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Indigenising the University Curriculum in Southern Africa

Indigenising the University Curriculum in Southern Africa

Soul Shava, Nkopodi Nkopodi
Copyright: © 2017 |Pages: 12
ISBN13: 9781522508380|ISBN10: 1522508384|EISBN13: 9781522508397
DOI: 10.4018/978-1-5225-0838-0.ch005
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MLA

Shava, Soul, and Nkopodi Nkopodi. "Indigenising the University Curriculum in Southern Africa." Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, edited by Patrick Ngulube, IGI Global, 2017, pp. 80-91. https://doi.org/10.4018/978-1-5225-0838-0.ch005

APA

Shava, S. & Nkopodi, N. (2017). Indigenising the University Curriculum in Southern Africa. In P. Ngulube (Ed.), Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries (pp. 80-91). IGI Global. https://doi.org/10.4018/978-1-5225-0838-0.ch005

Chicago

Shava, Soul, and Nkopodi Nkopodi. "Indigenising the University Curriculum in Southern Africa." In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, edited by Patrick Ngulube, 80-91. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0838-0.ch005

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Abstract

The academic landscape in higher education institutions (universities) in southern Africa (countries in SADC)) remains highly influenced by western epistemologies. This is despite the fact that these academic institutions are situated in independent states. The research and teaching activities in universities are entrenched within western theories and knowledge disciplines that are presented as neutral, universal and singular. The implication is that while we celebrate political independence we are still entrapped in continuing coloniality. This points to a need for reframing the curriculum to prioritise the interests of Africans. This chapter explores possible factors that contribute to the continued alienation of indigenous knowledges in southern African universities. It argues that in order to achieve the indigenisation of universities in Africa there is a need for a decolonial process to subvert and decentre western epistemologies by offering African Indigenous epistemologies and African-centred standpoints as alternatives in research and teaching processes in the academy.

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