TPS3704 Assignment 1
(COMPLETE ANSWERS)
2025 (711336)- DUE 28 May
2025
For assistance contact
Email:
, a) Explaining 'Africanise/Decolonise the curriculum" in terms of a South African
perspective (10 marks)
Africanising/Decolonising the curriculum within a South African
context is a revolutionary education that aims to disrupt and deconstruct the
Eurocentric hegemony bequeathed upon us by the colonial era. It's recentering
African points of view, epistemologies, and experiences within the
educational landscape, not as an appendage, but as central pillars. This
process identifies the historical silencing of African contributions and aims to construct a
more inclusive, pertinent, and enabling education experience for all students.
Here's an explanation of what this entails, with real-life examples:
Centering African Knowledge and Perspectives:
This is more than just representing African writers or historical figures.
It involves giving value to indigenous knowledge systems, oral knowledge, and African
philosophies as forms of knowledge that are worthy.
Example: In a history class, instead of focusing on European colonization alone,
the class would learn about pre-colonial African societies, their political
systems, economies, and accomplishments. This would entail learning about the history
of Great Zimbabwe, West African kingdoms, or the social structure of the Zulu nation.
Challenging Eurocentric Paradigms: This involves critically examining the assumptions
and biases in existing curricula. It involves challenging the universality of
Western models and theories and exploring the potential for alternative African-
centered options.
Example: In science, the curriculum could adopt ethnomathematics,
which explores the mathematics of other cultures, including African cultures. This would
challenge the assumption that mathematics is a product of European mind only.
Use of Indigenous Languages: Recognition and use of African languages
as instruments of learning are significant. Apart from affirming African
identities, it enhances knowledge and understanding.
Example: Bilingual education programs can be established in
schools where school lessons are conducted in both English and a local South African
language like isiZulu, isiXhosa, or Sesotho.
Contextualizing Learning: It is essential to contextualize learning to the lived experiences
of African learners. This involves using examples, case studies, and resources
that are reflective of the social, economic, and political realities of South Africa and the
African continent.
Example: In business courses, instead of being taught solely about Western models
of business, the curriculum would also study African
entrepreneurship, the informal economy, and the complexities and possibilities of doing
business within an African environment.
Encouraging Critical Thinking and Social Justice: A decolonized
(COMPLETE ANSWERS)
2025 (711336)- DUE 28 May
2025
For assistance contact
Email:
, a) Explaining 'Africanise/Decolonise the curriculum" in terms of a South African
perspective (10 marks)
Africanising/Decolonising the curriculum within a South African
context is a revolutionary education that aims to disrupt and deconstruct the
Eurocentric hegemony bequeathed upon us by the colonial era. It's recentering
African points of view, epistemologies, and experiences within the
educational landscape, not as an appendage, but as central pillars. This
process identifies the historical silencing of African contributions and aims to construct a
more inclusive, pertinent, and enabling education experience for all students.
Here's an explanation of what this entails, with real-life examples:
Centering African Knowledge and Perspectives:
This is more than just representing African writers or historical figures.
It involves giving value to indigenous knowledge systems, oral knowledge, and African
philosophies as forms of knowledge that are worthy.
Example: In a history class, instead of focusing on European colonization alone,
the class would learn about pre-colonial African societies, their political
systems, economies, and accomplishments. This would entail learning about the history
of Great Zimbabwe, West African kingdoms, or the social structure of the Zulu nation.
Challenging Eurocentric Paradigms: This involves critically examining the assumptions
and biases in existing curricula. It involves challenging the universality of
Western models and theories and exploring the potential for alternative African-
centered options.
Example: In science, the curriculum could adopt ethnomathematics,
which explores the mathematics of other cultures, including African cultures. This would
challenge the assumption that mathematics is a product of European mind only.
Use of Indigenous Languages: Recognition and use of African languages
as instruments of learning are significant. Apart from affirming African
identities, it enhances knowledge and understanding.
Example: Bilingual education programs can be established in
schools where school lessons are conducted in both English and a local South African
language like isiZulu, isiXhosa, or Sesotho.
Contextualizing Learning: It is essential to contextualize learning to the lived experiences
of African learners. This involves using examples, case studies, and resources
that are reflective of the social, economic, and political realities of South Africa and the
African continent.
Example: In business courses, instead of being taught solely about Western models
of business, the curriculum would also study African
entrepreneurship, the informal economy, and the complexities and possibilities of doing
business within an African environment.
Encouraging Critical Thinking and Social Justice: A decolonized
