实现南非小学教育的非殖民化

Emmanuel S. Akinmolayan, Claudine A. Hingston, Udoh J. Akpan, Omolola A. Arise
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引用次数: 0

摘要

背景:尽管南非的种族隔离制度已于 1994 年结束,但该国大多数黑人学校仍然通过政策和做法接受殖民主义。这导致学习者丧失权力、丧失身份、不平等和自卑,并一直延续到成年。因此,重要的是要使继承下来的课程非殖民化,承认非洲的身份、文化和制度对非洲人的价值:本文以南非小学为中心:本文采用了桌面方法和系统的文献综述。为收集数据,本研究从 EBSCO、Science Direct 和 Google Scholar 等不同搜索引擎中选取了文章。这样就能对以前的作品进行综合,从而提供有关该主题的知识。非殖民主义理论是本研究的基础:南非的小学教育受到殖民主义的影响;因此,有必要进行改革:结论:南非的小学课程需要以非殖民化的方式进行修订,以适应多种族或多民族的南非,为非洲人实现公平公正的未来:本文提供了有关南非小学殖民主义的知识,并进一步建议以真正非洲的方式进行课程改革。因此,它符合本期刊的主题和范围,即对南非小学中的殖民主义进行审视。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards decolonisation of primary school education in South Africa
Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans.Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa.Setting: This article centres around South African Primary schools.Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study.Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation.Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans.Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.
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