Why the decolonisation of higher education without critique is not possible?

Keywords: De-colonisation, higher education, decentring, critique

Abstract

Undeniably the decolonisation of higher education on the African continent is a tenuous academic pursuit considering its entanglement with complexities, paradoxes and tensions (Zembylas, 2018). However, I do not wish to argue against the importance of decolonisation of higher education but instead use the notion of critique (decentring of the self) as an instance as to how and why higher education discourses in African universities are in dire need to decolonise.

Author Biography

Y. Waghid, Stellenbosch University

Department of Education Policy Studies

References

Maldonado-Torres, N. 2007. On the coloniality of being: Contributions to the development of a concept. Cultural Studies 21(2‒3): 240–270.

Mbembe, A. J. 2016. Decolonizing the university: New directions. Arts and Humanities Education 15(1): 29–45.

Ndlovu-Gatsheni, S. 2015. Genealogies of coloniality and implications for Africa’s development. Africa Development XL(3): 13–40, L(3): 13–40.

Papastephanou, M. 2015. Thinking differently about cosmopolitanism: Theory, eccentricity, and the globalised world. Boulder & London: Paradigm Publishers.

Zembylas, M. 2018. Decolonial possibilities in South African higher education: Reconfiguring humanizing pedagogies as/with decolonial pedagogies. South African Journal of Education 38(4): 1–11.

Published
2021-05-13
How to Cite
Waghid, Y. 2021. “Why the Decolonisation of Higher Education Without Critique Is Not Possible?”. South African Journal of Higher Education 35 (2), 1-3. https://doi.org/10.20853/35-2-4621.
Section
Leading Article