This is an innovative and accessible study of how decolonization is engaged with, subverted, and transformed as a curriculum change project in universities since the RhodesMustFall movement, based on interviews and insights from ten universities with over two hundred academic teachers.
This is an innovative and accessible study of how decolonization is engaged with, subverted, and transformed as a curriculum change project in universities since the RhodesMustFall movement, based on interviews and insights from ten universities with over two hundred academic teachers.
Jonathan Jansen is Distinguished Professor of Education at Stellenbosch University and President of the Academy of Science of South Africa. He is a curriculum theorist, and his research is concerned with the politics of knowledge. His recent publications include Fault Lines: A Primer on Race, Science and Society (2020), Learning under Lockdown: Voices of South Africa's Children (2020), and Learning Lessons (2021).
Inhaltsangabe
Acknowledgements 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum 2. Institutional posturing: the coming of decolonization and the scramble to respond 3. On the institutionalization of knowledge 4. The contending meanings of decolonization ¿and the implications for radical curriculum change 5. Regulating radical ideas: the role of regulatory agencies 6. The uptake of decolonization: the case of the humanities and social sciences 7. The uptake of decolonization: the case of the sciences and engineering 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge References Index
Acknowledgements 1. Introduction: the decolonization of knowledge: radical ideas and the settled curriculum 2. Institutional posturing: the coming of decolonization and the scramble to respond 3. On the institutionalization of knowledge 4. The contending meanings of decolonization ¿and the implications for radical curriculum change 5. Regulating radical ideas: the role of regulatory agencies 6. The uptake of decolonization: the case of the humanities and social sciences 7. The uptake of decolonization: the case of the sciences and engineering 8. How does a radical curriculum idea travel through institutional life?: new insights into the politics of knowledge References Index
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