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The Educational Review, USA

Decolonising the curriculum at a university of Technology in South Africa

Author:Lawrence Meda, Amanda Swart, Nomakhaya Mashiyi Date:June 12,2019 Hits:

Abstract

A good number of universities in South Africa came to a standstill in 2016 when student protests in quest for a decolonised curriculum intensified. Today, decolonisation has become a buzzword in the coutry’s higher education institutions as academics are challenged to meditate around the term and integrate it into the curriculum. The purpose of this study is to investigate ways in which lecturers decolonise the curriculum. The study was done using a qualitative case study at a university of technology in South Africa. Rawls’ theory of justice was used as a theoretical framework. Sixteen lecturers were selected to complete open-ended questionnaires. Data was analysed using content analysis. It was found that lecturers decolonise their curricula by integrating indigenous African knowledge and at the same time retaining Western knowledge in order to prepare students to be able to live and work in an international, intercultural and global environment.

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Decolonising the curriculum at a university of  Technology in South Africa


Lawrence Meda, Amanda Swart, Nomakhaya Mashiyi

Cape Peninsula University of Technology,  South Africa

*Corresponding author: Lawrence Meda, Cape Peninsula University of Technology,  South Africa

Email: medalawrence@gmail.com

How to cite this paper: Meda L, Swart A and Mashiyi N. (2019). Decolonising the curriculum at a university of Technology in South Africa. The Educational Review, USA, 3(6), 50-57.

DOI: 10.26855/er.2019.06.001

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