African Indigenous Research to Decolonisation of African Universities’ Curricula A (South) African Perspective
Main Article Content
Keywords
African indigenous research, global impact, decolonisation, community of inquiry, (South) African universities’ curricula
Abstract
The phrase African indigenous research (AIR) depicts a novel research thrust that seeks a global entrance into the mainstream research assortment as a competitive area of study. A discourse on decolonisation attempts to reverse the gains of colonialism. Existing studies show that most (South) African universities’ curricula can be traced to the colonial era. A rereading of available scholarly conversations depicts some reluctance on the part of education authorities towards decolonising the (South) African universities’ curricula. It is in the context of the above that the present study engages conversations on decolonisation in order to establish a common ground that affords AIR a notable articulation on decolonisation of (South) African Universities’ curricula. The present research is anchored on a critical race theory (CRT) in which narrative inquiry as a methodological approach is utilised. Although the phrase African universities’ curricula is employed, the study will focus on the (South) African universities’ curricula as representative examples. The (South) African scenario is preferred as a case study due to the author’s familiarisation with (South) African universities as well as African decolonisation discourses. The study attempts to answer the following three questions (1) what motivated research conversations on decolonisation? (2) why is the study on decolonisation of the curricula in (South) African universities necessary? and (3) what is the global impact of decolonisation processes in (South) Africa?
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References
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Chaka, C., & Lephalala, N. N. (2017). English studies: Decolonisation, deparochialising knowledge and the null curriculum. Perspectives in Education, 35(2), 208–229. https://doi.org/10.18820/2519593X/pie.v35i2.16
Chilisa, B. (2012). Indigenous research methodologies. Sage Publications.
Clandinin, J.D., & Connelly, M.F. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Crawford, N. (2002). Argument and change in world politics: Ethics, decolonisation, and humanitarian intervention. Cambridge University Press. https://doi.org/10.1017/CBO9780511491306
Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction, Second edition. New York University Press.
Doris, D.T. (2011). Vigilant things: On thieves, Yoruba anti-aesthetics, and the strange fates of ordinary objects in Nigeria. University of Washington Press.
Dladla, N. (2011). Decolonising the university in South Africa– A precondition for liberation. In AISA (ed.), Peace and security for development (pp. 160–174). HSRC Press.
Du Plessis, P. (2021). Decolonisation of education in South Africa: Challenges to colonise the university curriculum. South African Journal of Higher Education, 35 (1), 54–69. https://doi.org/10.20853/35-1-4426
Earle, J. L. (2018). African intellectual history and historiography https://doi.org/10.1093/acrefore/9780190277734.013.305.
Emmanuel, A. O. (2023). Book review. African studies review. Cambridge University Press. https://doi.org/10.1017/asr.2023.23.
Etherington, K. (2000). Narrative approaches to working with adult male survivors of childhood sexual abuse. Jessica Kingsley.
Falola, T. (2001). Nationalism and African intellectuals. University of Rochester Press.
Fanon, F. (1963). The wretched of the earth. Translated by C. Farrington. New York Press.
Feierman, S. (1990). Peasant intellectuals: Anthropology and history in Tanzania. University of Wisconsin Press.
Grosfoguel, R. (2013). The structure of knowledge in westernised universities: Epistemic racism/sexism and the four genecides/epistemicides of the long 16th century.”
Human Architecture: Journal of Sociology of Self-Knowledge, 11(1), 73–90.
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 1–8. https://doi.org/10.4102/the.v1i1.9
Higgs, P. (2012). African philosophy and the decolonisation of education in Africa: Some critical reflections. Educational Philosophy and Theory, 44(2), 37–55. https://doi.org/10.1111/j.1469-5812.2011.00794.x
Himonga, C., & Diallo, F. (2017). Decolonisation and teaching law in Africa with special reference to living customary law. PER / PELJ, 20. https://doi.org/10.17159/1727-3781/2017/v20i0a3267
Hiraldo, P. (2010). The role of critical race theory in higher education. The Vermont Connection, 31, 53–59.
