The "Decolonial Turn": What Does It Mean for Academic Staff Development?

Autor/inn/en	Vorster, Jo-Anne; Quinn, Lynn
Titel	The "Decolonial Turn": What Does It Mean for Academic Staff Development?
Quelle	In: Education as Change, 21 (2017) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Policy; Faculty Development; Social Change; Foreign Countries; Educational Change; Higher Education; Democracy; Activism; College Faculty; College Students; School Culture; Discourse Analysis; Educational Practices; Educational Development; Racial Segregation; Educational Philosophy; South Africa + Suchen Sie Ihr Suchwort? Außenpolitik; Sozialer Wandel; Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Demokratie; Aktivismus; Politischer Protest; Fakultät; Collegestudent; Schulkultur; Schulleben; Diskursanalyse; Bildungspraxis; Bildungsentwicklung; Rassentrennung; Bildungsphilosophie; Erziehungsphilosophie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It has become increasingly evident that the discourse of transformation that has shaped the democratising of higher education institutions over the first two decades of the democratic dispensation in South Africa has now run its course. Over the past few years, and particularly during the tumultuous student protests of 2015 and 2016, students and some academics have been calling for the decolonisation of university structures and cultures, including curricula. Using concepts from Margaret Archer's social realism we consider the failure of the discourse of transformation to lead to real change and examine a constellation of new discourses related to the decolonisation of universities that have emerged in South Africa recently. Furthermore, we critique the discourses that have underpinned our own practices as academic developers over the past two decades and then explore the implications of what could be termed a "decolonial turn" for academic developers and by implication for the academics with whom they work. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01