Epistemic Decolonisation in Reconstituting Higher Education Pedagogy in South Africa: The Student Perspective

Autor/inn/en	Motala, Shireen; Sayed, Yusuf; de Kock, Tarryn
Titel	Epistemic Decolonisation in Reconstituting Higher Education Pedagogy in South Africa: The Student Perspective
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.1002-1018 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1947225
Schlagwörter	Epistemology; Higher Education; Foreign Policy; Educational Change; Student Attitudes; COVID-19; Pandemics; Foreign Countries; Access to Education; Curriculum Development; Teaching Methods; Undergraduate Students; Language of Instruction; Barriers; English (Second Language); Second Language Learning; Indo European Languages; Native Language; African Languages; Racial Segregation; Social Change; African Culture; Western Civilization; South Africa + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Bildungsreform; Schülerverhalten; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Rassentrennung; Sozialer Wandel; Culture; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper seeks to understand how the curriculum is experienced across two higher education institutions to probe students' understandings of epistemic access in the context of decolonisation debates. Three particular aspects of student experience of the decolonised curriculum and pedagogy are scrutinised. First, we look at the kind of sociality encouraged in the pedagogic encounter. Since a core function of education is social and cultural formation, a question arises as to what kind of sociality is possible between students and lecturers in a decolonised education space, including in the context of COVID-19. Second, we explore patterns of participation including, academic activities and support provided. Third, we investigate the knowledge forms and canon to which students are exposed in their respective programmes, with consideration of language issues. Finally, we examine the decolonisation of the curriculum in the context of the Covid-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01