Hotz, A. (2015). Decolonising UCT. University of Cape Town Year in Review, 22–23.
Hunter, E. (2015). Political thought and the public sphere in Tanzania: Freedom, democracy and citizenship in the era of decolonisation. Cambridge University Press. https://doi.org/10.1017/CBO9781316104620
Jansen, J. D. (2017). As by fire: The end of the South African university. Tafelberg.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? Qualitative Studies in Education, 11 (1), 7–24. https://doi.org/10.1080/095183998236863
Lee, A. & Paine, J. (2019). What were the consequences of decolonisation? International Studies Quarterly, 63, 406–416. https://doi.org/10.1093/isq/sqy064
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2), 1–12. https://doi.org/10.20853/30-2-709
Lombard, B.J.J. (2010). Outcomes-Based Education in South Africa: A Brief Overview. In L. Meyer, K. Lombard, P. Warnich & C. Wolhuter (eds.), Outcomes–based assessment for South African teachers (pp.1–29). Van Schaik’s Publishers.
Mahabeer, P. (2018). Curriculum decision-makers on decolonising the teacher education curriculum. South African Journal of Education, 38(4), 1–13. https://doi.org/10.15700/saje.v38n4a1705
Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358(9280), 483–488. https://doi.org/10.1016/S0140-6736(01)05627-6
Martinez, A.Y. (2014). Critical race theory: Its origins, history, and importance to the discourses and rhetorics of race. Frame, 27(2), 09–27.
Mashau, T.D. (2018). Unshackling the chains of coloniality: Reimagining decoloniality, Africanisation and reformation for a non-racial South Africa. HTS Teleogiese Studies/ Theological Studies 74(3), no pagination. https://doi.org/10.4102/hts.v74i3.4920
Masoga, M.A. (2017). Critical reflections on selected local narratives of contextual South African indigenous knowledge. In P. Ngulube (ed.), Handbook of research on theoretical perspectives on indigenous knowledge systems in developing countries (pp. 310–331). IGI Global. https://doi.org/10.4018/978-1-5225-0833-5.ch014
Masoga, M.A., & Shokane, A.L. (2019). Viewpoint: Indigenous knowledge systems and environmental social work education: Towards environmental sustainability. Southern African Journal of Environmental Education, 35, 1–11. https://doi.org/10.4314/sajee.v35i1.14
Matory, L. (2005). Black Atlantic religion: Tradition, transnationalism, and matriarchy in the Afro-Brazilian Candomblé. Princeton University Press.
Mbembe, A. (2015). Decolonising knowledge and the question of the archive. A spoken text. Wits Institute for Social and Economic Research (WiSER). University of the Witwatersrand, Johannesburg, South Africa. Available online: http://wiser.wits.ac.za. Accessed 09 May 2023.
McCoy, D.L., & Rodricks, D.J. 2015. Critical race theory in higher education: 20 Years of theoretical work and research innovations. ASHE Higher Education Report, 41(3), 1–117. https://doi.org/10.1002/aehe.20021
McLaughlin, J. M., & Whatman, S. L. (2011). The potential of critical race theory in decolonising university curricula. Asia Pacific Journal of Education, 31(4), 365–377. https://doi.org/10.1080/02188791.2011.621243
Mignolo, W.D. (2005). Prophets facing sidewise: The geopolitics of knowledge and colonial difference. Social Epistemology, 19(1), 111–127. https://doi.org/10.1080/02691720500084325
Mishler, E.G. (1995). Models of narrative analysis: A typology. Journal of Narrative and Life History 5(2), 87–123. https://doi.org/10.1075/jnlh.5.2.01mod
Mudau, T.J. & Mangani, D.Y. (2018). Operation restore legacy: An epitome of Mnangagwa anti-Mugabe narrative: Ubuntu. Journal of Conflict and Social Transformation Special Issue. December: 179–202. https://doi.org/10.31920/2050-4950/2018/S1n1a10
Ndlovu-Gatsheni, S.J. (2022). Intellectual imperialism and decolonisation in African studies Third World Quarterly, https://doi.org/10.1080/01436597.2023.2211520
Ndlovu-Gatsheni, S.J. (2013). Perhaps decoloniality is the answer? Critical reflections on development from a decolonial epistemic perspective. Africanus, 43(2), 1–12. https://doi.org/10.25159/0304-615X/2298
Ndlovu-Gatsheni, S.J. (2012). Fiftieth anniversary of decolonisation in Africa: A moment of celebration or critical reflection? Third World Quarterly, 33(1), 71–89. https://doi.org/10.1080/01436597.2012.627236
Oelofsen, R. (2015). Decolonisation of the African mind and intellectual landscape. Phronimon, 16(2), 130–146. https://doi.org/10.25159/2413-3086/3822
Okafor, V.O. (2017). Towards an understanding of Africology. Kendall Hunt Pub.
