Curriculum theorising in Africa as social-justice project. Insights from decolonial theory.

Autor/in	Maistry, Suriamurthee
Titel	Curriculum theorising in Africa as social-justice project. Insights from decolonial theory.
Quelle	Aus: Fomunyam, Kehdinga George (Hrsg.); Khoza, Simon Bheki (Hrsg.): Curriculum theory, curriculum theorising, and the theoriser. The African theorising perspective. Leiden: Brill Sense (2021) S. 133-147 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 147
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-90-04-44792-9; 978-90-04-44793-6; 978-90-04-44794-3
DOI	10.1163/9789004447943
Schlagwörter	Bildungsforschung; Curriculum; Curriculumentwicklung; Afrika; Südafrika (Staat)
Abstract	Africa and African curriculum scholars have long been searching for an effective language of description, a framework to enunciate an African perspective on curriculum. This pursuit, however, will continue to remain elusive as long as African scholars remain circumscribed within the Western-Eurocentric grand narrative. That curriculum inquiry and theorising remain strangled by hegemonic Western frameworks that even critical scholars have been schooled on, is without contention. Disciples of Western theorising find it extremely difficult to break the shackles, especially given that their life's scholarship has been built on, and has in fact advanced the canonisation of Western frameworks. This presents as a real conundrum for African scholars who have, in recent times, come under pressure in view of the return to vogue of curriculum transformation, and decolonisation imperatives. In this chapter, I explore two key issues. In the first instance, I propose the reason for the framing of curriculum theorising in the African context having necessarily to be a social-justice project, especially in the context of congenial traditional gatekeeping of curriculum theorising in South Africa. Secondly, I explore how insights offered by Latin American decolonial theoretical frameworks might offer a conceptual apparatus for both disrupting contemporary curriculum theorising, and envisaging alternatives for the peculiar African context. I argue that, for African theorising to gain traction, there needs to be a substantive, critical mass of compelling curriculum scholarship to emerge in the next decade. I engage with how overt (and covert) impediments might frustrate such an agenda. The chapter concludes with a discussion of key enabling levers that might advance this project.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1