ICH4801
ASSIGNMENT 3
2024
[Company address]
, ICH4801 ASSIGNMENT 3 2024
Recent calls for a decolonised curriculum from movements such as
#FeesMustFall in South Africa have amplified and refuelled a quest to
reassess and develop a curriculum that is relevant to the problems of
countries in the Global South. More specifically, these calls are for a
decolonised curriculum for these countries. In South Africa, the calls for a
decolonised curriculum must be interpreted within broader contextual
debates for the internationalisation of the curriculum, and rebuttal of its
regressive racial, economic and political status. The arguments for a
decolonised curriculum need to take this broader context into consideration.
(Seroto, Davids & Wolhuter, 2020).
a) Account for the recent calls for a decolonised curriculum by
movements such as #FeesMustFall in South Africa.
The recent calls for a decolonized curriculum by movements like
#FeesMustFall in South Africa stem from a desire to address the legacies of
colonialism in education. Here's a breakdown of the reasons:
Challenge Eurocentrism: The current curriculum often prioritizes Western
knowledge and perspectives, overlooking the contributions and experiences of
Africa and the Global South [1]. Decolonization aims to create a more balanced
curriculum that reflects the world's diversity.
Promote Inclusivity: A Eurocentric curriculum can alienate students from
marginalized backgrounds. Decolonization seeks to make education more
inclusive by incorporating the histories, cultures, and voices of these groups [1].
Empower Students: By centering marginalized knowledge, a decolonized
curriculum can empower students to see themselves reflected in their education
and challenge the status quo [1].
ASSIGNMENT 3
2024
[Company address]
, ICH4801 ASSIGNMENT 3 2024
Recent calls for a decolonised curriculum from movements such as
#FeesMustFall in South Africa have amplified and refuelled a quest to
reassess and develop a curriculum that is relevant to the problems of
countries in the Global South. More specifically, these calls are for a
decolonised curriculum for these countries. In South Africa, the calls for a
decolonised curriculum must be interpreted within broader contextual
debates for the internationalisation of the curriculum, and rebuttal of its
regressive racial, economic and political status. The arguments for a
decolonised curriculum need to take this broader context into consideration.
(Seroto, Davids & Wolhuter, 2020).
a) Account for the recent calls for a decolonised curriculum by
movements such as #FeesMustFall in South Africa.
The recent calls for a decolonized curriculum by movements like
#FeesMustFall in South Africa stem from a desire to address the legacies of
colonialism in education. Here's a breakdown of the reasons:
Challenge Eurocentrism: The current curriculum often prioritizes Western
knowledge and perspectives, overlooking the contributions and experiences of
Africa and the Global South [1]. Decolonization aims to create a more balanced
curriculum that reflects the world's diversity.
Promote Inclusivity: A Eurocentric curriculum can alienate students from
marginalized backgrounds. Decolonization seeks to make education more
inclusive by incorporating the histories, cultures, and voices of these groups [1].
Empower Students: By centering marginalized knowledge, a decolonized
curriculum can empower students to see themselves reflected in their education
and challenge the status quo [1].
