Understanding the Challenges Entailed in Decolonising a Higher Education Institution: An Organisational Case Study of a Research-Intensive South African University

Autor/inn/en	Shaik, Anwar; Kahn, Peter
Titel	Understanding the Challenges Entailed in Decolonising a Higher Education Institution: An Organisational Case Study of a Research-Intensive South African University
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.969-985 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaik, Anwar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1928064
Schlagwörter	Educational Change; Organizational Change; Research Universities; Foreign Policy; Conflict; Activism; Case Studies; Western Civilization; Self Concept; Cultural Background; Commercialization; Educational Environment; African Culture; Foreign Countries; Barriers; Advantaged; Alignment (Education); Racial Bias; Aesthetics; Models; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Organisationswandel; Forschungseinrichtung; Außenpolitik; Konflikt; Aktivismus; Politischer Protest; Case study; Fallstudie; Case Study; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Africa; Culture; Afrika; Kultur; Ausland; Racial discrimination; Rassismus; Ästhetik; Analogiemodell; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Decolonisation is being embraced as an imperative within Higher Education, yet many institutions have struggled to formulate a coherent response. This article reports on a case study of a research-intensive South African university where the call for decolonisation emerged amidst considerable conflict on campus. The research takes as its departure point the notion that the discourse on decolonisation, thus far dominated by calls to re-examine Western ways of knowing, would nonetheless benefit from perspectives grounded in the paradigm of critical realism and from a social realist analysis. It found that an intellectual and cultural solipsism, as a form of fractured reflexivity, rooted in social and cultural identity, played a causal role in constricting the collective reflexivity of the corporate agents that shape the Western academic environment, resulting in a reproduction of an exclusionary intellectual and cultural environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01