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Sebola, M. P. (Chief Editor) Molokwane, T. S. (Quest Editor) Ncanywa, T. Mesatywa, N. Matope, S. 2022 2023-04-11T14:14:15Z 2023-04-11T14:14:15Z 2022-09-14 Ncanywa, 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>. 9780992197193 (Print) 9780992197186 (e-book) http://hdl.handle.net/11602/2441 Ncanywa 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. Ncanywa, T., Mesatywa, N., & Matope, S. (2022). Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities. http://hdl.handle.net/11602/2441 Ncanywa, T., N. Mesatywa, and S. Matope "Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities." (2022) http://hdl.handle.net/11602/2441 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 - Journal articles of the 7th Annual International Conference on Public Administration and Development Alternatives, 14 - 16 September 2022 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 1 online resource (8 pages) en International Conference on Public Administration and Development Alternatives (IPADA) PDF Decolonization Africanization UCTD Indigenous knowledge system Curriculum transformation Marginalized communities Bottom-up approach Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities Article open.access