Autorzy: Esther Mavengano, Tobias Marevesa, Paul Nepapleh Nkamta | Strony: 63–80 | DOI: 10.60018/Hemi.LOHV4382
Abstract
Conversations about Africanisation of university curriculum are part of the epistemic crisis and efforts to debunk Eurocentric thinking characterised by binarisms, racial biases and discriminatory attitudes towards Africans. An Afrocentric perspective troubles conceptualisation of notions of African humanity vis-à-vis the vexing question of epistemological trajectories undertaken in postcolonial Zimbabwe. This study focuses on African efforts to design an African-oriented curriculum at university level. Analysis is provided of worrying issues in Zimbabwe’s curriculum, including the philosophy-guiding universities. This discussion is based on the premise that there is need to re-configure the African epistemic base from which Africans view and conceptualise the world.
References
• Alatas, Syed F. 2009. 'The Definition and Types of Alternative Discourses', in: Wang, Georgette (eds.) De-Westernizing Communication Research: Altering Questions and Changing Frameworks. New York: Routledge, pp. 238-249. http://www.ios.sinica.edu.tw/cna/download/5balatas2pdf (Accessed: 2 May 2020).
• Alatas, Syed H. 1974. 'The Captive Mind and Creative Development.' International Social Science Journal 36 (4), pp. 691-699.
• Altbach, Philip G. 1977. 'Servitude of the Mind? Education, Dependency and Neo colonialism'. Teachers College Record 79 (2), pp. 187-204. https://doi.org/10.1177/016146817707900201.
• Apple, Michael W. 2004. Ideology and curriculum. 3 rd edition. New York: Routledge Falmer. https://doi.org/10.4324/9780203487563.
• Chemhuru-Hapanyengwi, Oswell. and Makuvaza, Ngoni. 2014. Hunhu: In Search of an Indigenous Philosophy for the Zimbabwean Education System. Journal of Indigenous Social Development 3 (1), pp. 1-15.
• Connell, Raewyn. 2007. Southern Theory: The Global Dynamics of Knowledge in
Social Science, London: Allen & Unwin. https://doi.org/10.22459/AHR.44.2008.04.
• Crossman, Peter. 2004. 'Perceptions of "Africanisation" or "Endogenisation" at African Universities: Issues and Recommendations', in: Zeleza, Paul T. and Olukoshi, Adebayo O. (eds.). African Universities in the Twenty-First Century, Volume 2 Dakar, Senegal: Codesiria, pp. 319- 340.
• Daniel, Hans-Dieter., and Fisch, Rudolf. 1990. 'Research Performance Evaluation in the German University Sector'. Scientometrics 19 (5-6), pp. 349-361.
• Garwe, Evelyn C. 2014. Quality Assurance in Higher Education in Zimbabwe. Research in Higher Education Journal, pp. 1-10, available at: http://www.aabri.com/manuscripts/131745.pdf.
• Hickling-Hudson, Anne., Matthews, Julie. and Woods, Annette. 2003. 'Education, Postcolonialism and Disruptions', in: Hickling-Hudson, Anne and Mathews, Julie and Woods, Annette (eds.). Disrupting preconceptions: Postcolonialism and education. Queensland: University of Queensland Press, pp. 1-16.
• Higgs, Philip. 2003. 'African Philosophy and the Transformation of Educational Discourse in South Africa'. Journal of Education 30 (1), pp. 5-22.
• Horsthemke, Kai. 2004. 'Knowledge, Education and the Limits of Africanisation'. Journal of Philosophy of Education 38 (4), pp. 571-587. https://doi.org/10.1111/j.0309-8249.2004.00405.x.
• Huang, Mu-Hsuan. 2011. 'A Comparison of Three Major Academic Rankings for World Universities: From a Research Evaluation Perspective'. Journal of Library & Information Studies 9 (1), pp. 1-25.
• Jansen, Jonathan. 2017. 'Decolonising the University Given a Dysfunctional School System?' Journal of Education 68, pp. 3-14.
• Kable, Elizabeth. 2001. 'Making Sense of a New Curriculum Text within Competing Discourses and Complex Contexts'. Contemporary Issues. In Early Childhood, 2(3), pp. 321-336.
• Kallaway, Peter. 1988. From Bantu Education to People's Education. Cape Town: University of Cape Town.
• Keto, Tsheloane C. 2003. 'Reinventing the African University'. Umrabulo, 18, pp. 60-63.
• Le Garange, Lesley. 2004. '(South) African (a) Philosophy of Education: A Reply to Higgs and Parker', Journal of Education 33 (1), pp. 143-154.
• Lebakeng, Teboho J., Phalane, Manthiba M and Dalindjebo, Nase. 2006. 'Epistemicide, Institutional Culture and Imperative for the Africanisation of Universities in South Africa'. Alternation 13 (1), pp. 70-87.
• Le Grange, Lesley. 2014. 'Currere's Active Force and the Africanisation of the University Curriculum'. South African Journal of Higher Education (SAJHE) 28 (4), pp.1283-1294.
• Le Grange, Lesley. 2007. 'Integrating Western and Indigenous Knowledge Systems: The basis for effective science education in South Africa'. International Review of Education 23 (5-6), pp. 577-591.
