HOPEACADEMY
PDU3701
ASSIGNMENT 02
12 MAY 2026
2026
Question 1
1.1 In what ways do you think "African values" were
marginalised in the educational systems on the African
continent? [10]
0 7 6 4 0 3 1 2 29
,PDU 3701 ASSIGNMENT 02
Question 1
1.1 In what ways do you think "African values" were marginalised in
the educational systems on the African continent? [10]
The marginalisation of African values in education on the African continent
took place in several important ways, especially during the colonial and
postcolonial periods. One of the main ways was through the dominance of
Western knowledge in school curricula. Colonial education systems focused
mainly on European history, philosophy, and culture, while African
knowledge systems were ignored or excluded. Higgs and Letseka (2022)
explain that this led to African learners being taught that Western
knowledge was more valuable, while their own cultural practices were seen
as less important.
Another way African values were marginalised was through the use of
European languages as the main medium of instruction. Languages such as
English and French replaced African languages in schools. According to
Ramose (2004), language is closely linked to culture and identity, so the
exclusion of African languages meant that African ways of thinking and
understanding the world were also excluded. This made education less
relevant to African learners and disconnected them from their cultural
backgrounds.
In addition, African teaching methods and philosophies were undermined.
Traditional African education focused on community values, moral
development, and learning through experience. However, Western
education introduced formal classroom systems that emphasised individual
achievement and examinations. Higgs (2012) argues that this shift
weakened important African values such as Ubuntu, which promotes
community, cooperation, and respect for others.
, Furthermore, African knowledge systems were often regarded as inferior or
unscientific. The influence of empiricism and critical rationalism in
education promoted knowledge that is based on observation and scientific
testing. While this approach is useful, it led to the rejection of indigenous
knowledge systems that are based on experience, culture, and spirituality
(Sabol, 2012; Stables, 2014). As a result, African perspectives were not
recognised as valid forms of knowledge.
Lastly, the marginalisation of African values was reinforced through power
and ideology. Education systems promoted Western cultural superiority,
which shaped how African learners viewed themselves and their cultures.
According to Steyn (2011), education can reproduce dominant ideologies,
and in this case, it supported the idea that Western culture was better than
African culture.
In conclusion, African values were marginalised through the curriculum,
language policies, teaching methods, and the dominance of Western
knowledge systems. There is a need to decolonise education in Africa by
including African languages, philosophies, and cultural practices so that
education becomes more relevant and inclusive.
Reference List
Higgs, P. & Letseka, M., 2022. Philosophy of Education Today: An
Introduction. 3rd ed. Cape Town: Juta.
Higgs, P., 2012. The decolonization of education in Africa: Some critical
reflections. Education Philosophy and Theory, 44(2), pp.37–55.
Ramose, M.B., 2004. In search of an African philosophy of education. South
African Journal of Higher Education, 18(3), pp.138–152.
Sabol, T.J., 2012. Recent trends in research on teacher-child relationships.
Journal of Attachment and Human Development, 14(3), pp.213–231.
PDU3701
ASSIGNMENT 02
12 MAY 2026
2026
Question 1
1.1 In what ways do you think "African values" were
marginalised in the educational systems on the African
continent? [10]
0 7 6 4 0 3 1 2 29
,PDU 3701 ASSIGNMENT 02
Question 1
1.1 In what ways do you think "African values" were marginalised in
the educational systems on the African continent? [10]
The marginalisation of African values in education on the African continent
took place in several important ways, especially during the colonial and
postcolonial periods. One of the main ways was through the dominance of
Western knowledge in school curricula. Colonial education systems focused
mainly on European history, philosophy, and culture, while African
knowledge systems were ignored or excluded. Higgs and Letseka (2022)
explain that this led to African learners being taught that Western
knowledge was more valuable, while their own cultural practices were seen
as less important.
Another way African values were marginalised was through the use of
European languages as the main medium of instruction. Languages such as
English and French replaced African languages in schools. According to
Ramose (2004), language is closely linked to culture and identity, so the
exclusion of African languages meant that African ways of thinking and
understanding the world were also excluded. This made education less
relevant to African learners and disconnected them from their cultural
backgrounds.
In addition, African teaching methods and philosophies were undermined.
Traditional African education focused on community values, moral
development, and learning through experience. However, Western
education introduced formal classroom systems that emphasised individual
achievement and examinations. Higgs (2012) argues that this shift
weakened important African values such as Ubuntu, which promotes
community, cooperation, and respect for others.
, Furthermore, African knowledge systems were often regarded as inferior or
unscientific. The influence of empiricism and critical rationalism in
education promoted knowledge that is based on observation and scientific
testing. While this approach is useful, it led to the rejection of indigenous
knowledge systems that are based on experience, culture, and spirituality
(Sabol, 2012; Stables, 2014). As a result, African perspectives were not
recognised as valid forms of knowledge.
Lastly, the marginalisation of African values was reinforced through power
and ideology. Education systems promoted Western cultural superiority,
which shaped how African learners viewed themselves and their cultures.
According to Steyn (2011), education can reproduce dominant ideologies,
and in this case, it supported the idea that Western culture was better than
African culture.
In conclusion, African values were marginalised through the curriculum,
language policies, teaching methods, and the dominance of Western
knowledge systems. There is a need to decolonise education in Africa by
including African languages, philosophies, and cultural practices so that
education becomes more relevant and inclusive.
Reference List
Higgs, P. & Letseka, M., 2022. Philosophy of Education Today: An
Introduction. 3rd ed. Cape Town: Juta.
Higgs, P., 2012. The decolonization of education in Africa: Some critical
reflections. Education Philosophy and Theory, 44(2), pp.37–55.
Ramose, M.B., 2004. In search of an African philosophy of education. South
African Journal of Higher Education, 18(3), pp.138–152.
Sabol, T.J., 2012. Recent trends in research on teacher-child relationships.
Journal of Attachment and Human Development, 14(3), pp.213–231.
