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Identity Based Colleges/Universities
Questions Academics Can Ask to Decolonize Their Classrooms
Luckett & Morreira
In South Africa, there is not much engagement in humanities and social science about how different methods of teaching might bring decolonial practices in classrooms
Research explains that many are thinking about making the curriculum different, like changing the content that’s being taught like for example adding Africa-based authors to a reading list
In other parts of Africa, universities like Makerere University and Dar es Salaam have successful decolonised their curriculum
Students argued that university courses lacks African-based knowledge in the South such as language, culture or method
Questions were created at the University of Cape Town to explain about what decolonisation in teaching would look like and how it can be achieved
Questions were in two types: curriculum and pedagogy
How far do your teaching and assessment methods allow students to feel included without assuming assimilation?
How do your assumptions about curriculum knowledge play out in the criteria that you use to assess students? What can you do to make your assessment practices more fair and valid for all students, without inducing high levels of anxiety? What assessment methods could show what all students are capable of, drawing on their strengths and promoting their agency and creativity?
How do you build a learning community in your classroom where students learn actively from each other and draw on their own knowledge sources?
How does your curriculum level the playing fields by requiring traditional/ white students to acquire the intellectual and cultural resources to function effectively in a plural society?
Can you speak indigenous or regional languages and relate to the cultures and lived experiences of all students? Do you draw on these valuable resources in your teaching?
How does your teaching recognise and affirm the agency of black and first-generation students? How does your teaching legitimate and respect their experiences and cultures?
Does your curriculum reflect its location in Africa and the global South? To what extent does it draw on subjugated histories, voices, cultures and languages?
For whom do you design your curriculum? Who is your ideal, imagined student and what assumptions do you make about their backgrounds, culture, languages and schooling?
Do you articulate your own social and intellectual position, from which you speak when lecturing?
What principles, norms, values and worldviews inform your selection of knowledge for your curriculum? (think about absences as well as presences, centres as well as margins)
Curriculum issues occurred during student protests in South African universities between 2015 and 2017
The Stream - 'Decolonizing' South African Universities
Trever Roper claims that Africans had no history before Europeans came to African countries
Blacks are claimed to be incapable of understanding their own problems and need intervention from whites
History cannot be erased, but black students don’t have to celebrate the ones who created a segregated society
Decolonization is possible but is a struggle to make happen
Decolonization is something that's wanted by African Americans. They fight to get what they want in terms of equality, but they must face people who are against their beliefs and will try to stop them
UTC was thought to be all good, but the land it is one was stolen from Africans the first place
Statue of Cecil John Rhodes at UCT makes many blacks feel powerless, they feel like whites have all the control
More vandalism occurred as a statue of King George the V was covered in white paint in Durban, and Boer War Memorial was set on fire
RhodesMustFall became popular and during that time the statue of the British Colonizer Cecil Rhodes was defaced during student protests