Decolonising the Curriculum: Students' Perspectives

Autor/in	Meda, Lawrence
Titel	Decolonising the Curriculum: Students' Perspectives
Quelle	In: Africa Education Review, 17 (2020) 2, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meda, Lawrence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1519372
Schlagwörter	Social Justice; Student Attitudes; College Students; Foreign Countries; Educational Change; Activism; Blacks; Curriculum Evaluation; Curriculum Development; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Schülerverhalten; Collegestudent; Ausland; Bildungsreform; Aktivismus; Politischer Protest; Black person; Schwarzer; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Development; Curriculumentwicklung; Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Universities in South Africa came to a standstill in 2016 because of students' protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students' demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students' perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls' theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students' perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01