Decolonising the social sciences curriculum in the university classroom: a pragmatic-realism approach

Show simple item record 2023-05-29T13:07:52Z 2023-05-29T13:07:52Z 2021-06-01 en
dc.description.abstract Debates about decolonisation in general and decolonising the curriculum in higher education are often focused on theoretical critiques including epistemicide, linguicide, historicide, alienation, and dismemberment. As important as these contributions are, they seldom offer integrated strategies for those who are tasked with decolonising the curriculum in the university context or those who must teach individual courses, and who would like to do so from a Southern, decolonised perspective. In this paper we adopt a pragmatic, critical, and realist approach and hover above many of these constituent debates to offer a consolidated approach to how the (social science) curriculum in higher education might be decolonised practically and pragmatically. Drawing on ideas from Freire, Ndlovu-Gatsheni, Mbembe, and Bhambra, we ask: 1) what are the stakes of the struggle towards decolonising the curriculum 2) what are the blind spots needed to be overcome in the journey and 3) what practicaland incremental steps can be taken, regardless of your own positionality, to achieve a decolonised curriculum. Practically, we outline a number of theses that we have adopted in our own teaching. These centre around input and expertise (who should be decolonising the curriculum, who should be teaching?); content and canon (what should be taught, what excluded, and whether material from the centre should be taught at all, and if so, when?); institutions and pedagogies of decolonised education (how should material be taught, how might the hidden curriculum of the institution in which it is taught be made explicit), and the role of theory in decolonised education (what is the aim of decolonised education?). It is envisioned that packaged together, these theses offer key considerations for those tasked with thinking about and teaching a decolonised curriculum. en
dc.format.medium Print en
dc.publisher University of KwaZulu-Natal Press en
dc.subject UNIVERSITIES en
dc.subject SOCIAL SCIENCES en
dc.subject CURRICULUM en
dc.title Decolonising the social sciences curriculum in the university classroom: a pragmatic-realism approach en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 36 en
dc.BudgetYear 2021/22 en
dc.ResearchGroup Inclusive Economic Development en
dc.SourceTitle Alternation en
dc.ArchiveNumber 12005 en
dc.PageNumber 165-187 en
dc.outputnumber 11157 en
dc.bibliographictitle Swartz, S., Nyamnjoh, A. & Mahali, A. (2020) Decolonising the social sciences curriculum in the university classroom: a pragmatic-realism approach. Alternation. 36:165-187. en
dc.publicationyear 2020 en
dc.contributor.author1 Swartz, S. en
dc.contributor.author2 Nyamnjoh, A. en
dc.contributor.author3 Mahali, A. en

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record