[Year]
[Type the company name]
[TPS3704
Assignment 1
Memo | Due 28
May 2025]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, TPS3704 Assignment 1 Memo | Due 28 May 2025. All questions fully
answered. Please note that you will have/gain access to the videos and the
book on the internet. You are also allowed to access other resources to assist
you to do this assignment.
a) Describe how you would define ‘Africanise/Decolonise the curriculum”
using a South African perspective by providing practical examples. Be as
holistic as possible. Write a paragraph of about 10 lines. (10)
To Africanise or decolonise the curriculum from a South African perspective means to
restructure educational content, practices, and systems to reflect African identities, histories,
cultures, and knowledge systems, while dismantling colonial legacies that dominate current
curricula. This involves integrating indigenous African knowledge, languages, and philosophies
into teaching and learning. For example, history lessons should highlight pre-colonial African
civilizations such as Mapungubwe, and not just European colonial narratives. In science,
traditional healing practices can be discussed alongside Western medicine. Literature studies
should include works by African authors like Bessie Head and Chinua Achebe, studied in
African languages where possible. Furthermore, teaching methods should respect communal and
oral traditions prevalent in African societies. Ultimately, decolonising the curriculum means
creating a learning environment that validates and empowers African learners by centring
African worldviews and contributions.
Definition & Explanation (South African context):
1. Redefining knowledge systems: Shift away from Eurocentric dominance and include
African worldviews, philosophies, and intellectual traditions.
2. Restoring indigenous knowledge: Recognize and integrate African traditional
knowledge systems in subjects like science, agriculture, and health.
3. Inclusion of African history: Teach South African and African history from African
perspectives (e.g., resistance movements, indigenous leadership, and pre-colonial
societies).
4. Using African languages: Promote and teach in indigenous languages like isiXhosa,
isiZulu, Sesotho, etc., to preserve culture and improve comprehension.
5. Diversifying reading materials: Include African authors (e.g., Es’kia Mphahlele, Ngũgĩ
wa Thiong'o) alongside Western ones in literature and humanities.
6. Decolonising pedagogies: Change how subjects are taught to reflect communal,
narrative-based, and experience-driven African ways of learning.
7. Representation in staff and leadership: Employ and support more African academics to
reflect the diversity of the student body.
8. Community engagement: Involve local communities in shaping curricula and include
local experiences in academic content.
[Type the company name]
[TPS3704
Assignment 1
Memo | Due 28
May 2025]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, TPS3704 Assignment 1 Memo | Due 28 May 2025. All questions fully
answered. Please note that you will have/gain access to the videos and the
book on the internet. You are also allowed to access other resources to assist
you to do this assignment.
a) Describe how you would define ‘Africanise/Decolonise the curriculum”
using a South African perspective by providing practical examples. Be as
holistic as possible. Write a paragraph of about 10 lines. (10)
To Africanise or decolonise the curriculum from a South African perspective means to
restructure educational content, practices, and systems to reflect African identities, histories,
cultures, and knowledge systems, while dismantling colonial legacies that dominate current
curricula. This involves integrating indigenous African knowledge, languages, and philosophies
into teaching and learning. For example, history lessons should highlight pre-colonial African
civilizations such as Mapungubwe, and not just European colonial narratives. In science,
traditional healing practices can be discussed alongside Western medicine. Literature studies
should include works by African authors like Bessie Head and Chinua Achebe, studied in
African languages where possible. Furthermore, teaching methods should respect communal and
oral traditions prevalent in African societies. Ultimately, decolonising the curriculum means
creating a learning environment that validates and empowers African learners by centring
African worldviews and contributions.
Definition & Explanation (South African context):
1. Redefining knowledge systems: Shift away from Eurocentric dominance and include
African worldviews, philosophies, and intellectual traditions.
2. Restoring indigenous knowledge: Recognize and integrate African traditional
knowledge systems in subjects like science, agriculture, and health.
3. Inclusion of African history: Teach South African and African history from African
perspectives (e.g., resistance movements, indigenous leadership, and pre-colonial
societies).
4. Using African languages: Promote and teach in indigenous languages like isiXhosa,
isiZulu, Sesotho, etc., to preserve culture and improve comprehension.
5. Diversifying reading materials: Include African authors (e.g., Es’kia Mphahlele, Ngũgĩ
wa Thiong'o) alongside Western ones in literature and humanities.
6. Decolonising pedagogies: Change how subjects are taught to reflect communal,
narrative-based, and experience-driven African ways of learning.
7. Representation in staff and leadership: Employ and support more African academics to
reflect the diversity of the student body.
8. Community engagement: Involve local communities in shaping curricula and include
local experiences in academic content.