Okeke-Agulu, C. (2015). Postcolonial modernism: Art and decolonisation in twentieth-century Nigeria. Duke University Press. https://doi.org/10.1515/9780822376309
Olivier, J. (2009). South Africa: Language and education. Available online at: http://salanguages.com/education.htm (Accessed 13 May 2023).
Orbe, M. P., & Allen, B. J. (2008). Race matters in the Journal of Applied Communication Research. Howard Journal of Communications, 19(3), 201–220. https://doi.org/10.1080/10646170802218115
Philips, J. E. (2006). Writing African history. University of Rochester Press.
Prah, K. (2004) Africanism and Africanisation: Do they mean the same thing? In S. Seepe, (ed.), Towards an African identity of higher education (pp. 93–108). Vista University and Scotaville Media.
Republic of South Africa. (1996). The constitution of the Republic of South Africa. Government Printers.
Rhodes Must Fall Oxford. (2018). Rhodes must fall: The struggle to decolonise the racist hearth of empire. London: Zed Books.
Ritskes, E. (2012). What is decolonisation and why does it matter? Available online at: https://intercontinentalcry.org/what-is-decolonisation-and-why-does-it-matter/. (Accessed on 09 May 2023).
Sanford, K., Williams, L., Hopper, T., & McGregor, C. (2012). Indigenous principles decolonising teacher education: What we have learned. Education, 18(2), 18–34. https://doi.org/10.37119/ojs2012.v18i2.61
Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. Paradigm.
Saunders, C. (2017). Decolonisation in Southern Africa: Reflections on the Namibia and South African cases. Journal for Contemporary History, 42(1), 99–114. https://doi.org/10.18820/24150509/JCH42.v1.6
Simelane, F.B. (2019). Decolonisation: Knowledge and opinions of students at a South African university. [MA Dissertation. University of Johannesburg].
Táíwò, O. (2022). Against decolonisation: Taking African agency seriously. C. Hurst & Company.
Táíwò, O. (2019). Rethinking the decolonisation trope in philosophy. Southern Journal of Philosophy, 57(S1), 135–159. https://doi.org/10.1111/sjp.12344
United Nations, The (n.d.). Decolonisation. Available online at: http://www.un.org/en/sections/issues–depth/decolonisation. (Accessed on 15 May 2023).
Vaughan, M. (1991). Curing Their Ills: Colonial Power and African Illness. Stanford, CA: Stanford University Press.
Waldman, N.M. (1989). Parents have eaten sour grapes. JBQ, 1(69), 1–5.
Wa Thiong’o, N. (1981). Decolonising the mind: The politics of language in African literature. East African Educational Publishers Ltd.
Wa Thiong’o, N. (1986). Decolonising the mind: The politics of language in African literature. J. Currey.
Wax, K.P. (2013). The intricate relationship between politics and religion in the Hebrew Bible: The prophet Amos as a case study. [Doctoral Dissertation. Stellenbosch University].
