Decolonisation and the Risks of Exception in South African Higher Education
20 Seiten
Open Access
Journal:
PHILOSOPHY AND THEORY IN HIGHER EDUCATION
Band 5
Ausgabe 3
Erscheinungsjahr 2023
pp. 491 - 510
Zusammenfassung
Amid competing arguments of what it “looks like” and what it “should be doing”, decolonisation in higher education in post-apartheid South Africa has become increasingly problematised and stultified. On the one hand, a coalescence between decolonisation and Africanisation has taken root in a propagation of decolonisation-as-Blackness and, hence, by implication, anti-whiteness. On the other hand, there is a worrying resort to structural and epistemic violence, which has come to characterise student protests. I argue that decolonisation can neither erase colonialism through a language of exception nor through a language of violence. Decolonisation calls for an epistemic re-prioritisation and restoration of what makes us all human. This means that until students (and others) liberate themselves from a discourse of dichotomous binaries (as found in constructions of Blackness/whiteness), and until they unlearn the violence of colonialism, decolonisation will not evolve in South Africa.
Details
- Seiten
- 20
- DOI
- 10.3726/PTIHE.032023.0491
- Open Access
- CC-BY
- Schlagworte
- decolonisation South Africa higher education “Blackness” violence; exception
- Produktsicherheit
- Peter Lang Group AG