Decolonising Higher Education in Africa: Arriving at a Glocal Solution

Autor/inn/en	Mampane, Ruth M.; Omidire, Margaret F.; Aluko, Folake Ruth
Titel	Decolonising Higher Education in Africa: Arriving at a Glocal Solution
Quelle	In: South African Journal of Education, 38 (2018) 4, Artikel 1636 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mampane, Ruth M.) ORCID (Omidire, Margaret F.) ORCID (Aluko, Folake Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Higher Education; Foreign Policy; Transformative Learning; Technology Uses in Education; Indigenous Knowledge; Student Attitudes; Disadvantaged; African Languages; African Culture; Cost Effectiveness; Foreign Countries; Learning Theories; Language of Instruction; English (Second Language); Indo European Languages; Graduate Students; Foreign Students; Global Approach; Language Role; Educational Policy; Native Language; Educational Change; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Pädagogische Transformation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Culture; Kultur; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Ausland; Learning theory; Lerntheorie; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Globales Denken; Politics of education; Bildungspolitik; Bildungsreform; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The recent student unrest in South African public higher education institutions highlighted the call for the decolonisation of education across post-colonial countries. This research explored the construct of the "decolonisation of education" through the lens of students of different nationalities across Africa, their perspectives on approaches to the actualisation of a decolonised curriculum, and the applicability of technology in education. Qualitative research methods and the Transformative Learning Theory were employed. Findings show that decolonising education for students means addressing past injustices and marginalisation by valuing and leveraging indigenous languages and culture, while incorporating relevant and cost-effective technology. The authors recommend that decolonisation ought to involve glocal initiatives from the perspectives of young people, where education is foregrounded in indigenous knowledge and integrated international worldviews. (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