Decolonisation of the Curriculum: A Case Study of the Durban University of Technology in South Africa

Autor/inn/en	Mheta, Gift; Lungu, Bwalya Nyangu; Govender, Thaiurie
Titel	Decolonisation of the Curriculum: A Case Study of the Durban University of Technology in South Africa
Quelle	In: South African Journal of Education, 38 (2018) 4, Artikel 1635 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mheta, Gift) ORCID (Lungu, Bwalya Nyangu) ORCID (Govender, Thaiurie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Higher Education; Colleges; Land Settlement; Social Bias; Curriculum Development; Educational Change; Indigenous Knowledge; African Culture; Accountability; Cultural Awareness; Ethics; Multilingualism; Hidden Curriculum; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Siedlungsraum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Africa; Culture; Afrika; Kultur; Verantwortung; Cultural identity; Kulturelle Identität; Ethik; Mehrsprachigkeit; Multilingualismus; Heimlicher Lehrplan; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion and action. (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