Academic Freedom and the Decolonisation of Knowledge: Curriculum Transformation in South Africa from a UNESCO Perspective

Autor/in	Olsson, Erik J.
Titel	Academic Freedom and the Decolonisation of Knowledge: Curriculum Transformation in South Africa from a UNESCO Perspective
Quelle	In: Studies in Higher Education, 48 (2023) 8, S.1172-1182 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2023.2186389
Schlagwörter	Academic Freedom; Universities; International Organizations; Foreign Countries; Colonialism; Criticism; Social Change; College Faculty; Compliance (Legal); Case Studies; Educational Change; Curriculum Development; Academic Standards; South Africa + Suchen Sie Ihr Suchwort? Akademische Freiheit; University; Universität; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Kolonialismus; Kritik; Sozialer Wandel; Fakultät; Case study; Fallstudie; Case Study; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Decolonisation aims at exposing the ills of colonialism in an attempt to undo their long-standing effects. Important criticism of curriculum decolonisation has focused on potential conflicts with academic freedom. However, this criticism has to some extent suffered from a perceived lack of agreement on the concept and status of academic freedom itself. The present study views decolonisation in South Africa from the perspective of the international standard afforded by the UNESCO recommendation concerning the status of higher-education teaching personnel (1997). It is argued that, whereas some conceptions of decolonisation are intrinsically in conflict with the recommendation, compliance depends in other cases on implementational details. Moreover, regarding several conceptions, furthering decolonisation and implementing the UNESCO recommendation go hand in hand. In a case study, the Nelson Mandela University Transformation Plan 2018-2020 is critically examined. Finally, it is suggested that there may be considerable benefits associated with using the UNESCO recommendation as a guide in and throughout curriculum transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01