World Bank, The (2004). Initiatives in legal and judicial reform. The World Bank.
Zeleza, P.T. (2009). African studies and universities since independence: The challenges of epistemic and institutional decolonisation. Transition, 101, 110–135. https://doi.org/10.2979/trs.2009.–.101.110.
Asante, M.K. (1998). The Afrocentric idea. Temple University Press.
Bell, D. A. (1991). Racial realism. Connecticut Law Review, 24, 363.
Bell, D. A. (1976). Serving two masters: Integration ideals and client interests in school desegregation litigation. Yale Law Journal, 85(4), 470–516. https://doi.org/10.2307/795339
Chaka, C., & Lephalala, N. N. (2017). English studies: Decolonisation, deparochialising knowledge and the null curriculum. Perspectives in Education, 35(2), 208–229. https://doi.org/10.18820/2519593X/pie.v35i2.16
Chilisa, B. (2012). Indigenous research methodologies. Sage Publications.
Clandinin, J.D., & Connelly, M.F. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Crawford, N. (2002). Argument and change in world politics: Ethics, decolonisation, and humanitarian intervention. Cambridge University Press. https://doi.org/10.1017/CBO9780511491306
Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction, Second edition. New York University Press.
Doris, D.T. (2011). Vigilant things: On thieves, Yoruba anti-aesthetics, and the strange fates of ordinary objects in Nigeria. University of Washington Press.
Dladla, N. (2011). Decolonising the university in South Africa– A precondition for liberation. In AISA (ed.), Peace and security for development (pp. 160–174). HSRC Press.
Du Plessis, P. (2021). Decolonisation of education in South Africa: Challenges to colonise the university curriculum. South African Journal of Higher Education, 35 (1), 54–69. https://doi.org/10.20853/35-1-4426
Earle, J. L. (2018). African intellectual history and historiography https://doi.org/10.1093/acrefore/9780190277734.013.305.
Emmanuel, A. O. (2023). Book review. African studies review. Cambridge University Press. https://doi.org/10.1017/asr.2023.23.
Etherington, K. (2000). Narrative approaches to working with adult male survivors of childhood sexual abuse. Jessica Kingsley.
Falola, T. (2001). Nationalism and African intellectuals. University of Rochester Press.
Fanon, F. (1963). The wretched of the earth. Translated by C. Farrington. New York Press.
Feierman, S. (1990). Peasant intellectuals: Anthropology and history in Tanzania. University of Wisconsin Press.
Grosfoguel, R. (2013). The structure of knowledge in westernised universities: Epistemic racism/sexism and the four genecides/epistemicides of the long 16th century.”
Human Architecture: Journal of Sociology of Self-Knowledge, 11(1), 73–90.
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 1–8. https://doi.org/10.4102/the.v1i1.9
Higgs, P. (2012). African philosophy and the decolonisation of education in Africa: Some critical reflections. Educational Philosophy and Theory, 44(2), 37–55. https://doi.org/10.1111/j.1469-5812.2011.00794.x
Himonga, C., & Diallo, F. (2017). Decolonisation and teaching law in Africa with special reference to living customary law. PER / PELJ, 20. https://doi.org/10.17159/1727-3781/2017/v20i0a3267
Hiraldo, P. (2010). The role of critical race theory in higher education. The Vermont Connection, 31, 53–59.
Hotz, A. (2015). Decolonising UCT. University of Cape Town Year in Review, 22–23.
Hunter, E. (2015). Political thought and the public sphere in Tanzania: Freedom, democracy and citizenship in the era of decolonisation. Cambridge University Press. https://doi.org/10.1017/CBO9781316104620
Jansen, J. D. (2017). As by fire: The end of the South African university. Tafelberg.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? Qualitative Studies in Education, 11 (1), 7–24. https://doi.org/10.1080/095183998236863
Lee, A. & Paine, J. (2019). What were the consequences of decolonisation? International Studies Quarterly, 63, 406–416. https://doi.org/10.1093/isq/sqy064
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2), 1–12. https://doi.org/10.20853/30-2-709
Lombard, B.J.J. (2010). Outcomes-Based Education in South Africa: A Brief Overview. In L. Meyer, K. Lombard, P. Warnich & C. Wolhuter (eds.), Outcomes–based assessment for South African teachers (pp.1–29). Van Schaik’s Publishers.
