Decolonisation: academics must change what they teach, and how
More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
Primary Results
It will take critical, thorough scrutiny to truly decolonise knowledge
Critical decolonisation means accepting risk of error. It means considering whether indigenous knowledge systems might contain truths that western science hasn’t accessed.
Why universities’ ‘academic English’ courses should be valued, not vilified
In South Africa there’s a value judgment attached to students who take part in universities’ English for Academic Purposes programmes. This shouldn’t be the case.
Students in South Africa feel unheard. Here’s one way to listen
When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
Shakespeare in South African schools: to die, to sleep – or perchance to dream?
Most other African countries have a less fractious or problematic relationship to Shakespeare than South Africa does.
How South African universities can tap into the continent’s knowledge systems
How African knowledge systems can be incorporated into higher education.
Changing what universities teach is a process, not a single event
Curriculum transformation has to happen. But it has to go further than simply borrowing ideas and concepts.
Changing the history curriculum is not enough if English always dominates the classroom – South African study
More inclusive history teaching doesn’t just add new topics to the curriculum, it values the languages of all learners.
Decolonising education in South Africa – a reflection on a learning‑teaching approach
Putting students at the centre of their learning is a powerful tool for decolonising the classroom.
African history is a discipline on the rise – and one that raises many questions
A global approach to African history complements the radical post-colonial histories, while also asserting the role of the continent in the world’s global pasts and present.