Gazes in the Post-Colony: An Analysis of African Philosophies Using Legitimation Code Theory

Autor/in	Luckett, Kathy
Titel	Gazes in the Post-Colony: An Analysis of African Philosophies Using Legitimation Code Theory
Quelle	In: Teaching in Higher Education, 24 (2019) 2, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luckett, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1476338
Schlagwörter	African Culture; Humanities; Educational Change; Curriculum Development; Undergraduate Students; African Studies; Majors (Students); Philosophy; Foreign Policy; Course Content; Teaching Methods; Student Attitudes; Foreign Countries; Political Attitudes; Social Systems; South Africa + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Geisteswissenschaften; Humanwissenschaften; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Philosophie; Außenpolitik; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Political attitude; Politische Einstellung; Social system; Soziales System; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on an analysis undertaken in the field of African philosophies using selected conceptual tools from Maton's Legitimation Code Theory (LCT). In response to calls by South African students for 'decolonising' the Humanities curriculum, the practical purpose of the analysis was to generate theoretically-informed guidelines for developing a curriculum for an undergraduate course in a new African Studies major. The field of African philosophies is of theoretical interest because historically it has been premised on responding to and challenging dominant, Western ideas imposed on African intellectuals through processes of colonization and modernization. LCT was employed to uncover principles that legitimate knowledge claims in this field -- with a view to determining what content should be selected, recontextualized and pedagogized for the new curriculum. The analysis includes the author's meta-reflections on the affordances and limitations of LCT for working with knowledge in the South. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01