Integration of Pan-Africanism and Regionalism in African Higher Education: A Cross-Disciplinary Study at the University of Johannesburg

Abstract

This paper critically examines pedagogical ways to integrate Pan-Africanism across different disciplines at the University of Johannesburg such as Economics, Politics, Law, Medicine, Science, and Engineering. This is to foster African identity, unity, and development of Pan- Africanism through the University Curricula. This aligns with the call for a decolonized South African higher education and across the continent. This research aims to explore the opportunities and challenges faced within various disciplines in fostering Pan-Africanism. A mixed-methods approach was employed, incorporating both qualitative and quantitative methods. A literature review and a structured survey of n=44 respondents, which consisted of both open-ended and closed-ended questions. The participants included students (undergraduates and postgraduates), alumni, and academics. Findings suggested a common lack of exposure to Pan-Africanism, as 52.3% of survey participants indicated that they were “somewhat familiar,” while 25% reported “not familiar at all.” The findings further indicated that Pan-Africanism and Regional Integration are transformative and feasible; however, practical application lacks and varies by disciplines as in economics, politics, and law. They are very theoretical as compared to Medicine and Science as is evident in these disciplines. Pan-Africanist pedagogies would play a pivotal role in critically examining colonial history, different cultural narratives, collaborations of African countries, and curriculum integration.