A Conceptual Analysis of What it Means to Decolonize the Curriculum
- Omodan, Isaiah Omodan, Mpiti, Thandiswa Pretty, Mtsi, Nomxolisi
- Authors: Omodan, Isaiah Omodan , Mpiti, Thandiswa Pretty , Mtsi, Nomxolisi
- Date: 2023
- Subjects: Conceptual analysis , Curriculum , Decoloniality , Decolonizing the curriculum , Transformative worldview
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14841 , vital:79833 , DOI: https://doi.org/10.26803/ijlter.22.7.18
- Description: The concept of decoloniality has been subject to wide-ranging debates among academics and students alike. These discussions have often looked at the issue from a subjective stance, narrowing its meaning down to interpretation based on individuals’ backgrounds and contexts. Consequently, the understanding of decoloniality as it relates to university curricula has remained fragmented, leading to inconsistencies in how it is put into practice. This study, therefore, seeks to address this gap by unpacking the conceptual ambiguity surrounding what it means to decolonizethe curriculain university classrooms. Hence, this study intends to deconstruct the decoloniality of the curriculum as it relates to the pedagogical disposition of the classroom in universities using decolonial theory as the basis of argument. The study answers questions about the assumptions of decoloniality, suitable for understanding the decoloniality of the curriculum. This conceptual analysis is located within a transformative worldview as a lens and employs conceptual analysis as a tool to make sense of the argument deductively from the decolonial premises. The studyargues that decolonizingthe curriculum is beyond any personal,contextual, historical,and environmental subjectification, and should instead be viewed as advocacy to challenge existing power dynamics towards incorporating traditionally overlooked or excluded ways of doing. Therefore, it is essential to understand “decolonizing the curriculum” from the process of knowing, empowering the disempowered, self-determination,and an anti-oppressive perspective.
- Full Text:
- Date Issued: 2023
- Authors: Omodan, Isaiah Omodan , Mpiti, Thandiswa Pretty , Mtsi, Nomxolisi
- Date: 2023
- Subjects: Conceptual analysis , Curriculum , Decoloniality , Decolonizing the curriculum , Transformative worldview
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14841 , vital:79833 , DOI: https://doi.org/10.26803/ijlter.22.7.18
- Description: The concept of decoloniality has been subject to wide-ranging debates among academics and students alike. These discussions have often looked at the issue from a subjective stance, narrowing its meaning down to interpretation based on individuals’ backgrounds and contexts. Consequently, the understanding of decoloniality as it relates to university curricula has remained fragmented, leading to inconsistencies in how it is put into practice. This study, therefore, seeks to address this gap by unpacking the conceptual ambiguity surrounding what it means to decolonizethe curriculain university classrooms. Hence, this study intends to deconstruct the decoloniality of the curriculum as it relates to the pedagogical disposition of the classroom in universities using decolonial theory as the basis of argument. The study answers questions about the assumptions of decoloniality, suitable for understanding the decoloniality of the curriculum. This conceptual analysis is located within a transformative worldview as a lens and employs conceptual analysis as a tool to make sense of the argument deductively from the decolonial premises. The studyargues that decolonizingthe curriculum is beyond any personal,contextual, historical,and environmental subjectification, and should instead be viewed as advocacy to challenge existing power dynamics towards incorporating traditionally overlooked or excluded ways of doing. Therefore, it is essential to understand “decolonizing the curriculum” from the process of knowing, empowering the disempowered, self-determination,and an anti-oppressive perspective.
- Full Text:
- Date Issued: 2023
Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Makena, Bulelwa, Mpahla, Elliot Ntando
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
- Full Text:
- Date Issued: 2022
Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers
- Authors: Makena, Bulelwa , Mpahla, Elliot Ntando
- Date: 2022
- Subjects: Language policy , Academic attainment , Curriculum , Medium of instruction , Home language
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14211 , vital:79157 , DOI: https://doi.org/10.5430/wjel.v13n1p220
- Description: For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with thesituation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessmentduring practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i)conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.
- Full Text:
- Date Issued: 2022
Music in Soweto
- Authors: Mngoma, Khabi
- Subjects: Khabi Mngoma , Choir , Singing , Johannesburg , Soweto , Western music , Jazz , Pop , Tribal folk music , Meadowlands , Zulu , Men‘s hostels , Mbaqanga , Penny-whistle bands , Weddings , Folk music , Dance , Invention , Radio , Curriculum , Education , Eisteddfodd , Musical training , Church , Father Hardesen , Rand Music Society , Leseding Anglican Mission , South African Salvation Army , Adjudication , Judges , Radio Bantu , Brass band , Route playing , Naledi Hospital , Violin , Cello , Orchestra , Theory of music , Voice , Piano , Bach Cantatta , Four Seasons , Mendelssohn‘s Hymns of Praise , Opera , Verdi‘s Requiem , Charity , Charitable organisations , Hugh Tracey , Study of Man in Africa
- Language: English
- Type: Sound , Music , Lecture
- Identifier: vital:15105 , http://hdl.handle.net/10962/d1008533 , Reel number: BC161
- Description: A talk by Khabi Mngoma about music in Soweto, given for the Institute for the Study of Man in Africa (ISMA) , For further details refer to the ILAM Document Collection: Hugh Tracey Broadcasts
- Full Text: false
- Authors: Mngoma, Khabi
- Subjects: Khabi Mngoma , Choir , Singing , Johannesburg , Soweto , Western music , Jazz , Pop , Tribal folk music , Meadowlands , Zulu , Men‘s hostels , Mbaqanga , Penny-whistle bands , Weddings , Folk music , Dance , Invention , Radio , Curriculum , Education , Eisteddfodd , Musical training , Church , Father Hardesen , Rand Music Society , Leseding Anglican Mission , South African Salvation Army , Adjudication , Judges , Radio Bantu , Brass band , Route playing , Naledi Hospital , Violin , Cello , Orchestra , Theory of music , Voice , Piano , Bach Cantatta , Four Seasons , Mendelssohn‘s Hymns of Praise , Opera , Verdi‘s Requiem , Charity , Charitable organisations , Hugh Tracey , Study of Man in Africa
- Language: English
- Type: Sound , Music , Lecture
- Identifier: vital:15105 , http://hdl.handle.net/10962/d1008533 , Reel number: BC161
- Description: A talk by Khabi Mngoma about music in Soweto, given for the Institute for the Study of Man in Africa (ISMA) , For further details refer to the ILAM Document Collection: Hugh Tracey Broadcasts
- Full Text: false
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