Mahabeer, P. (2018). Curriculum decision-makers on decolonising the teacher education curriculum. South African Journal of Education, 38(4), 1–13. https://doi.org/10.15700/saje.v38n4a1705
Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358(9280), 483–488. https://doi.org/10.1016/S0140-6736(01)05627-6
Martinez, A.Y. (2014). Critical race theory: Its origins, history, and importance to the discourses and rhetorics of race. Frame, 27(2), 09–27.
Mashau, T.D. (2018). Unshackling the chains of coloniality: Reimagining decoloniality, Africanisation and reformation for a non-racial South Africa. HTS Teleogiese Studies/ Theological Studies 74(3), no pagination. https://doi.org/10.4102/hts.v74i3.4920
Masoga, M.A. (2017). Critical reflections on selected local narratives of contextual South African indigenous knowledge. In P. Ngulube (ed.), Handbook of research on theoretical perspectives on indigenous knowledge systems in developing countries (pp. 310–331). IGI Global. https://doi.org/10.4018/978-1-5225-0833-5.ch014
Masoga, M.A., & Shokane, A.L. (2019). Viewpoint: Indigenous knowledge systems and environmental social work education: Towards environmental sustainability. Southern African Journal of Environmental Education, 35, 1–11. https://doi.org/10.4314/sajee.v35i1.14
Matory, L. (2005). Black Atlantic religion: Tradition, transnationalism, and matriarchy in the Afro-Brazilian Candomblé. Princeton University Press.
Mbembe, A. (2015). Decolonising knowledge and the question of the archive. A spoken text. Wits Institute for Social and Economic Research (WiSER). University of the Witwatersrand, Johannesburg, South Africa. Available online: http://wiser.wits.ac.za. Accessed 09 May 2023.
McCoy, D.L., & Rodricks, D.J. 2015. Critical race theory in higher education: 20 Years of theoretical work and research innovations. ASHE Higher Education Report, 41(3), 1–117. https://doi.org/10.1002/aehe.20021
McLaughlin, J. M., & Whatman, S. L. (2011). The potential of critical race theory in decolonising university curricula. Asia Pacific Journal of Education, 31(4), 365–377. https://doi.org/10.1080/02188791.2011.621243
Mignolo, W.D. (2005). Prophets facing sidewise: The geopolitics of knowledge and colonial difference. Social Epistemology, 19(1), 111–127. https://doi.org/10.1080/02691720500084325
Mishler, E.G. (1995). Models of narrative analysis: A typology. Journal of Narrative and Life History 5(2), 87–123. https://doi.org/10.1075/jnlh.5.2.01mod
Mudau, T.J. & Mangani, D.Y. (2018). Operation restore legacy: An epitome of Mnangagwa anti-Mugabe narrative: Ubuntu. Journal of Conflict and Social Transformation Special Issue. December: 179–202. https://doi.org/10.31920/2050-4950/2018/S1n1a10
Ndlovu-Gatsheni, S.J. (2022). Intellectual imperialism and decolonisation in African studies Third World Quarterly, https://doi.org/10.1080/01436597.2023.2211520
Ndlovu-Gatsheni, S.J. (2013). Perhaps decoloniality is the answer? Critical reflections on development from a decolonial epistemic perspective. Africanus, 43(2), 1–12. https://doi.org/10.25159/0304-615X/2298
Ndlovu-Gatsheni, S.J. (2012). Fiftieth anniversary of decolonisation in Africa: A moment of celebration or critical reflection? Third World Quarterly, 33(1), 71–89. https://doi.org/10.1080/01436597.2012.627236
Oelofsen, R. (2015). Decolonisation of the African mind and intellectual landscape. Phronimon, 16(2), 130–146. https://doi.org/10.25159/2413-3086/3822
Okafor, V.O. (2017). Towards an understanding of Africology. Kendall Hunt Pub.
