Decolonising the university curriculum
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
HESA
Abstract
The student protests of 2015 precipitated a renewed interest in the decolonisation of the university in South Africa, and by association the decolonisation of the university curriculum. The decolonisation of the curriculum is an important conversation, and long overdue, given that the Western model of academic organisation on which the South African university is based, remains largely unchallenged. In this article I add to the conversation by discussing what decolonisation entails, why the need for decolonisation, the importance of rethinking how curriculum is conceived, and outlining some possible ways of decolonising the university curriculum. The purpose is not to provide a set of answers but to open up ways of (re)thinking the university curriculum.
Description
CITATION: Le Grange, L. 2016. Decolonising the university curriculum. South African Journal of Higher Education, 30(2): 1-12, doi: 10.20853/30-2-709.
The original publication is available at http://www.journals.ac.za/index.php/sajhe
The original publication is available at http://www.journals.ac.za/index.php/sajhe
Keywords
Education, Higher -- Social aspects -- South Africa, Curriculum change -- South Africa, Higher education transformation, Education, Higher -- South Africa, Decolonization -- South Africa, Universities and colleges -- Curricula -- South Africa
Citation
Le Grange, L. 2016. Decolonising the university curriculum. South African Journal of Higher Education, 30(2): 1-12, doi: 10.20853/30-2-709