The Politics of Knowledge in South African Universities: Students' Perspectives

Autor/inn/en	Knowles, Corinne R.; Babeli, Nomphumelelo Q.; Ntlokwana, Athabile; Ntombolwana, Zhikona Q.; Sobuza, Zinathi Z.
Titel	The Politics of Knowledge in South African Universities: Students' Perspectives
Quelle	In: Transformation in Higher Education, 8 (2023), Artikel 244 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Knowles, Corinne R.) ORCID (Babeli, Nomphumelelo Q.) ORCID (Ntlokwana, Athabile) ORCID (Ntombolwana, Zhikona Q.) ORCID (Sobuza, Zinathi Z.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-0991
Schlagwörter	Foreign Countries; Politics of Education; Student Attitudes; Higher Education; College Freshmen; Feminism; Student Experience; Humanities Instruction; Educational Change; Instructional Development; Curriculum Development; Extracurricular Activities; Decolonization; Knowledge Management; South Africa + Suchen Sie Ihr Suchwort? Ausland; Educational policy; Bildungspolitik; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Feminismus; Studienerfahrung; Geisteswissenschaftlicher Unterricht; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Außerunterrichtliche Aktivität; Dekolonisation; Entkolonialisierung; Wissensmanagement; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary. Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students' experiences, concerns, and suggestions. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01