• Letsekha, Tebello. 2013. 'Revisiting the Debate on the Africanisation of Higher Education: An Appeal for a Conceptual Shift'. Human Science Research Council, South Africa Report.
• Louw, Willia. 2010. 'Africanisation: A Rich Environment for Active Learning on a Global Platform'. Progressio 32 (1), pp. 42-54.
• Makgoba, Malegapuru W. 1996. 'South African Universities in Transformation'. Perspectives in Education 17, pp. 175-186.
• Makgoba, Malegapuru W. 1997. Mokoko: The Makgoba Affair - A Reflection on Transformation, Vivlia: Florida.
• Mazrui, Ali. 1978. Political values and the educated class in Africa. Berkeley: CA. University of California.
• Mbembe, Achille. 2001. On the Postcolony. Berkley: University of California Press.
• Mignolo, Walter. 2011. 'Epistemic Disobedience and Decolonial Option: A Manifesto'. Transmodernity. Journal of Peripheral Cultural Production of the Luso-Hispanic World 1(2), pp. 44-66. https://doi.org/10.5070/T412011807.
• Mignolo, Walter D. 2012. Local Histories/ Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton University Press. https://doi.org/10.23943/princeton/9780691156095.001.
• Mignolo, Walter D. 2011. The Darker Side of Western Modernity: Global Futures, Decolonial Options. Durham: Duke University Press. https://doi.org/10.1215/9780822394501.
• Mignolo, Walter D. 2009. Epistemic Disobedience, Independent Thought and Decolonial Freedom. Theory, Culture and Society 26 (7-8), pp. 159-181. https://doi.org/10.1177/0263276409349275.
• Mignolo, Walter D. 2007. 'DELINKING: The Rhetoric of Modernity, the logic of Coloniality and the Grammar of Decoloniality'. Cultural Studies 21 (2-3), pp. 449-514.
https://doi.org/10.1080/09502380601162647.
• Msila, Vuyisile. 2009. 'Africanisation of Education and the Search for Relevance and Context'. Educational Research and Review 4 (6), pp. 310-315.
• Murwira, Amon. 2019. 'Towards Revitalising the Role of Education in Zimbabwe'. Regional Universities Forum for Capacity-Building in Agriculture. Speech, 6 December, Harare.
• Mwinzi, Joe M. 2016. 'Towards the Africanisation of Teacher Education: A Critical Reflection'. International Journal of Education and Research 4 (9), pp. 377-388.
• Ndlovu-Gatsheni, S. J. 2017. "The Emergence and Trajectories of Struggles for an 'African University': The Case of Unfinished Business of African Epistemic Decolonisation". Kronos 43 (1), pp. 51-77. http://dx.doi.org/10.17159/2309-9585/2017/v43a4.
• Ndlovu-Gatsheni, Sabelo J. 2015. 'Decoloniality in Africa, a Continuity Search for
a New World Order'. The Australasian Review of African Studies 36 (2), pp. 22-50.
• Ndlovu-Gatsheni, Sabelo J. 2008. 'Nativism and the Debate on African Public Sphere in Post-Colonial Africa: Reflections on a Problematic 'Reverse Discourse'. The Australasian Review of African Studies 36 (2), pp. 1-34.
• Ngugi wa Thiong'o. 2009. Something torn and new: An African Renaissance, New York: Basic Civitas.
• Ngugi wa Thiong'o. 1987. Decolonising the Mind: The Politics of Language in African Literature. Harare: Zimbabwe Printing Press.
• Onyewuenyi, Innocent C. 1993. The African Origin of Greek Philosophy: An Exercise in Afrocentrism. Nsukka: University of Nigeria Press.
• Odendahl, Nora. 2011. Testwise: Understanding Educational Assessment (Volume 1). Lanham, MD: Roman and Little Field.
• Pinar, William F. 2012. What is Curriculum Theory? New York: Routledge.
https://doi.org/10.4324/9780203836033.
• Prinsiloo, Paul. 2010. 'Some Reflections on the Africanisation of Higher Education
Curricula: A South African Case Study'. Africanus 40 (1), pp. 19-31.
• Ramose, Mogobe B. 1998. 'Foreword', in: Seepe, S. (ed.) Black Perspectives on Tertiary Institutional Transformation. Johannesburg: Vivlia.
• Reid, William. 2011. Case Studies in Curriculum Change: Great Britain and The United States. New York: Routledge. https://doi.org/10.4324/9780203814727.
• Shizha, Edward. 2006. 'Legitimizing Indigenous Knowledge in Zimbabwe: A Theoretical Analysis of Postcolonial School Knowledge and Its Colonial Legacy'. Journal of Contemporary Issues in Education 1, pp. 18-35. https://doi.org/10.20355/C5RP4J.
• Van Heerden, Eulalie. 1997. 'Cultural Diversity and Schooling', in: Lemer, E.M and D.C. Badenhorst (eds.). Introduction to Education for South African Teachers. Kenwyn: Juta.
• Winters, Clyde A. 1992. 'Afrocentricism: A Valid Frame of Reference'. Journal of Black Studies 25(2), pp. 170-190. https://doi.org/10.1177/002193479402500203.
• Wiredu, Kwasi. 1995. Conceptual Decolonisation in African Philosophy: Four Essays. Selected and introduced by Olusegun Oladipo. Ibadan: Hope Publications.