Decolonisation in Universities: The politics of knowledge

Published:
Publisher:
Wits University Press
ISBN:
9781776143382
DOI:
10.18772/22019083351
Dimensions:
286 pages
Formats:
Paperback / softback (9781776143351)
Digital download (9781776143368)
Digital download (9781776143375)

Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.

List of Acronyms and Abbreviations
Introduction and Overview: Making sense of decolonisation in universities – Jonathan D Jansen
Part 1: The arguments for decolonisation
Chapter 1 Decolonising universities – Mahmood Mamdani
Chapter 2 The curriculum case for decolonisation – Lesley Le Grange
Part 2: The politics and problems of decolonisation
Chapter 3 On the politics of decolonisation: Knowledge, authority and the settled curriculum – Jonathan D Jansen
Chapter 4 The institutional curriculum, pedagogy and the decolonisation of the South African university – Lis Lange
Chapter 5 What counts and who belongs? Current debates in decolonising the curriculum – Ursula Hoadley and Jaamia Galant
Part 3: Doing decolonisation
Chapter 6 Scaling decolonial consciousness? The reinvention of ‘Africa’ in a neoliberal university – Jess Auerbach and Mlungisi Dlamini
Chapter 7 Testing transgressive thinking: The “Learning Through Enlargement” Initiative at UNISA – Crain Soudien
Chapter 8 Between higher and basic education in South Africa: What does decolonisation mean for teacher education? – Yusuf Sayed and Shireen Motala
Part 4: Reimaging colonial inheritances
Chapter 9 Public Art and/as Curricula: Seeking a new role for monuments associated with oppression – Brenda Schmahmann
Chapter 10 The Plastic University: Knowledge, disciplines and the decolonial turn – André Keet
Chapter 11 Decolonising knowledge: Can ubuntu ethics save us from coloniality? (Ex Africa semper aliquid novi?) – Piet Naude
Chapter 12 Future knowledges and their implications for the decolonisation project – Achille Mbembe
Afterword: Minds via Curricula? – Grant Parker
Contributors
Index