Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1249-4.ch002
Xolani Mathews Shange
The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.
{"title":"The Ambit of Ethics in the South African Academic Institutions","authors":"Xolani Mathews Shange","doi":"10.4018/978-1-7998-1249-4.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-1249-4.ch002","url":null,"abstract":"The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.","PeriodicalId":339594,"journal":{"name":"Ethical Research Approaches to Indigenous Knowledge Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130839995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1249-4.ch001
N. Shange
South Africa's recent higher education protests around fees and decolonizing institutions have shone a spotlight on important issues and have inspired global discussion. We witnessed similar resistance during apartheid, where African languages and ideas were limited. The educational space was the most affected by clashes between languages and ideas; we saw this in the prioritizing of English and Afrikaans over indigenous African languages and the prioritizing of Western medicine, literature, arts, culture, and science over African ones. This chapter will show how formal education and knowledge production in South Africa has been used as a tool to repress Black people, while discrediting their knowledge systems. This discussion will draw from impepho, which is rejected by Christians because its main use is for communicating with ancestors. The herb has many other medicinal uses, but it is still rejected. African practices are used and revitalized by AIC like the Shembe Church and revolutionary movements like FMF.
{"title":"Fighting for Relevance","authors":"N. Shange","doi":"10.4018/978-1-7998-1249-4.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-1249-4.ch001","url":null,"abstract":"South Africa's recent higher education protests around fees and decolonizing institutions have shone a spotlight on important issues and have inspired global discussion. We witnessed similar resistance during apartheid, where African languages and ideas were limited. The educational space was the most affected by clashes between languages and ideas; we saw this in the prioritizing of English and Afrikaans over indigenous African languages and the prioritizing of Western medicine, literature, arts, culture, and science over African ones. This chapter will show how formal education and knowledge production in South Africa has been used as a tool to repress Black people, while discrediting their knowledge systems. This discussion will draw from impepho, which is rejected by Christians because its main use is for communicating with ancestors. The herb has many other medicinal uses, but it is still rejected. African practices are used and revitalized by AIC like the Shembe Church and revolutionary movements like FMF.","PeriodicalId":339594,"journal":{"name":"Ethical Research Approaches to Indigenous Knowledge Education","volume":"477 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116027400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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