PDU3701
Assignment 2 2026
Unique number:
Due date: 2026
QUESTION 1
1.1
African values were marginalised in education mainly through the historical processes of
colonisation and later reinforced during the postcolonial period. Colonial education
systems were designed and controlled by European powers, and their main purpose was
not to empower African communities, but to serve colonial economic and political
interests. As a result, African ways of knowing, teaching, and learning were systematically
excluded from formal schooling (Higgs and Letseka, 2022).
One major way in which African values were marginalised was through the curriculum
content. School subjects prioritised European history, philosophies, languages, and
worldviews, while African histories, indigenous knowledge systems, and local
philosophies were either ignored or treated as inferior. African learners were taught to
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen
as a replacement for individual research, critical analysis, or professional consultation. Students are encouraged
to perform their own research and seek advice from their instructors or academic advisors for specific
assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the
information in these study notes, the seller does not guarantee the completeness or correctness of all content.
The buyer is responsible for verifying the accuracy of the information and exercising their own judgment when
applying it to their assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's
policies regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and
sources of inspiration. Any direct reproduction of the content without proper citation and acknowledgment may
be considered academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences
arising from the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or
any other negative consequences resulting from the application or misuse of the information provided.
, QUESTION 1
1.1
African values were marginalised in education mainly through the historical
processes of colonisation and later reinforced during the postcolonial period.
Colonial education systems were designed and controlled by European powers, and
their main purpose was not to empower African communities, but to serve colonial
economic and political interests. As a result, African ways of knowing, teaching, and
learning were systematically excluded from formal schooling (Higgs and Letseka,
2022).
One major way in which African values were marginalised was through the
curriculum content. School subjects prioritised European history, philosophies,
languages, and worldviews, while African histories, indigenous knowledge systems,
and local philosophies were either ignored or treated as inferior. African learners
were taught to admire Western civilisation as advanced and superior, while African
cultures were presented as backward or primitive. This created a hierarchy of
knowledge in which Western knowledge was regarded as universal and scientific,
while African knowledge was seen as informal and unworthy of academic recognition
(Higgs and Letseka, 2022).
Language also played a significant role in marginalisation. Colonial education
systems promoted European languages such as English and French as languages
of instruction, while African languages were discouraged or excluded from formal
education. This weakened cultural identity and disrupted the transmission of
indigenous knowledge, values, and moral systems that are deeply embedded in
African languages.
Teaching methods further marginalised African values. Western education
emphasised individual competition, rote learning, and examination success, which
conflicted with African values such as ubuntu, communalism, cooperation, and
collective responsibility. Learners were treated as passive recipients of knowledge
rather than active participants in a shared learning process rooted in community life.
Assignment 2 2026
Unique number:
Due date: 2026
QUESTION 1
1.1
African values were marginalised in education mainly through the historical processes of
colonisation and later reinforced during the postcolonial period. Colonial education
systems were designed and controlled by European powers, and their main purpose was
not to empower African communities, but to serve colonial economic and political
interests. As a result, African ways of knowing, teaching, and learning were systematically
excluded from formal schooling (Higgs and Letseka, 2022).
One major way in which African values were marginalised was through the curriculum
content. School subjects prioritised European history, philosophies, languages, and
worldviews, while African histories, indigenous knowledge systems, and local
philosophies were either ignored or treated as inferior. African learners were taught to
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen
as a replacement for individual research, critical analysis, or professional consultation. Students are encouraged
to perform their own research and seek advice from their instructors or academic advisors for specific
assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the
information in these study notes, the seller does not guarantee the completeness or correctness of all content.
The buyer is responsible for verifying the accuracy of the information and exercising their own judgment when
applying it to their assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's
policies regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and
sources of inspiration. Any direct reproduction of the content without proper citation and acknowledgment may
be considered academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences
arising from the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or
any other negative consequences resulting from the application or misuse of the information provided.
, QUESTION 1
1.1
African values were marginalised in education mainly through the historical
processes of colonisation and later reinforced during the postcolonial period.
Colonial education systems were designed and controlled by European powers, and
their main purpose was not to empower African communities, but to serve colonial
economic and political interests. As a result, African ways of knowing, teaching, and
learning were systematically excluded from formal schooling (Higgs and Letseka,
2022).
One major way in which African values were marginalised was through the
curriculum content. School subjects prioritised European history, philosophies,
languages, and worldviews, while African histories, indigenous knowledge systems,
and local philosophies were either ignored or treated as inferior. African learners
were taught to admire Western civilisation as advanced and superior, while African
cultures were presented as backward or primitive. This created a hierarchy of
knowledge in which Western knowledge was regarded as universal and scientific,
while African knowledge was seen as informal and unworthy of academic recognition
(Higgs and Letseka, 2022).
Language also played a significant role in marginalisation. Colonial education
systems promoted European languages such as English and French as languages
of instruction, while African languages were discouraged or excluded from formal
education. This weakened cultural identity and disrupted the transmission of
indigenous knowledge, values, and moral systems that are deeply embedded in
African languages.
Teaching methods further marginalised African values. Western education
emphasised individual competition, rote learning, and examination success, which
conflicted with African values such as ubuntu, communalism, cooperation, and
collective responsibility. Learners were treated as passive recipients of knowledge
rather than active participants in a shared learning process rooted in community life.
