PDU3701
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1
1.1
African values were marginalised in education mainly through colonial and postcolonial
schooling systems that prioritised Western knowledge, languages and worldviews while
treating African ways of knowing as inferior or irrelevant. During colonial rule, education was
deliberately designed to serve the political and economic interests of colonial powers.
School curricula reflected European history, philosophy, religion and culture, while African
histories, languages and belief systems were either ignored or presented as primitive and
backward (Higgs and Letseka, 2022).
One key way African values were marginalised was through language. Colonial education
systems imposed European languages such as English, French and Portuguese as the
main languages of teaching and learning. Indigenous African languages were excluded from
formal education or used only in the lower grades. This undermined African identity and
cultural expression, as language is central to the transmission of values, customs and
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.
, For additional support +27 81 278 3372
QUESTION 1
1.1
African values were marginalised in education mainly through colonial and
postcolonial schooling systems that prioritised Western knowledge, languages and
worldviews while treating African ways of knowing as inferior or irrelevant. During
colonial rule, education was deliberately designed to serve the political and
economic interests of colonial powers. School curricula reflected European history,
philosophy, religion and culture, while African histories, languages and belief
systems were either ignored or presented as primitive and backward (Higgs and
Letseka, 2022).
One key way African values were marginalised was through language. Colonial
education systems imposed European languages such as English, French and
Portuguese as the main languages of teaching and learning. Indigenous African
languages were excluded from formal education or used only in the lower grades.
This undermined African identity and cultural expression, as language is central to
the transmission of values, customs and collective memory (Higgs and Letseka,
2022).
Another major form of marginalisation occurred through curriculum content. African
philosophies such as ubuntu, communalism and indigenous knowledge systems
were not recognised as legitimate sources of knowledge. Instead, Western
individualism, competition and rationalism were promoted as universal truths.
Learners were taught to value Western lifestyles, success models and knowledge
systems above their own cultural traditions. This created a sense of alienation,
where African learners were forced to disconnect from their communities in order to
succeed academically.
Teaching methods also contributed to marginalisation. African education traditionally
emphasised oral traditions, storytelling, apprenticeship, collective responsibility and
moral formation. Colonial schooling replaced these with rigid classroom structures,
rote learning and examination-driven teaching. As a result, education became
detached from learners’ lived realities and community life.
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1
1.1
African values were marginalised in education mainly through colonial and postcolonial
schooling systems that prioritised Western knowledge, languages and worldviews while
treating African ways of knowing as inferior or irrelevant. During colonial rule, education was
deliberately designed to serve the political and economic interests of colonial powers.
School curricula reflected European history, philosophy, religion and culture, while African
histories, languages and belief systems were either ignored or presented as primitive and
backward (Higgs and Letseka, 2022).
One key way African values were marginalised was through language. Colonial education
systems imposed European languages such as English, French and Portuguese as the
main languages of teaching and learning. Indigenous African languages were excluded from
formal education or used only in the lower grades. This undermined African identity and
cultural expression, as language is central to the transmission of values, customs and
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.
, For additional support +27 81 278 3372
QUESTION 1
1.1
African values were marginalised in education mainly through colonial and
postcolonial schooling systems that prioritised Western knowledge, languages and
worldviews while treating African ways of knowing as inferior or irrelevant. During
colonial rule, education was deliberately designed to serve the political and
economic interests of colonial powers. School curricula reflected European history,
philosophy, religion and culture, while African histories, languages and belief
systems were either ignored or presented as primitive and backward (Higgs and
Letseka, 2022).
One key way African values were marginalised was through language. Colonial
education systems imposed European languages such as English, French and
Portuguese as the main languages of teaching and learning. Indigenous African
languages were excluded from formal education or used only in the lower grades.
This undermined African identity and cultural expression, as language is central to
the transmission of values, customs and collective memory (Higgs and Letseka,
2022).
Another major form of marginalisation occurred through curriculum content. African
philosophies such as ubuntu, communalism and indigenous knowledge systems
were not recognised as legitimate sources of knowledge. Instead, Western
individualism, competition and rationalism were promoted as universal truths.
Learners were taught to value Western lifestyles, success models and knowledge
systems above their own cultural traditions. This created a sense of alienation,
where African learners were forced to disconnect from their communities in order to
succeed academically.
Teaching methods also contributed to marginalisation. African education traditionally
emphasised oral traditions, storytelling, apprenticeship, collective responsibility and
moral formation. Colonial schooling replaced these with rigid classroom structures,
rote learning and examination-driven teaching. As a result, education became
detached from learners’ lived realities and community life.
