课程的非殖民化:学生的视角

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-03-03 DOI:10.1080/18146627.2018.1519372
L. Meda
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引用次数: 14

摘要

2016年,由于学生们为寻求非殖民化课程而举行抗议活动,南非的大学陷入停滞。由于学生要求开设非殖民化课程的呼声日益高涨,正在接受调查的南非科技大学被迫关闭。高等教育机构(HEI)现在面临的挑战是,在学生再次提出类似要求的情况下,制定一项非殖民化课程的指导方针。所报道的这项研究的目的是探讨学生对课程非殖民化的看法。本研究采用定性个案研究,并以罗尔斯的正义理论为理论框架。有目的地选择10名学生代表参加半结构化访谈并完成开放式问卷。采用内容分析法对数据进行分析。研究发现,学生对非殖民化的看法是清晰、一致和明确的。他们并不主张在课程中根除西方知识,而是主张分散这些知识。
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Decolonising the curriculum: Students' Perspectives
Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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