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Interrogating a cosmopolitanism of African higher education

dc.contributor.authorManthalu, C. H.
dc.contributor.authorWaghid, Y.
dc.date.accessioned2019-07-23T14:18:48Z
dc.date.available2019-07-23T14:18:48Z
dc.date.issued2019
dc.identifier.citationManthalu, C. H & Waghid, Y. 2019. Interrogating a cosmopolitanism of African higher education. South African Journal of Higher Education, 33(2):1-15, doi:10.20853/33-2-3526
dc.identifier.issn1753-5913 (online)
dc.identifier.otherdoi:10.20853/33-2-3526
dc.identifier.urihttp://hdl.handle.net/10019.1/106325
dc.descriptionCITATION: Manthalu, C. H & Waghid, Y. 2019. Interrogating a cosmopolitanism of African higher education. South African Journal of Higher Education, 33(2):1-15, doi:10.20853/33-2-3526.
dc.descriptionThe original publication is available at https://www.journals.ac.za/index.php/sajhe
dc.description.abstractThe immensity and inevitability of global interconnectedness have necessitated higher education to be cosmopolitan in its epistemological, and skills and attitudes development scope. Much has been written about the urgency, necessity and proposed modes of cosmopolitan higher education in Africa responsive to modern day demands and challenges. However, there is an outstanding need to interrogate the ontological assumptions and subsequent normative implications of the cosmopolitanism that informs African higher education. This paper argues that the globally predominant cosmopolitanism that also informs and is being pursued by African higher education is normatively problematic because it is exclusively grounded only in commonalities of the diverse people of the world, regarding their individuating differences as morally arbitrary and inhibitive of a realisation of cosmopolitan aspirations. Using Seyla Benhabib’s (1992) difference-grounded moral universalism, the paper argues that difference is constitutive of being a concrete individual or collectivity. As such African higher education ought to, as a matter of normative necessity, centre the subjectivities of the African experience. The central claims of this paper have implications on endeavors of re-imagining curriculum design, curriculum content selection and pedagogy in African higher education.en_ZA
dc.description.urihttps://www.journals.ac.za/index.php/sajhe/article/view/3526
dc.format.extent15 pages
dc.language.isoen_ZAen_ZA
dc.publisherHESA
dc.subjectCosmopolitanismen_ZA
dc.subjectHigher education -- South Africaen_ZA
dc.subjectHigher educationen_ZA
dc.titleInterrogating a cosmopolitanism of African higher educationen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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