Decolonizing the Curriculum in the context of African thought

| A node for African thought

Decolonizing the Curriculum in the context of African thought

Decolonizing the Curriculum in the context of African thought

The Department of Anthropology and Development Studies under the Faculty of Humanities and Social Sciences is hosting a two-day international conference from Thursday the 24th of August until Friday 25 August.

The acting head of Department Dr Joyce Mdiniso, in her welcome address thanked everyone for joining. “This conference provides a platform to critically discuss the impact of colonial legacies on the education systems and explore new approaches to education that are inclusive, equitable, and empowering. The conference gathered some of the brightest minds in the field, experts who have dedicated their lives to researching, teaching, and advocating for a decolonised curriculum. “Said Dr Mdiniso.

The deputy dean: Research, Innovation and internationalization, Faculty of Humanities and Social Sciences Prof Kevin Naidoo, gave his opening remarks on behalf of the Dean Professor Lulu Shokane said that the conference is an important step in the right direction.  “This conference intends to re-examine the ways that African knowledge systems have been disregarded in our approaches to education and to ignite critical discussions about how we may recover our intellectual legacy.

The conference will look at the numerous ways that decolonizing the curriculum might result in a more inclusive and varied educational environment that incorporates viewpoints that have long been missing. We are eager to hear from our eminent speakers so that we may benefit from their knowledge and expertise in this area.

For too long, colonial legacies have influenced the curriculum in many nations, perpetuating injustices, and misleading narratives about the achievements of African intellectuals and thinkers. Because of these legacies, our educational institutions are no longer relevant and unable to meet modern problems, which prevents many students from understanding their own countries and cultures or competing in the global arena.

The first Keynote address was by Dr Nompumelelo Radebe, senior lecturer and chair in the Department of Anthropology at the University of South Africa gave a detailed and enlightening presentation. She said that she was fascinated by the theme of the conference. “There are two things that the theme is claiming. There is a need to decolonize the curriculum and there is an African thought. The latter has more bearing because this claim demystifies the myth of emptiness that justifies imperialism and colonialism in Africa. By extension this myth also meant Africa had no knowledge and no thought. Building on this theme, I have entitled my talk towards an African Anthropology, “thinking from the crime scene.”

The respondents gave a reflection and said that the presentation was informative and insightful interventions.

Prof Goerge Shava from the National University of Science and Technology in Zimbabwe was the keynote Speaker for the second session shared his detail presentation which was Recalibrating higher education to address historical injustice a transition towards achieving sustainable development for 2030 goals and beyond – the Africa that we want.” There is a shift for Education for Sustainable in Higher Education is required for Higher Education to be in alignment with global sustainability agenda for 2030. There is a growing international recognition of ESD as an integral part of element of quality education and a key enabler for sustainable development goals as an integral part of quality education,” said Prof Shava

The presentation sparked the interest of a diverse range of attendees including researchers, students, and enthusiasts of education.

  • Precious Shamase