Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula.
Date
2018
Authors
Padayachee, K.
Matimolane, N.
Ganas, L.
Journal Title
Journal ISSN
Volume Title
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Abstract
Transformation in Higher Education has been an ongoing concern in post-apartheid South Africa,
especially in light of universities’ expected contribution to economic and socio-political
transformation. In particular, curriculum transformation has proved challenging, as evidenced in
actions and calls by students in recent years for decolonisation of the curriculum. This study, which
formed part of an institutional response to the challenge of curriculum transformation and
decolonisation, initially sought to examine perceptions of the term “decolonisation” amongst a
group of early career lecturers at a leading university in South Africa. Highlighted in the outcomes
of the study was the centrality of personal and contextual relevance in notions of decolonised
curricula, the impact of curriculum conversations on lecturers’ well-being, and the broader
implications of responsive and relevant curricula for institutional and societal well-being. In this
respect, the findings of the study illustrated the similarities of curriculum decolonisation
approaches and the concept of education for sustainable development which is underpinned by
the goal of global well-being and the common good. Also highlighted was the need for greater
balance between Mode 1 (theoretical) and Mode 2 (contextually relevant) knowledge in curricula,
leading us to posit that both curriculum decolonisation and education for sustainable development
are equally necessary for institutional and broader societal reform and well-being, and that both
imperatives may potentially be achieved by focusing on the principles of epistemically diverse
curricula
Description
Keywords
Decolonisation, Education for sustainable development, Epistemically diverse curricula
Citation
Padayachee, K., Matimolane, M., & Ganas, R. (2018). Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula. South African Journal of Higher Education, 32(6), 288-304.