南非高等教育的非殖民化

IF 0.5 Q4 DEVELOPMENT STUDIES

Perspectives on Global Development and Technology Pub Date : 2021-11-23 DOI:10.1163/15691497-12341601

A. Abdullahi

{"title":"南非高等教育的非殖民化","authors":"A. Abdullahi","doi":"10.1163/15691497-12341601","DOIUrl":null,"url":null,"abstract":"\nWestern education still dominates the education terrain across Africa. For some people, the dominance is nothing but ‘academic imperialism,’ which is believed to have relegated African scholars to mere conduits of knowledge through which European and American scholarship and interests are protected and promoted. Consequently, a dissident voice is resonating in the African educational system, particularly South African education system, demanding the recognition of ‘home-grown’ knowledge to solve home-grown problems. This article engages the debate about decolonization of higher education in South Africa and asks the fundamental question of whether or not it is possible to achieve a fully decolonized curriculum in a society that is already cloaked and engulfed by capitalism and Western ideologies.","PeriodicalId":43666,"journal":{"name":"Perspectives on Global Development and Technology","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Decolonization of Higher Education in South Africa\",\"authors\":\"A. Abdullahi\",\"doi\":\"10.1163/15691497-12341601\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nWestern education still dominates the education terrain across Africa. For some people, the dominance is nothing but ‘academic imperialism,’ which is believed to have relegated African scholars to mere conduits of knowledge through which European and American scholarship and interests are protected and promoted. Consequently, a dissident voice is resonating in the African educational system, particularly South African education system, demanding the recognition of ‘home-grown’ knowledge to solve home-grown problems. This article engages the debate about decolonization of higher education in South Africa and asks the fundamental question of whether or not it is possible to achieve a fully decolonized curriculum in a society that is already cloaked and engulfed by capitalism and Western ideologies.\",\"PeriodicalId\":43666,\"journal\":{\"name\":\"Perspectives on Global Development and Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2021-11-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Global Development and Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1163/15691497-12341601\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"DEVELOPMENT STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Global Development and Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1163/15691497-12341601","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"DEVELOPMENT STUDIES","Score":null,"Total":0}

引用次数: 0

摘要

西方教育仍然主导着整个非洲的教育领域。对一些人来说，这种主导地位只不过是“学术帝国主义”，他们认为这种统治使非洲学者沦为知识的渠道，而欧洲和美国的学术和利益正是通过这种渠道得到保护和促进的。因此，一种不同的声音在非洲的教育系统中回响，特别是南非的教育系统，要求承认“本土”知识来解决本土问题。本文讨论了南非高等教育的非殖民化问题，并提出了一个基本问题，即在一个已经被资本主义和西方意识形态所掩盖和吞没的社会中，是否有可能实现完全非殖民化的课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Decolonization of Higher Education in South Africa

Western education still dominates the education terrain across Africa. For some people, the dominance is nothing but ‘academic imperialism,’ which is believed to have relegated African scholars to mere conduits of knowledge through which European and American scholarship and interests are protected and promoted. Consequently, a dissident voice is resonating in the African educational system, particularly South African education system, demanding the recognition of ‘home-grown’ knowledge to solve home-grown problems. This article engages the debate about decolonization of higher education in South Africa and asks the fundamental question of whether or not it is possible to achieve a fully decolonized curriculum in a society that is already cloaked and engulfed by capitalism and Western ideologies.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Perspectives on Global Development and Technology DEVELOPMENT STUDIES-

CiteScore

0.80

自引率

0.00%

发文量

期刊介绍： Perspectives on Global Development and Technology (PGDT) is a peer-reviewed journal for the discussion of current social sciences research on diverse socio-economic development issues that reflect the opportunities and threats brought about by the world order shift from bipolar to global, the present economic liberalization that constricts development options, and the new enabling technologies of the Information Age. A founding principle of PGDT is that all people are entitled to scientific and technological knowledge to promote human development. PGDT is the international forum where the questions associated with this endeavour are thoroughly examinated and clearly communicated.