Why decolonising the South African university curriculum will fail

This paper sets out to explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion. The education triad comprises the teacher, the learner and the content (curriculum), which unfolds within historical, political, social and e...

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Veröffentlicht in:Teaching in higher education 2020-10, Vol.25 (7), p.783-796
1. Verfasser: Vandeyar, Saloshna
Format: Artikel
Sprache:eng
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Zusammenfassung:This paper sets out to explore how academics can become agents of meaningful educational change and social cohesion, by implementing a Pedagogy of Compassion. The education triad comprises the teacher, the learner and the content (curriculum), which unfolds within historical, political, social and educational contexts. Changing one aspect of this triad - the curriculum- without due consideration to the others, will not effect the desired change. In the context of the university, the demographics of the learner has radically changed and a massive drive to decolonise the curriculum has been initiated, but little if any attention has been given to academics who deliver the curriculum. I argue that the Achilles' heel in the decolonisation of the curriculum project of South African universities is the academic.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2019.1592149