Decolonial Possibilities in South African Higher Education: Reconfiguring Humanising Pedagogies as/with Decolonising Pedagogies

Autor/in	Zembylas, Michalinos
Titel	Decolonial Possibilities in South African Higher Education: Reconfiguring Humanising Pedagogies as/with Decolonising Pedagogies
Quelle	In: South African Journal of Education, 38 (2018) 4, Artikel 1699 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Change; Higher Education; Foreign Policy; Humanization; Teaching Methods; Social Change; Foreign Countries; Indigenous Knowledge; Western Civilization; Praxis; Social Justice; Racial Segregation; Blacks; Access to Education; Epistemology; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Humanisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wandel; Ausland; Soziale Gerechtigkeit; Rassentrennung; Black person; Schwarzer; Education; Access; Bildung; Zugang; Bildungszugang; Erkenntnistheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article is an attempt to bring theoretical concepts offered by decolonial theories into conversation with 'humanising pedagogy.' The question that drives this analysis is: What are the links between humanisation and the decolonisation of higher education, and what does this imply for pedagogical praxis? This intervention offers valuable insights that reconfigure humanising pedagogy in relation to the decolonial project of social transformation, yet one that does not disavow the challenges--namely, the complexities, tensions and paradoxes--residing therein. The article discusses three approaches to the decolonisation of higher education that have been proposed and suggests that if the desired reform is radical, educators within the sector in South Africa will need to interrogate the pedagogical practices emerging from Eurocentric knowledge approaches by drawing on and twisting these very practices. These efforts can provide spaces to enact decolonial pedagogies that reclaim colonised practices. The article concludes with some reflections on what this idea might imply for South African higher education. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01