'You Have to Change, the Curriculum Stays the Same': Decoloniality and Curricular Justice in South African Higher Education

Autor/inn/en	Naidoo, Kibashini; Trahar, Sheila; Lucas, Lisa; Muhuro, Patricia; Wisker, Gina
Titel	'You Have to Change, the Curriculum Stays the Same': Decoloniality and Curricular Justice in South African Higher Education
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 7, S.961-977 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trahar, Sheila) ORCID (Lucas, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1765740
Schlagwörter	Educational Change; Curriculum Development; Student Attitudes; Higher Education; Culturally Relevant Education; Justice; Epistemology; Foreign Countries; Educational Experience; Rural Areas; Disadvantaged; Indigenous Knowledge; College Students; Academic Achievement; Foreign Policy; African Languages; Native Language; Second Language Learning; English (Second Language); Western Civilization; African Culture; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gerechtigkeit; Erkenntnistheorie; Ausland; Bildungserfahrung; Rural area; Ländlicher Raum; Collegestudent; Schulleistung; Außenpolitik; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Culture; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers and using the concepts of decoloniality and curricular justice as a theoretical framework, argues for greater acknowledgement of epistemic reciprocity in curriculum development as a way to ensure more socially just curricula. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience in higher education. Students report feelings of marginalisation, lack of recognition of the importance of knowledge and skills developed in their communities and their relevance to higher education together with the challenges they face accessing and engaging with the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01