Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities

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dc.contributor.advisorSebola, M. P. (Chief Editor)
dc.contributor.advisorMolokwane, T. S. (Quest Editor)
dc.contributor.authorNcanywa, T.
dc.contributor.authorMesatywa, N.
dc.contributor.authorMatope, S.
dc.date2022
dc.date.accessioned2023-04-11T14:14:15Z
dc.date.available2023-04-11T14:14:15Z
dc.date.issued2022-09-14
dc.descriptionJournal articles of the 7th Annual International Conference on Public Administration and Development Alternatives, 14 - 16 September 2022en_ZA
dc.description.abstractDecolonization and Africanization as indigenous knowledge systems have long been marginalized and under-reported within the education pedagogical space. The paper explores the prospects of integrating decolonization and Africanization into South African universities through curriculum transformation activities. The paper employs a qualitative conceptual approach, where themes are discussed based on reviewed literature. The thematic analysis is based on the processes in curriculum transformation, decolonization, and Africanization of the curriculum, curriculum transformation framework guidelines, and an integrative approach to curriculum transformation. This paper could add value to the development of Afrocentric discourse that can address issues of indigenous practices and content that speaks to undocumented marginalized communities. Various decolonized theoretical knowledge that is critical to lend an understanding to insights and voices of internal and external stakeholders using a bottom-up approach could contribute to critical pedagogies that are smear and yet different to present knowledge systems in educationen_ZA
dc.format.extent1 online resource (8 pages)
dc.identifier.apacitationNcanywa, T., Mesatywa, N., & Matope, S. (2022). Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities. http://hdl.handle.net/11602/2441en_ZA
dc.identifier.chicagocitationNcanywa, T., N. Mesatywa, and S. Matope "Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities." (2022) http://hdl.handle.net/11602/2441en_ZA
dc.identifier.citationNcanywa, T., N. Mesatywa and S. Matope (2022) Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities. Proceedings of the International Conference on Public Administration and Development Alternatives. 323-330.<http://hdl.handle.net/11602/2441>.
dc.identifier.isbn9780992197193 (Print)
dc.identifier.isbn9780992197186 (e-book)
dc.identifier.ris TY - Article AU - Ncanywa, T. AU - Mesatywa, N. AU - Matope, S. AB - Decolonization and Africanization as indigenous knowledge systems have long been marginalized and under-reported within the education pedagogical space. The paper explores the prospects of integrating decolonization and Africanization into South African universities through curriculum transformation activities. The paper employs a qualitative conceptual approach, where themes are discussed based on reviewed literature. The thematic analysis is based on the processes in curriculum transformation, decolonization, and Africanization of the curriculum, curriculum transformation framework guidelines, and an integrative approach to curriculum transformation. This paper could add value to the development of Afrocentric discourse that can address issues of indigenous practices and content that speaks to undocumented marginalized communities. Various decolonized theoretical knowledge that is critical to lend an understanding to insights and voices of internal and external stakeholders using a bottom-up approach could contribute to critical pedagogies that are smear and yet different to present knowledge systems in education DA - 2022-09-14 DB - ResearchSpace DP - Univen KW - Decolonization KW - Africanization KW - Indigenous knowledge system KW - Curriculum transformation KW - Marginalized communities KW - Bottom-up approach LK - https://univendspace.univen.ac.za PY - 2022 SM - 9780992197193 (Print) SM - 9780992197186 (e-book) T1 - Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities TI - Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities UR - http://hdl.handle.net/11602/2441 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11602/2441
dc.identifier.vancouvercitationNcanywa T, Mesatywa N, Matope S. Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities. 2022; http://hdl.handle.net/11602/2441.en_ZA
dc.language.isoenen_ZA
dc.publisherInternational Conference on Public Administration and Development Alternatives (IPADA)en_ZA
dc.relation.requiresPDF
dc.subjectDecolonizationen_ZA
dc.subjectAfricanizationen_ZA
dc.subjectIndigenous knowledge systemen_ZA
dc.subjectCurriculum transformationen_ZA
dc.subjectMarginalized communitiesen_ZA
dc.subjectBottom-up approachen_ZA
dc.titleIntegrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universitiesen_ZA
dc.typeArticleen_ZA
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