- Brief created: 2021
- For policymakers
- South Africa
Fighting for Relevance: The Revitalization of African Knowledge in the Learning Sphere in South Africa
Based on:
Chapter in an Edited Book (2021) ↗
This chapter shows how formal education and knowledge production in South Africa has been used as a tool to repress Black people, while discrediting their knowledge systems.
Brief by:
This paper highlights many of the issues and challenges in South Africa’s educational and knowledge production structures, especially those that have their origins rooted in Western or colonial history, which sees itself as superior to African history.
This was done primarily by exploring South Africa’s history of protesting and resistance within schools and universities. However, this paper in no way suggests that people should boycott schools and mainstream educational or health structures, as they still have their importance and relevance, especially in a modernised space like South Africa. It would also be a mistake to completely reject these structures when not enough work has been done to build up African systems and ideas.
The contradiction, however, is that while we need mainstream education for our survival, especially in the modern world, it is also rooted in oppression and creates an inferiority complex amongst Africans who are not represented in the structure. The intention of this paper is to dispel the myth that African ideas are inferior, whilst showing a glimpse of the history that led to this false sentiment.
Like the #FeeMustFall student movement, this paper calls for decolonized social structures, especially in education. Our country cannot survive without this change, as racial and political tensions rise every day.
Africans have a lot to teach the world, and empowering Africans to understand and be proud of their culture and the knowledge that comes from it, has the potential to fix many of Africa’s and South Africa’s problems, including high unemployment, challenges in accessing healthcare, a failing school system, poverty, environmental and technological challenges and many more.
Taking steps to prioritise African languages and cultural systems within “mainstream” education, may also be the restorative tool needed to address the festering apartheid wounds and burdens still carried by many black South Africans. Moreover, giving more importance to African languages and ideas in schools and universities may save our school systems as knowledge will be delivered in a language in which more students are comfortable learning. Such content would also instil the missing notion that black people are enough and can be doctors, scientists, inventors, farmers, entrepreneurs, environmentalists, writers and more, without turning their backs on their culture, because their culture is the thing that can get them to where they need to go.
This discussion includes looking at Helichrysum, a herb usually used in African cultures for religious reasons, but which also has important health and scientific purposes, including curing diseases and illnesses in a way that is significantly cheaper and not as risky as Western medicine. If Helichrysum alone has so much potential, what about the other African science and knowledge we ignore while we obsessively chase all that is Western in not only medical but also educational systems?
Key findings
Much of the #FeesMustFall student movement calls for a decolonized South Africa and decolonized educational structures, which put African science, knowledge and philosophies first.
The call for decolonized education challenges our current reality. While the reality remains, African solutions are the only things that can save Africa from its problems.
Even though a herb like impepho and many others can cure a whole host of illnesses in ways that few Western medicines can, it is still sidelined or used as an “alternative” form of healing
Herbs like impepho and the production of them are sustainable.
Proposed action
Prioritise African sciences and knowledge systems especially in the wake of the destruction caused by western contemporary and historical systems such as capitalism, colonialism and neo-colonialism
Influence the restructuring and reimagining of education and methodology as an important knowledge production tool
To ensure that decolonisation is not just a concept relevant only in higher education, to ensure it starts to move outwards to influence policy on education, environment and healthcare, as well as the world of work as a whole
Most importantly, this research is most important for educators and institutions looking for inspiration or even a "template" of how to decolonise their content and to a lesser extent, operational structures
It is important to ensure that decolonisation strategies are bottom-up participatory processes, rooted in frequent dialogue, consultation and shared experiences and strategies
Draw More from African Theorists and Case Studies
Knowledge Exchange Week
No Tests and Exams
Frequently Workshopping Courses
The new Social Movements course hopes to remedy this by workshopping the course with students and other departments and possibly other universities
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Acknowledgements
Special thanks to Phaedra Haringsma for preparation assistance
We would like to extend a special thank you to Phaedra Haringsma, for their invaluable contribution in assisting the preparation of this research summary.
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Fighting for Relevance: The Revitalization of African Knowledge in the Learning Sphere in South Africa
Cite this brief: Shange, Nombulelo Tholithemba. 'Fighting for Relevance: The Revitalization of African Knowledge in the Learning Sphere in South Africa'. Acume. https://www.acume.org/r/fighting-for-relevance-the-revitalization-of-african-knowledge-in-the-learning-sphere-in-south-africa/
Brief created by: Dr Nombulelo Tholithemba Shange | Year brief made: 2021
Original research:
- Shange, N. T., Fighting for Relevance: The Revitalization of African Knowledge in the Learning Sphere in South Africa In Ethical Research Approaches to Indigenous Knowledge Education, (pp. 1–23) https://doi.org/10.4018/978-1-7998-1249-4.ch001. – https://www.researchgate.net/publication/348119212_Fighting_for_Relevance_The_Revitalization_of_African_Knowledge_in_the_Learning_Sphere_in_South_Africa
Research brief:
This chapter shows 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 paper highlights many of the issues and challenges in South Africa’s educational and knowledge production structures, especially those that have their origins rooted in Western or colonial history, which sees itself as superior to African history.
This was done primarily by exploring South Africa’s history of protesting and resistance within schools and universities. However, this paper in no way suggests that people should boycott schools and mainstream educational or health structures, as they still have their importance and relevance, especially in a modernised space like South Africa. It would also be a mistake to completely reject these structures when not enough work has been done to build up African systems and ideas.
The contradiction, however, is that while we need mainstream education for our survival, especially in the modern world, it is also rooted in oppression and creates an inferiority complex amongst Africans who are not represented in the structure. The intention of this paper is to dispel the myth that African ideas are inferior, whilst showing a glimpse of the history that led to this false sentiment.
