1,720,979 research outputs found
Peter Kallaway, Glenda Kruss, Aslam Fataar and Gari Donn, South African Education in Transition
No full textCopans Jean. Peter Kallaway, Glenda Kruss, Aslam Fataar and Gari Donn, South African Education in Transition. In: Tiers-Monde, tome 40, n°159, 1999. Afrique du Sud : les débats de la transition, sous la direction de Jean Copans et Roger Meunier. p. 701
Stellenbosch University tracks oral history of Tiervlei people
No full textA recording of a radio interview between Shafiq Morton: a radio host on the Voice of the Cape radio station and Prof. Aslam Fataar: Professor in the Department of Education Policy Studies and a Research and Development Professor attached to the Transformation Office, Stellenbosch University. In this interview Prof. Fataar provides insight into the Hardekraaltjie Restitution Project, its restitutionary processes and methodologie
South Africa’s student movement: A Rhodes perspective
No full textThis edited volume is a significant academic achievement. The book offers a comparatively enriched account of debates in higher education transformation across South African, African, and African-American epistemic contexts. The text offers perspectives on how the humanities could be reformed in the quest to decolonise curriculum and free the higher education from Eurocentrism.” Aslam Fataar, Distinguished Professor, Stellenbosch University, South Africa “The book’s strength came from its diversity of countries, theories, and histories
The search for ecologies of knowledge in the encounter with African epistemicide in South African education
No full textThis article discusses the manufactured absence of African epistemologies, what we refer to as ‘epistemicide, in formal education in Africa. The exemplifying case for our argument is the western hegemonic positioning of university and school-based knowledge in South African education during the last twenty years. This is taken up in the first half of the article where we illustrate how this (westernised) knowledge form is instantiated in the education body politik. The article concludes with a consideration of an ‘ecologies of knowledge’ approach which we argue opens a radicalising space for the inclusion of African-centred epistemologies. The pluralisation of knowledge traditions, via an ‘ecologies of knowledge’ approach, is the fulcrum of such an epistemological orientation
Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University
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Pedagogical Habitus Engagement in a Developing Country Context: A Narrative-Based Account of a Teacher’s Pedagogical Change Within a Professional Learning Community
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