Decolonisation as Democratising African Higher Education
- 220 Downloads
In this chapter, we (Chikumbutso Herbert Manthalu and Yusef Waghid) present the central argument—that is, the project of decoloniality is not a political ideology but an ideal of democracy. The aftermaths of the colonial experience are still affecting present-day Africa. Despite the attainment of political decolonisation, the education domain, especially higher education, still retains the colonial heritage. The discourse of decolonisation of education has for a long time largely pertained to eliminating educational content and symbols of colonisation in order to achieve representation of particular historically marginalised epistemologies and metaphysics of the oppressed people. This book, however, largely understands coloniality as oppressive and marginalisation forces that guide modernity and which are a mutation of the heritage of colonialism in African higher education.
- Benhabib, S. (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. Cambridge: Polity.Google Scholar
- Garcia, R. (2018). Decoloniality and the humanities: Possibilities and predicaments. Journal of Hispanic Higher Education, 1–15.Google Scholar
- Melber, H. (2018). Knowledge production and decolonisation—Not only African challenges. Strategic Review for Southern Africa, 40(1), 4–15.Google Scholar
- Viegra, N. (2016). The economics of decolonisation institutions, education and elite formation. Theory, 147(63), 61–79.Google Scholar
- Williams, C. A. (2018). Decolonising knowledge: Reflections on colonial anthropology—A humanities seminar at the University of the Free State. Strategic Review for Southern Africa, 40(1), 82–103.Google Scholar