Decolonization of the Curriculum in Higher Education Students Voice Assessment Answer

Introduction to the Study

1. Background to the Study

It is noted that higher education in the South Africa is diversely intricate since it is attributed to numerous challenges and restrictions which entail inequalities, insufficient resources, and complex curriculum. It is stated that the students distressed for learning experiences which are critically discourses of Africa. It has reinforced the moves of students and otheers to proceed the calls for decolonization of the higher education curriculum in the South Africa (Maine and Wagner 2021).

2. Problem Statement

It is found by Ajani and Gamede (2021) that students are supposed as vital group of stakeholders whose voices are usually ignored in events of curriculum development and educational creativities. Acording to study by Machingambi(2020), the higher education of South Africa is considerably challenged by academic curriculum which do not direct the actualities of the different settings in students of South Africa. It is said that decolonizing teacher education is long-delayed in the nation’s universities because of the Eurocentric curriculum being operational in the universities.

3. Research Questions

The research question for this study is “How students in the Universities of South Africa comprehends the idea “decolonisation of the curriculum’ in higher education.

4. Rationale for the Study

It can be said that the decolonization of university curriculum might contribute to the intended social transformation at the institutes. It is vital for academics and students in the South Africa to establish the capability their postulate their individual conditions in intricate relations to others for their own realities as learning experiences. This study will be helpful to equip the universities to reach the problem with care and reasoning in an evidence-oriented way.

5. Clarification of Key Concepts/ Definitions

Colonialism: This encompasses the development of political, socio-cultural, and economic control over a state by other.

Decolonization: It is indicates as a practice to restructure academic curriculum to think about an individual’s cognitive and psychological capability.

Curriculum: It indicates to all the experiences which the student encounters through while being part of that institution.

Decolonisation of higher education: This entails amongst other things dismissing current educational activities, beliefs, and standards of the notion that anything other than European is inferior. It is asserted that the present higher education system is diffused with colonialist inclinations, ethos, activities, standards, and values (Ammon 2019).

6. Preliminary Review of Literature

A study by Heleta (2016) stated that the problem of decolonising social sciences has been section of southern talks for numerous decades. It is said that the Africa possess an elongated past of activities of rebuttal to colonial education and attempting to attain change in curriculum specifically. Another study Senekal and Lenz (2020) found that the student disruption around surge in fees, and fee-free higher education in current times that might persist after the current regime announcement of the Presidential Commission on high education. It has contributed to bring certain gaps in the higher education of South Africa. However, another study aurgues that the students requesting transformation and decolonisation of nation’s universities were not able to completely describe their terms or they perform so unclearly.

It is asserted by Le Grange (2016) that decolonisation was expressed by student opponents, via range of demand involving making higher education more comprehensive through the decline of registration, tuition and accommodation fees. Scholar Meda (2020) opined that students discussed in majority of universities that they do not usually call for free education though a free education which is decolonised. It seems that they at diverse universities connected diverse meanings to the idea of a decolonised education. Moreover, students at past white universities are found to express that decolonised education implies the curriculum requires to be changed to demonstrate the lived experiences of black people of Africa entailing identification of their theoritical work that is particularly taught as supplementary module. Another study argues that the decolonised education implies rearranging the work of such researchers in the curriculum.

Another study Khuzwayo (2021) mentioned that Afro-centric education seeks to foster its learners behavioral intention and awareness of Africa that might improve the emergence of central humanity of Africa. Additionally, it is opined that the capability to present enormously to the full development and growth of African community in which student in Africa is a contestent. It is completely suitable, but not entire disciplines in university provide them with Africanisation of their syllabus. It is argued that certain disciplines find it complex to africanise their syllabus as they get majority of their finance from western supporters hence they must conform to the norms. It is found that the most essential forces to suppose while dealing with decolonisation of the syllabus in higher education entail the motivations of students; their experiences; influences; intent to receive education; perceptions; comprehending and views to transformation of university. They might eventually figure out if the students call for decolonising the syllabus really or if there are other unseen purposes.

7. Research Methodology

7.1. Study Design

In this study, there will be use of qualitative exploratory design . The qualitative design will be employed since it can comprehend the impact of protests of students to decolonize curriculum in higher education.. This will further permit the profound look at the South African Universities students’ views and comprehending the idea ‘decolonisation of the curriculum’.

7.2. Study Setting

The study will be conducted in the education establishment setting. Moreover, there will 10 participants to be chosen for study.

7.3. Study Sample

The sample for this study will be students and lecturers at the South African Universitries. They will be chosen using purposive sampling method. This depends on the scholar’s judgement when it comes to choosing respondents. The scholar utilized his knowledge of where to search for diverse students who were engaged in the protests calling for education decolonisation.

7.4. Data Collection Instrument

To answer the research question, the data collection instrument chosen will be semi-structured interviews which will conducted. This is chosen as suitable instrument since it will enable the participants to establish their individual ideas in an environment where scholar might see their sentimental reactions to the interview.

7.5. Data Collection Process

The data will be collected using primary as well as secondary sources. Primary will gathered using interview technique which will be conducted in English. The interview will take 20-40 minutes. The secondary data will be collected using sources such as peer-reviewed journal articles, books, industry reports, government websites, and so on. Open-ended questions will be asked from participants.

7.6. Data Management

The data gathered in this research will be recorded and then transcribed. Every interview will be transcribed in manual manner.

7.7. Data Analysis

There will be use of thematic content analysis for the purpose of data analysis. It will be utilized to identify, analyze, and report trends within the data gathered. In this study, it will be employed to assess the understanding of students by investigating the methods wider social and cultural setting (Mohajan 2018).

7.8. Ethical Considerations

Entire participants will be given private space and chanve to express them comfortably. Moreover, participants anonymity and confidentiality will be preserved.

Conclusion

It is concluded that the problem of curriculum decolonisation is extremely vital area when talking about converting higher educational institutions. Moreover, it is inferred that future studies might be carried out to hunt more about how students comprehend such concept in higher education.

References

Ajani, O.A. and Gamede, B.T., 2021. Decolonising Teacher Education Curriculum in South African Higher Education. International Journal of Higher Education , 10 (5), pp.121-131.

Ammon, L., 2019. Decolonising the university curriculum in South Africa: A case study of the University of the Free State..

Heleta, S., 2016. Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education , 1 (1), pp.1-8.

Khuzwayo, M.E., 2021. Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective. In Pedagogy-Challenges, Recent Advances, New Perspectives, and Applications . IntechOpen.

Le Grange, L., 2016. Decolonising the university curriculum: Leading article. South African Journal of Higher Education , 30 (2), pp.1-12.

Machingambi, S., 2020. Analysis of decolonisation of higher education in a new South African university. African Perspectives of Research in Teaching and Learning , 4 , pp.32-45

Maine, K. and Wagner, C., 2021. Student voices in studies on curriculum decolonisation: A scoping review. Psychology in Society , (61), pp.27-53.

Meda, L., 2020. Decolonising the curriculum: Students’ perspectives. Africa Education Review , 17 (2), pp.88-103.

Mohajan, H.K., 2018. Qualitative research methodology in social sciences and related subjects. Journal of economic development, environment and people , 7 (1), pp.23-48.

Senekal, Q. and Lenz, R., 2020. Decolonising the South African Higher Education curriculum: An investigation into the challenges. International Journal of Social Sciences and Humanity Studies , 12 (1), pp.146-160.
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