Okeke-Agulu, C. (2015). Postcolonial modernism: Art and decolonisation in twentieth-century Nigeria. Duke University Press. https://doi.org/10.1515/9780822376309
Olivier, J. (2009). South Africa: Language and education. Available online at: http://salanguages.com/education.htm (Accessed 13 May 2023).
Orbe, M. P., & Allen, B. J. (2008). Race matters in the Journal of Applied Communication Research. Howard Journal of Communications, 19(3), 201–220. https://doi.org/10.1080/10646170802218115
Philips, J. E. (2006). Writing African history. University of Rochester Press.
Prah, K. (2004) Africanism and Africanisation: Do they mean the same thing? In S. Seepe, (ed.), Towards an African identity of higher education (pp. 93–108). Vista University and Scotaville Media.
Republic of South Africa. (1996). The constitution of the Republic of South Africa. Government Printers.
Rhodes Must Fall Oxford. (2018). Rhodes must fall: The struggle to decolonise the racist hearth of empire. London: Zed Books.
Ritskes, E. (2012). What is decolonisation and why does it matter? Available online at: https://intercontinentalcry.org/what-is-decolonisation-and-why-does-it-matter/. (Accessed on 09 May 2023).
Sanford, K., Williams, L., Hopper, T., & McGregor, C. (2012). Indigenous principles decolonising teacher education: What we have learned. Education, 18(2), 18–34. https://doi.org/10.37119/ojs2012.v18i2.61
Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. Paradigm.
Saunders, C. (2017). Decolonisation in Southern Africa: Reflections on the Namibia and South African cases. Journal for Contemporary History, 42(1), 99–114. https://doi.org/10.18820/24150509/JCH42.v1.6
Simelane, F.B. (2019). Decolonisation: Knowledge and opinions of students at a South African university. [MA Dissertation. University of Johannesburg].
Táíwò, O. (2022). Against decolonisation: Taking African agency seriously. C. Hurst & Company.
Táíwò, O. (2019). Rethinking the decolonisation trope in philosophy. Southern Journal of Philosophy, 57(S1), 135–159. https://doi.org/10.1111/sjp.12344
United Nations, The (n.d.). Decolonisation. Available online at: http://www.un.org/en/sections/issues–depth/decolonisation. (Accessed on 15 May 2023).
Vaughan, M. (1991). Curing Their Ills: Colonial Power and African Illness. Stanford, CA: Stanford University Press.
Waldman, N.M. (1989). Parents have eaten sour grapes. JBQ, 1(69), 1–5.
Wa Thiong’o, N. (1981). Decolonising the mind: The politics of language in African literature. East African Educational Publishers Ltd.
Wa Thiong’o, N. (1986). Decolonising the mind: The politics of language in African literature. J. Currey.
Wax, K.P. (2013). The intricate relationship between politics and religion in the Hebrew Bible: The prophet Amos as a case study. [Doctoral Dissertation. Stellenbosch University].
World Bank, The (2004). Initiatives in legal and judicial reform. The World Bank.
Zeleza, P.T. (2009). African studies and universities since independence: The challenges of epistemic and institutional decolonisation. Transition, 101, 110–135. https://doi.org/10.2979/trs.2009.–.101.110.
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African Indigenous Research to Decolonisation of African Universities’ Curricula: A (South) African Perspective. (2024). African Journal of Political Science, 11(2), 51-61. https://doi.org/10.36615/r2wgm116
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African Indigenous Research to Decolonisation of African Universities’ Curricula: A (South) African Perspective. (2024). African Journal of Political Science, 11(2), 51-61. https://doi.org/10.36615/r2wgm116