu, public policy ethics and tensions in South Africa's foreign policy
Views from the margins
On the Coloniality of Being
| Citations per year | 1 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |