(De)Coloniality and South African Academe

Autor/in	Oyedemi, Toks
Titel	(De)Coloniality and South African Academe
Quelle	In: Critical Studies in Education, 61 (2020) 4, S.399-415 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2018.1481123
Schlagwörter	Foreign Policy; Universities; Educational Practices; Educational Change; Discourse Analysis; Power Structure; Educational Innovation; Foreign Countries; Race; Classification; Social Status; Racial Differences; Western Civilization; Social Systems; Indigenous Knowledge; African Culture; Educational History; Blacks; Racial Segregation; Higher Education; Access to Education; Social Change; South Africa + Suchen Sie Ihr Suchwort? Außenpolitik; University; Universität; Bildungspraxis; Bildungsreform; Diskursanalyse; Instructional innovation; Bildungsinnovation; Ausland; Rasse; Abstammung; Classification system; Klassifikation; Klassifikationssystem; Sozialer Status; Rassenunterschied; Social system; Soziales System; Africa; Culture; Afrika; Kultur; History of education; Bildungsgeschichte; Black person; Schwarzer; Rassentrennung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Sozialer Wandel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The colonial nature of South African universities remains a source of debate among students and academics. Decolonization as rethinking academic institutional practices seems less controversial; the specificity of how to decolonize the academia is the core of divergent arguments and contesting ideologies. Consequently, many suggestions and methods for the decolonization of South African universities have been proffered. Although some of these suggestions are pertinent, a critical question about what should South African academe decolonize from needs to be engaged. This requires a critical, theoretical and intellectual discourse of coloniality in order to rethink the academia in South Africa. Drawing from Anibal Quijano's critical discourse of "coloniality of power," this paper (re)visits the nature of coloniality, explores approaches to decolonization and situates these understandings to the academia in postcolonial South Africa. A polycentric approach to decolonization is supported with a goal of decolonization as innovations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01