NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095365
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1356-2517
Curriculum Contestation in a Post-Colonial Context: A View from the South
Luckett, Kathy
Teaching in Higher Education, v21 n4 p415-428 2016
This paper was motivated by student protests at the University of Cape Town, South Africa, where the Rhodes Must Fall collective called for the "decolonisation" of the university's curriculum. I deliberately adopt a "decolonial gaze" to re-describe the structural and cultural conditioning of the post-colonial university and the contradictions it sets up for black students. Using Archer's morphogenetic cycle and Bernsteins's pedagogic device I tease out what contestation for control of the curriculum entails, with a particular focus on the Humanities and Social Sciences. I identify three groups of students for whom the situational logic of the post-colonial university offers very different opportunities for agential development and therefore academic success. At the level of pedagogy, I suggest there may be a "collective hermeneutic gap" between some academics and their students. Finally the paper makes some suggestions for what curriculum reform in a post-colonial Humanities and Social Sciences might involve.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Cape Town)