FULL NAMES:
STUDENT NUMBER:
MODULE CODE: HED4804
MODULE NAME: PHILOSOPHY IN EDUCATION
ASSIGNMENT: 01
YEAR MODULE 2025
, Introduction
Education is deeply influenced by philosophical ideas that shape teaching methods,
curriculum choices, and knowledge dissemination. The study of philosophy of education
enables critical engagement with key concepts that underpin learning and teaching
processes. This glossary provides an in-depth exploration of five significant terms—
decolonialisation, neoliberalism, Ubuntu, hegemony, and epistemic violence. Each term
is critically examined to highlight its historical roots, philosophical origins, key
proponents, and relevance to education in South Africa. Additionally, discussions on the
evolution of these concepts, their contemporary educational debates, and associated
controversies provide a comprehensive understanding of their implications in modern
education. Engaging with these terms, educators can foster a deeper awareness of the
structures influencing their teaching practices and work towards more inclusive and
reflective educational environments.
Glossary and Synopsis: Key Terms in Philosophy of Education
Decolonialisation
The term "decolonialisation" refers to the process of dismantling colonial power
structures and reasserting indigenous knowledge and cultural practices within
education. Historically, it emerged in response to colonial rule, where European systems
of education imposed knowledge hierarchies that excluded African perspectives
(Davids, 2018, p. 1434). In philosophy of education, decolonialisation questions
dominant epistemologies and seeks to create space for multiple ways of knowing. The
concept is closely linked to scholars such as Frantz Fanon and Ngũgĩ wa Thiong’o, who
argued that colonial education alienates people from their heritage. South Africa’s
education system has experienced shifts towards decolonialisation, especially post-
1994, as calls for curricula transformation gained momentum. The #FeesMustFall
movement in 2016 highlighted the urgency for universities to embrace African
knowledge systems (Learning Unit 1, p. 6). Despite progress, debates persist on the
extent to which decolonialisation should occur, with concerns about balancing global
STUDENT NUMBER:
MODULE CODE: HED4804
MODULE NAME: PHILOSOPHY IN EDUCATION
ASSIGNMENT: 01
YEAR MODULE 2025
, Introduction
Education is deeply influenced by philosophical ideas that shape teaching methods,
curriculum choices, and knowledge dissemination. The study of philosophy of education
enables critical engagement with key concepts that underpin learning and teaching
processes. This glossary provides an in-depth exploration of five significant terms—
decolonialisation, neoliberalism, Ubuntu, hegemony, and epistemic violence. Each term
is critically examined to highlight its historical roots, philosophical origins, key
proponents, and relevance to education in South Africa. Additionally, discussions on the
evolution of these concepts, their contemporary educational debates, and associated
controversies provide a comprehensive understanding of their implications in modern
education. Engaging with these terms, educators can foster a deeper awareness of the
structures influencing their teaching practices and work towards more inclusive and
reflective educational environments.
Glossary and Synopsis: Key Terms in Philosophy of Education
Decolonialisation
The term "decolonialisation" refers to the process of dismantling colonial power
structures and reasserting indigenous knowledge and cultural practices within
education. Historically, it emerged in response to colonial rule, where European systems
of education imposed knowledge hierarchies that excluded African perspectives
(Davids, 2018, p. 1434). In philosophy of education, decolonialisation questions
dominant epistemologies and seeks to create space for multiple ways of knowing. The
concept is closely linked to scholars such as Frantz Fanon and Ngũgĩ wa Thiong’o, who
argued that colonial education alienates people from their heritage. South Africa’s
education system has experienced shifts towards decolonialisation, especially post-
1994, as calls for curricula transformation gained momentum. The #FeesMustFall
movement in 2016 highlighted the urgency for universities to embrace African
knowledge systems (Learning Unit 1, p. 6). Despite progress, debates persist on the
extent to which decolonialisation should occur, with concerns about balancing global
