The Rise of the Neoliberal University in South Africa: Some Implications for Curriculum Imagination(s)

Autor/in	Hlatshwayo, Mlamuli Nkosingphile
Titel	The Rise of the Neoliberal University in South Africa: Some Implications for Curriculum Imagination(s)
Quelle	In: Education as Change, 26 (2022), Artikel 11421 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hlatshwayo, Mlamuli Nkosingphile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Stellungnahme; Foreign Countries; Neoliberalism; Universities; Curriculum Development; Public Colleges; Educational Policy; Educational Legislation; Decolonization; Futures (of Society); South Africa + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; University; Universität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Dekolonisation; Entkolonialisierung; Future; Society; Zukunft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt neoliberal and colonial conceptions of institutional reforms, seen through the emergence and enactment of performance management instruments, demographic understandings of transformation, incoherent/illogical policy prescriptions, and the use of technology as pedagogic replacement. In this article, I attempt to do two things. Firstly, I critique the South African higher education policy and legislative framework as largely inadequate and neoliberal in nature and designed to reinforce market-orientated logics and discourses. Secondly, and in thinking beyond the neoliberal university, I propose what an inclusive curriculum could look like through a decolonial lens. I end the article with some parting thoughts on the future of the neoliberal university in South Africa, and the potential implications for what I see as the emergence of decolonial and transformative curricula. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01