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Maphula, A. Takalani, F. J. Peters, F. Hlungwani, Tlangelani Sydwel 2022 2023-11-16T19:27:50Z 2023-11-16T19:27:50Z 2023-10-05 Hlungwani, T. S. (2022). Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo. University of Venda, Thohoyandou, South Africa.<http://hdl.handle.net/11602/2646>. http://hdl.handle.net/11602/2646 Hlungwani TS. Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo. []. , 2023 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2646 Hlungwani, T. S. (2023). <i>Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo</i>. (). . Retrieved from http://hdl.handle.net/11602/2646 Hlungwani, Tlangelani Sydwel. <i>"Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo."</i> ., , 2023. http://hdl.handle.net/11602/2646 TY - Dissertation AU - Hlungwani, Tlangelani Sydwel AB - The prospect of decolonisation has gained importance and emphasis worldwide. Decolonisation aims to give voice and respect to people of non-European decent. In higher education institutions the concern is that identities and the lived world experiences of the majority of people in South Africa is less acknowledged within curriculum, teaching and learning. This study explored lecturers and students’ perceptions about decolonisation at a selected higher education institution in Limpopo, South Africa. The researcher was guided by critical social theory, qualitative method was applied and a case study design was used. Sampling for psychology lecturers and students was done purposively. Twelve participants (two lecturers and ten students) formed the sample from the Department of Psychology at the selected rural based university. An interview guide was utilised to collect data through telephone semi-structured interview. Thematic analysis was used. Results from this study indicate that lecturers and students understand decolonisation, confrontation of colonial practices in higher institutions of education was emphasized as a way of contributing towards the process of decolonisation. The conducted study concluded that decolonisation is understood and there is a need for its relevance in areas like teaching, learning, research, and community engagement to produce independent knowledge rooted in the African worldview. DA - 2023-10-05 DB - ResearchSpace DP - Univen KW - Decolonisation KW - Higher education institution KW - Knowledge KW - Psychology LK - https://univendspace.univen.ac.za PY - 2023 T1 - Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo TI - Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo UR - http://hdl.handle.net/11602/2646 ER - MA (Psychology) Department of Psychology The prospect of decolonisation has gained importance and emphasis worldwide. Decolonisation aims to give voice and respect to people of non-European decent. In higher education institutions the concern is that identities and the lived world experiences of the majority of people in South Africa is less acknowledged within curriculum, teaching and learning. This study explored lecturers and students’ perceptions about decolonisation at a selected higher education institution in Limpopo, South Africa. The researcher was guided by critical social theory, qualitative method was applied and a case study design was used. Sampling for psychology lecturers and students was done purposively. Twelve participants (two lecturers and ten students) formed the sample from the Department of Psychology at the selected rural based university. An interview guide was utilised to collect data through telephone semi-structured interview. Thematic analysis was used. Results from this study indicate that lecturers and students understand decolonisation, confrontation of colonial practices in higher institutions of education was emphasized as a way of contributing towards the process of decolonisation. The conducted study concluded that decolonisation is understood and there is a need for its relevance in areas like teaching, learning, research, and community engagement to produce independent knowledge rooted in the African worldview. National Research Foundation (NRF) 1 online resource (xiv, 94 leaves) en PDF University of Venda Decolonisation UCTD Higher education institution Knowledge Psychology 378.60968257 Decolonization -- South Africa -- Limpopo Post colonialism -- South Africa -- Limpopo Sovereignty -- South Africa -- Limpopo Students -- South Africa -- Limpopo Lecturers -- South Africa -- Limpopo Education, Higher -- South Africa -- Limpopo Lecturers and students’ perceptions of decolonisation at a selected rural university in Limpopo Dissertation open.access