PDU3701
Assignment 2
Due June 2026
, Question 1
1.1
African values were marginalised in educational systems on the African continent
mainly through the imposition of colonial curricula that privileged Western knowledge,
languages and worldviews. Indigenous knowledge systems, oral traditions, communal
ways of learning and African philosophies were largely excluded from formal education.
Schools were structured to reflect European models, often dismissing African cultural
practices as inferior, backward or unscientific.
Language played a significant role in this marginalisation. Colonial languages such as
English, French and Portuguese became the primary languages of instruction, while
African languages were sidelined or excluded altogether. This made learning alienating
for many learners and disconnected education from their lived realities. African ways of
knowing, such as storytelling, communal problem-solving and learning through
participation, were replaced by individualistic, examination-driven approaches (Higgs &
Letseka, 2024).
Furthermore, education was used as a tool for cultural assimilation. Learners were
taught Western histories, philosophies and values while African histories and identities
were either distorted or ignored. This led to generations of learners internalising the idea
that Western culture was superior, contributing to the erosion of African identity and
self-worth within education systems.
Assignment 2
Due June 2026
, Question 1
1.1
African values were marginalised in educational systems on the African continent
mainly through the imposition of colonial curricula that privileged Western knowledge,
languages and worldviews. Indigenous knowledge systems, oral traditions, communal
ways of learning and African philosophies were largely excluded from formal education.
Schools were structured to reflect European models, often dismissing African cultural
practices as inferior, backward or unscientific.
Language played a significant role in this marginalisation. Colonial languages such as
English, French and Portuguese became the primary languages of instruction, while
African languages were sidelined or excluded altogether. This made learning alienating
for many learners and disconnected education from their lived realities. African ways of
knowing, such as storytelling, communal problem-solving and learning through
participation, were replaced by individualistic, examination-driven approaches (Higgs &
Letseka, 2024).
Furthermore, education was used as a tool for cultural assimilation. Learners were
taught Western histories, philosophies and values while African histories and identities
were either distorted or ignored. This led to generations of learners internalising the idea
that Western culture was superior, contributing to the erosion of African identity and
self-worth within education systems.
