Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective

Shireen Motala, Yusuf Sayed, Tarryn de Kock

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

This paper seeks to understand how the curriculum is experienced across two higher education institutions to probe students’ understandings of epistemic access in the context of decolonisation debates. Three particular aspects of student experience of the decolonised curriculum and pedagogy are scrutinised. First, we look at the kind of sociality encouraged in the pedagogic encounter. Since a core function of education is social and cultural formation, a question arises as to what kind of sociality is possible between students and lecturers in a decolonised education space, including in the context of COVID-19. Second, we explore patterns of participation including, academic activities and support provided. Third, we investigate the knowledge forms and canon to which students are exposed in their respective programmes, with consideration of language issues. Finally, we examine the decolonisation of the curriculum in the context of the Covid-19 pandemic.

Original languageEnglish
Pages (from-to)1002-1018
Number of pages17
JournalTeaching in Higher Education
Volume26
Issue number7-8
DOIs
Publication statusPublished - 2021

Keywords

  • Decolonisation
  • South Africa
  • curriculum
  • epistemic access
  • pedagogy

ASJC Scopus subject areas

  • Education

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