Placing Students at the Centre of the Decolonizing Education Imperative
Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University
Bibliographic Data
| ID | 8924378 |
|---|---|
| Authors | Aslam Fataar (0000-0002-6880-9223, Stellenbosch University, corresponding author) |
| Year | 2018 |
| Volume | 54 |
| Issue | 6 |
| Pages | 595-608 |
| Publication date | 2018-10-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2018.1518231 |
| OpenAlex | W2899242094 |
| Language | EN |
| Citations received | 9 |
| References cited | 23 |
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for a university education. The article argues that at the heart of students’ university experiences is an essential misrecognition of who they are, and how they access and encounter their university studies. I suggest that gaining greater purchase on their (mis)recognition struggles may place the university in a position to establish an engaging recognition platform to facilitate their educational success. Divided into four sections, the article starts with a rationale for bringing the institutional misrecognition of students into view. This is followed by a theoretical consideration of the notion of recognition, which opens space for what I call the recognitive agency of the education subject, who remains largely unknown to the university. The third section provides an account of the nature and extent of Black students’ survivalist educational navigations and practices in their family, community, school, and university contexts. The final and concluding section of the article presents a normative argument for developing an education platform for facilitating a productive encounter aimed at animating students’ educational becoming. This, I argue, should proceed on the basis of a decolonizing knowledge approach, involving curriculum recognition, which would accord students the conceptual tools for developing the epistemic virtues necessary for complex decolonized living
Agency (philosophy · Argument (complex analysis · Curriculum · Higher education · Library science · Normative · Pedagogy · Political science · Social science · Sociology · Subject (documents · African cultural and philosophical studies · Computer Science · Global Educational Policies and Reforms · Higher Education Practises and Engagement · Law · Medicine
Learner and Subject at the Dawn of Digital REsearch-LEd Teaching and LEarning in the Time of Covid-19
From Colonialism to Postcolonialism
Knowing, Being, Relating and Expressing Through Third Space Global South-North Coil
“Decolonizing” Curriculum and Pedagogy
Creating Student-Authored Learning Material
The university in techno-rational times
Black working-class students’ negotiation of boundaries across time and space
Your skin has to be elastic’
Transforming residential education through care
The struggle for recognition
The Changing Social Spaces of Learning
Distinction
Distinction
The Roots of the Revolution
Educational Development in South Africa
The Cultivation of Learning Dispositions among First-Generation Disadvantaged Students at a South African University
An invitation to reflexive sociology
Knowing and becoming in the higher education curriculum
Harnessing agency
An Invitation of Reflexive Sociology
At the centre of the knot
Dark funds of knowledge, deep funds of pedagogy
Identities in Transition
Social Relationships and Emotions
The Trouble with Recognition
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |