Decolonising Teacher Education Curriculum in South African Higher Education

Autor/inn/en	Ajani, Oluwatoyin A.; Gamede, Bongani T.
Titel	Decolonising Teacher Education Curriculum in South African Higher Education
Quelle	In: International Journal of Higher Education, 10 (2021) 5, S.121-131 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Critical Theory; Race; Foreign Countries; Foreign Policy; Activism; Higher Education; Educational Philosophy; Learning Experience; Preservice Teachers; Conferences (Gatherings); Teacher Education Programs; Social Change; Ethnocentrism; Transformative Learning; South Africa + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Ausland; Außenpolitik; Aktivismus; Politischer Protest; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Lernerfahrung; Sozialer Wandel; Ethnozentrismus; Pädagogische Transformation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students' protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers' minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01