Description
Literature indicates that sociolinguists and educationists often claim multilingual practice and Africanizing and Indigenizing education will jeopardize national unity and social cohesion. Such claims delay the implementation of decolonization policies and the transformation of the curriculum under false assumptions. However, research reveals many Indigenous students struggle with higher educational content which is often presented through languages that are unfamiliar to them. This implies that there is a need to uncover resources that can assist in necessitating the implementation of Indigenous education globally and that all multilingual strategies in education must be based on quality mother tongue illustrative content as its foundation. As a result, further research on the subject is necessary to enhance teaching strategies that reach all Indigenous students.
Indigenous Teaching Disciplines and Perspectives for Higher Education illustrates the need for the implementation of a decolonized teaching and learning curriculum with integrated resources as models. It explores how to improve Indigenous knowledge content and teaching methods. Covering topics such as cultural identity, African research methodology, and Indigenous media, this book is an excellent resource for teachers, policymakers, school administrators, researchers, scholars, academicians, and more.
Reviews and Testimonials
Indigenous Teaching Disciplines and Perspectives for Higher Education provides the usable past content of disciplines for today's teaching and learning in Higher Education. The book is different in the sense that it focuses on the much-needed component of decolonization, whereby theories and practical implementation of indigenization of knowledge of the previously colonised communities are integrated in today's curricula to ensure social justice. The book is innovative in that it is a springboard on how disciplines in Higher education can indigenize the curriculum, whether it is European, African, or Indian, but every nation of the world has its indigenous knowledge, mainly the previously colonised content, as their phenomenology is not covered in today's curriculum.
– Maserole Christina Kgari-Masondo (The University of South Africa, South Africa)
Author's/Editor's Biography
Maserole Kgari-Masondo (Ed.)
Maserole Kgari-Masondo
is a National Research Foundation C rated scholar. She studied at the University of Cape Town and completed her PhD at the University of Stellenbosch. She worked at the University of KwaZulu Natal as a Senior Lecturer, Cluster Leader Culture, and an Acting Academic Leader of Community Engagement. Thereafter, joined the University of Venda as an Associate Professor of History. She is currently employed at the University of South Africa as the full Professor of History. Her research interests are in socio-environmental concerns, indigenous knowledge, decolonisation, teaching and learning, and gender. She was appointed by UNICEF and the Department of Basic Education to construct a framework to be used for the implementation decolonisation of Basic Education by using mother tongue education in South Africa – the framework was accepted in 2021. She has published in national and international Journals on diverse themes including program development. She co-edited and co-authored a book on the History of SADTU published in 2019 by Shuter & Shooter and wrote a children’s book