Decolonisation in Universities (eBook)

The politics of knowledge

Jonathan D. Jansen (Herausgeber)

Jonathan D. Jansen, Achille Mbembe, André Keet, Brenda Schmahmann, Crain Soudien, Jaamia Galant, Jess Auerbach, Lesley Grange, Lis Lange, Mahmood Mamdani, Mlungisi Dlamini, Piet Naude, Shireen Motala, Ursula Hoadle, Yusuf Sayed, Tarryn Kock, Grant Parker (Autoren)

eBook Download: EPUB

2019
286 Seiten
Wits University Press (Verlag)
978-1-77614-337-5 (ISBN)

Infos

What exactly is decolonisation? This volume brings together the most innovative thinking on curriculum theory to address an urgent question for scholars and teachers alike. Critical questions are raised: Is decolonisation simply a slogan representing a variety of concerns? What is the colonial legacy and can it be undone?

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Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies. Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?
The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.

Inhalt

List of Acronyms and Abbreviations Introduction and Overview: Making sense of decolonisation in universities – Jonathan D Jansen Part 1: The arguments for decolonisation Chapter 1 Decolonising universities – Mahmood Mamdani Chapter 2 The curriculum case for decolonisation – Lesley Le Grange Part 2: The politics and problems of decolonisation Chapter 3 On the politics of decolonisation: Knowledge, authority and the settled curriculum – Jonathan D Jansen Chapter 4 The institutional curriculum, pedagogy and the decolonisation of the South African university – Lis Lange Chapter 5 What counts and who belongs? Current debates in decolonising the curriculum – Ursula Hoadley and Jaamia Galant Part 3: Doing decolonisation Chapter 6 Scaling decolonial consciousness? The reinvention of ‘Africa’ in a neoliberal university – Jess Auerbach and Mlungisi Dlamini Chapter 7 Testing transgressive thinking: The “Learning Through Enlargement” Initiative at UNISA – Crain Soudien Chapter 8 Between higher and basic education in South Africa: What does decolonisation mean for teacher education? – Yusuf Sayed and Shireen Motala Part 4: Reimaging colonial inheritances Chapter 9 Public Art and/as Curricula: Seeking a new role for monuments associated with oppression – Brenda Schmahmann Chapter 10 The Plastic University: Knowledge, disciplines and the decolonial turn – André Keet Chapter 11 Decolonising knowledge: Can ubuntu ethics save us from coloniality? (Ex Africa semper aliquid novi?) – Piet Naude Chapter 12 Future knowledges and their implications for the decolonisation project – Achille Mbembe Afterword: Minds via Curricula? – Grant Parker Contributors Index

Produkt-Details

• Erscheint lt. Verlag: 1.8.2019
• Verlagsort: Johannesburg
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lernhilfen ► Sekundarstufe I
• Themenwelt: Geisteswissenschaften ► Geschichte
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• ISBN-10: 1-77614-337-X / 177614337X
• ISBN-13: 978-1-77614-337-5 / 9781776143375