Jonathan D. Jansen (ed): Decolonisation in universities: the politics of recognition
While the South African student protests demanding “free decolonised education” have since calmed, intellectual engagement with this rallying call continues. This edited volume interrogates decolonization as an epistemic project in relation to university curricula. Comprising 12 chapters divided across four sections, it responds to three main questions: what (a) is the imperative to decolonize (part I)? (b) are the problems with how decolonization gets articulated (part II); (c) constitutes a praxis of decolonization both in relation to curricula and the inheritances of the past? (parts III and IV).
Regarding (a), Mamdani posits that when we interrogate their “institutional form” and “curricula content,” universities in Africa take their inspiration from a Eurocentric modernity largely through histories of colonialism. Le Grange provides a more general argument about the curriculum as a site of power. What is included, excluded, and hidden is often implicated in assumptions around the...
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