(Individual) Responsibility in decolonising the university curriculum
AbstractSince the â€œ#RhodesMustFallâ€ and â€œ#FeesMustFallâ€ student protests of 2015 and 2016 there has been much written about decolonisation in South Africa, particularly in relation to the curriculum. However, not much has been written about individual responsibility in the process of decolonisation, which Fanon (1967) argued is a necessary condition for decolonisation. In this article I argue that the autobiographical method, currere is one form of decolonisation. I use currere to document my own journey of decolonisation. I conclude that taking individual responsibility in decolonising the university curriculum involves a lifelong affair of unlearning and relearning from which no one is exempt because even those leading the decolonial project take in coloniality on a daily basis. Such a lifelong affair will involve multiple cycles of currereâ€™s four steps so that currere, as a form of decolonisation, becomes a spiral of multiple cycles.
Adhikari, M. 2005. Not white enough, not black enough: Racial identity in the South African coloured community. Athens: Ohio University Press.
Apple, M. W. 1979. Ideology and curriculum. London: Routledge and Paul.
Constandius, E., O. Nell, N. Alexander, M. Mckay, M. Blackie, R. Malgas, and E. Setati. 2018. â€œ#FeesMustFall and decolonizing the curriculum: Stellenbosch University studentsâ€™ and lecturersâ€™ reactions.â€ South African Journal of Higher Education 32(2): 65â€’85.
CHE see Council on Higher Education.
Chilisa, B. 2012. Indigenous research methodologies. Los Angeles, CA: Sage.
Council on Higher Education. 2017. â€œDecolonising the curriculum: Stimulating the debate.â€ BrieflySpeaking Number 3(November 2017).
Christie, P. 1985. The right to learn: The struggle for education in South Africa. Braamfontein: Ravan Press.
Deleuze, G., and F. Guattari. 1994. What is philosophy? Translated by Hugh Tomlison and Graham Burchell. New York: Columbia University Press.
De Lange, J. 1981. The provision of education in South Africa (the De Lange Report). Pretoria: HSRC.
Disemelo, K. 2015. â€œStudent protests are about much more than just #FeesMustFall.â€ Mail&Guardian. http://mg.co.za/author/katlego-disemelo (Accessed 28 April 2016).
Etheridge, J. 2018. Decolonising education: How one SA university is getting it done. News24. https://www.news24.com/news24/analysis/decolonising-education-how-one-sa-university-is-getting-it-done-20180507 (Accessed 10 June 2020).
Fanon, F. 1967. Towards the African revolution. Translated by H. Chevalier. New York, NY: Grove Press.
Freire, P. 1972. Pedagogy of the oppressed London: Penguin.
Giroux, H. 1979. â€œSchooling and the culture of positivism: Notes on the death of history.â€ Educational Theory 29(4): 263â€’284.
Goldie, T. 1999. â€œSaint Fanon and homosexual territory.â€ In Frantz Fanon: Critical perspectives, ed. A. C. Alessandrini. London, UK: Routledge.
Grosfoguel, R. 2007. â€œThe epistemic decolonial turn.â€ Cultural Studies 21(2â€’3): 211â€’223.
Haraway, D. J. 2000. How like a leaf: An interview with Thyrza Nichols Goodeve. New York: Routledge.
Hendricks, C. 2005. â€œDebating coloured identity in the Western Cape.â€ African Security Studies 14(4): 117â€’119.
Isaacs-Martin, W., and T. Petrus. 2012. â€œThe multiple meaning of coloured identity in South Africa.â€ Africa Insight 42(1): 87â€’102.
Kamanga, E. 2019. Lived experiences of hidden racism of students of colour at a historically white university. Master of Arts in Psychology dissertation. Stellenbosch: Stellenbosch University.
Kelley, R. D. G. 2000. A poetics of anticolonialism. New York: Monthly Review Press.
Le Grange, L. 2000. â€œIs there a â€˜spaceâ€™ for enabling disparate knowledge traditions to work together? Challenges for science (education) in an African context.â€ South African Journal of Education 20(2): 114â€’117.
Le Grange, L. 2004a. â€œâ€˜Multiculturalâ€™ science in South Africaâ€™s National Curriculum Statement.â€ Africa Education Review 1(2): 204â€’219.
Le Grange, L. 2004b. â€œ(South) African(a) philosophy of education: A reply to Higgs and Parker.â€ Journal of Education 34: 143â€’154.
Le Grange, L. 2005. â€œGuattariâ€™s philosophy of education and its implications for environmental education in (post)colonial Africa.â€ Southern African Journal of Environmental Education 22: 33â€’45.
Le Grange, L. 2007a. â€œIntegrating western and indigenous knowledge systems: The basis for effective science education in South Africa?â€ International Review of Education 53(5â€’6): 577â€’591.
Le Grange, L. 2007b. â€œThe â€˜theoreticalâ€™ foundations of community service-learning: Fom taproots to rhizomes.â€ Education as Change 11(3): 3-13.
