Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities

Decolonization and Africanization as indigenous knowledge systems have long been marginalized and under-reported within the education pedagogical space. The paper explores the prospects of integrating decolonization and Africanization into South African universities through curriculum transformation activities. The paper employs a qualitative conceptual approach, where themes are discussed based on reviewed literature. The thematic analysis is based on the processes in curriculum transformation, decolonization, and Africanization of the curriculum, curriculum transformation framework guidelines, and an integrative approach to curriculum transformation. This paper could add value to the development of Afrocentric discourse that can address issues of indigenous practices and content that speaks to undocumented marginalized communities. Various decolonized theoretical knowledge that is critical to lend an understanding to insights and voices of internal and external stakeholders using a bottom-up approach could contribute to critical pedagogies that are smear and yet different to present knowledge systems in education

Grantor dc:publisher

International Conference on Public Administration and Development Alternatives (IPADA)

Year dc:date.issued

2022

Authors dc:creator

• Ncanywa, T.
• Mesatywa, N.
• Matope, S.

Advisors dc:contributor.advisor

• Sebola, M. P. (Chief Editor)
• Molokwane, T. S. (Quest Editor)

• Decolonization
• Africanization
• Indigenous knowledge system
• Curriculum transformation
• Marginalized communities
• Bottom-up approach

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11602/2441

OAI record oai:identifier

https://univendspace.univen.ac.za/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aunivendspace.univen.ac.za%3A11602%2F2441