| Autor: |
Masuku, Veronica Zanele, Nhlapo, Molise David |
| Předmět: |
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| Zdroj: |
International Journal of Learning in Higher Education; Jun2023, Vol. 30 Issue 1, p113-124, 12p |
| Abstrakt: |
South African universities are encouraged to detach themselves from their colonial and apartheid histories and transform their curricula to be inclusive of Africanization and decolonization. Hence, there is a necessity for a case study of the University of Technology utilizing a sequential mixed methods design. Questionnaires were administered to sixtyfour second-year preservice teachers, followed by individual interviews with twelve participants who were purposively selected. Data were analyzed both statistically and thematically. The results revealed that preservice teachers have ambivalent feelings about the introduction of African psychology into the Educational Psychology module, with the majority preferring to maintain the current Western model of academic organization. They justified that culture is not static, and the decolonization of university curricula would separate Africans from the rest of the world. The study therefore concludes that the process of decolonization of university curriculum in this institution should encompass indigenous and Western knowledge as complimentary rather than contradictory, which is also known as decolonization as encounters with entangled knowledge. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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