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Curriculum contestation in a post-colonial context: a view from the South.
- Source :
- Teaching in Higher Education; May2016, Vol. 21 Issue 4, p415-428, 14p
- Publication Year :
- 2016
-
Abstract
- This paper was motivated by student protests at the University of Cape Town, South Africa, where the Rhodes Must Fall collective called for the ‘decolonisation’ of the university’s curriculum. I deliberately adopt a ‘decolonial gaze’ to re-describe the structural and cultural conditioning of the post-colonial university and the contradictions it sets up for black students. Using Archer’s morphogenetic cycle and Bernsteins’s pedagogic device I tease out what contestation for control of the curriculum entails, with a particular focus on the Humanities and Social Sciences. I identify three groups of students for whom the situational logic of the post-colonial university offers very different opportunities for agential development and therefore academic success. At the level of pedagogy, I suggest there may be a ‘collective hermeneutic gap’ between some academics and their students. Finally the paper makes some suggestions for what curriculum reform in a post-colonial Humanities and Social Sciences might involve. [ABSTRACT FROM AUTHOR]
- Subjects :
- HUMANITIES education
CURRICULUM
COLLEGE students
HIGHER education
Subjects
Details
- Language :
- English
- ISSN :
- 13562517
- Volume :
- 21
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Teaching in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 114149734
- Full Text :
- https://doi.org/10.1080/13562517.2016.1155547