Le Grange, L. 2011. â€œSustainability and higher education: From arborescent to rhizomatic thinking.â€ Educational Philosophy and Theory 43(7): 742â€’754.
Le Grange, L. 2012a. â€œUbuntu, ukama, environment and moral education.â€ Journal of Moral Education 41(3): 329â€’340.
Le Grange, L. 2012b. â€œUbuntu, ukama and the healing of nature, self and society.â€ Educational Philosophy and Theory 44(S2): 56â€’67.
Le Grange, L. 2016. â€œDecolonising the university curriculum.â€ South African Journal of Higher Education 30(2): 1â€’12.
Le Grange, L. 2018. â€œThe notion of Ubuntu and the (post)humanist condition.â€ In Indigenous philosophies of education around the world, ed. J. Petrovic and R. Mitchell. New York: Routledge.
Le Grange, L. 2020. â€œThe (post)human condition and decoloniality: Rethinking and doing curriculum.â€ Alternation 31: 119â€’142.
Le Grange, L. 2021. â€œDecolonising the university curriculum: The what, why and how.â€ In Transnational education and curriculum studies: International perspectives, ed. L. J. Chi-Kim and N. Gough. New York: Routledge.
Le Grange, L., and G. Aikenhead. 2017. â€œRethinking the â€˜Western Traditionâ€™: A response to Enslin and Horsthemke.â€ Educational Philosophy and Theory 49(1): 31â€’37.
Le Grange, L., P. Du Preez, L. Ramrathan, and S. Blignaut. 2020. â€œDecolonising the university curriculum or decolonial-washing? A multiple case study.â€ Journal of Education 80: 25â€’48.
Levin, R. 1991. â€œPeopleâ€™s education and the struggle for democracy in South Africa.â€ In Apartheid education and popular struggles, ed. E. Unterhalter, H. Wolpe, T. Botha, S. Badat, T. Dlamini, and B. Khotseng, 117â€’130. Johannesburg: Ravan Press.
Maldonado-Torres, N. 2006. â€œCesaireâ€™s gift and the decolonial turn.â€ Radical Philosophy Review 9(2): 111â€’138.
Maldonado-Torres, N. 2007. On coloniality of being: Contributions to the development of a concept. Cultural Studies 21(2â€’3): 240â€’270.
McKinley, D. 2020. Coronavirus and capitalism: Structural foundations and opportunities for systemic change. Daily Maverick. https://www.dailymaverick.co.za/opinionista/2020-03-24trashed-2/ (Accessed 5 June 2020).
Mignolo, W. D. 2011. The darker side of western modernity: Global futures, decolonial options. Durrham & London: Duke University Press.
Mlamla, S. 2020. Stellenbosch University forges ahead with its decolonisation drive. https://www.iol. co.za/capeargus/news/stellenbosch-university-forges-ahead-with-its-decolonisation-drive-43055870 (Accessed on 26 June 2020).
Mosha, R. S. 2000. The heartbeat of indigenous Africa: A study of the Chagga education system. New York: Routledge
Ndlovu-Gatsheni, S. J. 2013a. Empire, global coloniality and African subjectivity. New York: Berghagn Books.
Ndlovu-Gatsheni, S. J. 2013b. â€œWhy decoloniality in the 21st century?â€ The Thinker 48: 10â€’15.
Omanga, D. 2020. Decolonization, decoloniality, and the future of African Studies: A conversation with Dr. Sabelo Ndlovu-Gatsheni. https://items.ssrc.org/from-our-programs/decolonization-decoloniality-and-the-future-of-african-studies-a-conversation-with-dr-sabelo-ndlovu-gatsheni/ (Accessed 10 June 2020).
Pinar, W. F. 1975. The method of currere. Paper presented at the annual meeting of the American Educational Research Association. Washington, D.C.
Pinar, W. F. 2004. What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates.
Pinar, W. F. 2011 The character of curriculum studies: Bildung, currere and the recurring question of the subject. New York, NY: Palgrave Macmillan.
Pinar, W. F., W. M. Reynolds, P. Slattery, and P. M Taubman. 1995. Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
Quijano, A. 2007. â€œColoniality and modernity/rationality.â€ Cultural Studies 21(2â€“3): 168â€“178.
Schwab, J. J. 1969. â€œThe practical: A language for curriculum.â€ The School Review 78(1): 1â€’23.
Smith, L. T. 1999. Decolonising methodologies: Research and indigenous peoples. London, UK: Zed Books.
Tuck, E., and K. W. Yang. 2012. â€œDecolonization is not a metaphor.â€ Decolonization: Indigeneity, Education and Society 1(1): 1â€’40.
Tyler, R. W. 1949. Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
This journal is an open access journal, and the authorsÂ and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.Â
A copy of the authorsâ€™ publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: â€œThis is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXXâ€“XXXâ€, DOI.Â Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0