P
, DU3701 Assignment 2 2026; 100 % TR
PDU3701 Assignment 02 (2026)
Detailed, Well-Explained Solutions
Question 1
1.1 In what ways were “African values” marginalised in educational
systems on the African continent? (10)
The marginalisation of African values in education can be traced back to
colonial conquest and missionary activity across the African continent.
Colonial education systems were deliberately designed to serve imperial
interests rather than the holistic development of African societies. As a
result, indigenous knowledge systems, languages, philosophies and
cultural practices were sidelined or suppressed.
Firstly, language marginalisation played a major role. Colonial governments
imposed European languages such as English, French and Portuguese as
the medium of instruction. Indigenous African languages were often
discouraged or prohibited in formal schooling. This not only undermined
African linguistic heritage but also alienated learners from their cultural
identity. Language is deeply connected to worldview, values and communal
memory; therefore, its exclusion weakened African epistemologies.
Secondly, curriculum content reflected Western epistemologies. History
syllabi prioritised European history while African civilisations were either
ignored or presented in a negative or inferior light. African knowledge
systems such as traditional medicine, environmental management, oral
traditions and communal governance were excluded from formal
knowledge recognition. Western science, philosophy and literature were
positioned as universal and superior.
Thirdly, individualism replaced communalism. Many African societies are
grounded in communal values such as Ubuntu (humanness,
, DU3701 Assignment 2 2026; 100 % TR
PDU3701 Assignment 02 (2026)
Detailed, Well-Explained Solutions
Question 1
1.1 In what ways were “African values” marginalised in educational
systems on the African continent? (10)
The marginalisation of African values in education can be traced back to
colonial conquest and missionary activity across the African continent.
Colonial education systems were deliberately designed to serve imperial
interests rather than the holistic development of African societies. As a
result, indigenous knowledge systems, languages, philosophies and
cultural practices were sidelined or suppressed.
Firstly, language marginalisation played a major role. Colonial governments
imposed European languages such as English, French and Portuguese as
the medium of instruction. Indigenous African languages were often
discouraged or prohibited in formal schooling. This not only undermined
African linguistic heritage but also alienated learners from their cultural
identity. Language is deeply connected to worldview, values and communal
memory; therefore, its exclusion weakened African epistemologies.
Secondly, curriculum content reflected Western epistemologies. History
syllabi prioritised European history while African civilisations were either
ignored or presented in a negative or inferior light. African knowledge
systems such as traditional medicine, environmental management, oral
traditions and communal governance were excluded from formal
knowledge recognition. Western science, philosophy and literature were
positioned as universal and superior.
Thirdly, individualism replaced communalism. Many African societies are
grounded in communal values such as Ubuntu (humanness,