Like the #FeeMustFall student movement, this paper calls for decolonized social structures, especially in education. Our country cannot survive without this change, as racial and political tensions rise every day.
Africans have a lot to teach the world, and empowering Africans to understand and be proud of their culture and the knowledge that comes from it, has the potential to fix many of Africa’s and South Africa’s problems, including high unemployment, challenges in accessing healthcare, a failing school system, poverty, environmental and technological challenges and many more.
Taking steps to prioritise African languages and cultural systems within “mainstream” education, may also be the restorative tool needed to address the festering apartheid wounds and burdens still carried by many black South Africans. Moreover, giving more importance to African languages and ideas in schools and universities may save our school systems as knowledge will be delivered in a language in which more students are comfortable learning. Such content would also instil the missing notion that black people are enough and can be doctors, scientists, inventors, farmers, entrepreneurs, environmentalists, writers and more, without turning their backs on their culture, because their culture is the thing that can get them to where they need to go.
This discussion includes looking at Helichrysum, a herb usually used in African cultures for religious reasons, but which also has important health and scientific purposes, including curing diseases and illnesses in a way that is significantly cheaper and not as risky as Western medicine. If Helichrysum alone has so much potential, what about the other African science and knowledge we ignore while we obsessively chase all that is Western in not only medical but also educational systems?
Findings:
Much of the #FeesMustFall student movement calls for a decolonized South Africa and decolonized educational structures, which put African science, knowledge and philosophies first.
The call for decolonized education challenges our current reality. While the reality remains, African solutions are the only things that can save Africa from its problems.
Even though a herb like impepho and many others can cure a whole host of illnesses in ways that few Western medicines can, it is still sidelined or used as an “alternative” form of healing
Herbs like impepho and the production of them are sustainable.
Advice:
Prioritise African sciences and knowledge systems especially in the wake of the destruction caused by western contemporary and historical systems such as capitalism, colonialism and neo-colonialism
Influence the restructuring and reimagining of education and methodology as an important knowledge production tool
To ensure that decolonisation is not just a concept relevant only in higher education, to ensure it starts to move outwards to influence policy on education, environment and healthcare, as well as the world of work as a whole
Most importantly, this research is most important for educators and institutions looking for inspiration or even a “template” of how to decolonise their content and to a lesser extent, operational structures
- It provides important case studies for those who might find themselves within Sociology, Anthropology or African studies, while also providing important “general” considerations and strategies for those in different fields, including even the Sciences, Engineering, Technology, Maths and so on. Often these disciplines falsely believe the decolonial discourse does not apply to them. This notion leads them to the continual erasure of black and feminist contributions in their fields. The content becomes disproportionally centered around patriarchal white contributions and limits the teaching.
It is important to ensure that decolonisation strategies are bottom-up participatory processes, rooted in frequent dialogue, consultation and shared experiences and strategies
Draw More from African Theorists and Case Studies
- The idea is to have African theories as the core of the curriculum and the course objectives see to this in a significant way. This is done by mapping social movements in Africa, their history of challenging colonialism and by looking at the following theorists: Kwame Nkrumah, Bantu Biko and Frantz Fanon. The discussion around gender discourse and movements draws from Amina Mama and Obioma Nnaemeka. Some of the case studies include local examples like service delivery protests in Bloemfontein, the work being done by Abahlali Basemjondolo. Arab Springs, Occupy Wall Street and Zapatista protests also provide a global comparative juxtaposition.
Knowledge Exchange Week
- The proposed knowledge exchange week would be a way of reimagining learning. The idea would be to invite different individuals working in this space; from activists/ members of social movements, NGOs, academics, students and maybe even media and/or social media representatives reporting on or somehow involved with social movements. This week should help students understand different perspectives that are not just academic in nature, give a glimpse as to how what they have learnt can lead them on different career paths, show real-life experiences and deepen their understanding of the discourse. This week can also be one of the major ways in which we provide concrete opportunities for evidence-based learning and engaged scholarship. The different views that are brought in by those working outside of the university space will bring in African, grassroots and alternative perspectives not often found in university spaces, but which are needed in these spaces in order to start the process of decolonizing them.
No Tests and Exams
- The idea is to do away with “traditional assessments” like exams and tests. Doing away with the exams and tests is another way in which this course tries to decolonize higher learning. Exams do not offer any tools or strategies students need to build on their career or help them navigate through life. Instead, they are a stressful process for both students and lecturers and they have led to a high prevalence in student suicides, depression and burnout. Innovative assessments should teach students new skills that are important for the different careers they might find themselves in, including but not limited to things like conducting interviews, engaging with different stakeholders, debate and discussion, presentation skills, journaling, and even a fun social media assessment where students can learn how to create awareness through memes, short videos, podcasts and many other social media tools.
Frequently Workshopping Courses
- Students often find the content taught dull, boring or irrelevant. Students often do not have a say in curriculum design except through problematic standardised student evaluation forms that do not capture the nuances of each course and are usually not taken seriously by either students or staff.
The new Social Movements course hopes to remedy this by workshopping the course with students and other departments and possibly other universities
- This will be done before the course is piloted. It is also important to perform this process repeatedly, maybe every three to five years, to ensure that the content is still relevant and engaging. |These and other decolonial strategies need to have greater alignment with institutional practices. Decolonized institutions should not be institutions that exclude or deregister students for financial reasons, they should not respond with force and violence when they are challenged by students and staff through protests or other means. They should also care about students’ socioeconomic challenges like struggling to get to campus because they live far away or do not have transport money, struggling to pay rent or living in inadequate accommodation, students who are food insecure, and so on. Even the best and most imaginative, relevant decoloniality strategies will fail when they are offered to hungry students who cannot think beyond where their next meal will come from, or how they will get to campus