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Towards an African-Centered Model of Learning: Africanism

Towards an African-Centered Model of Learning: Africanism
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Author(s): Rendani Tshifhumulo (University of Venda, South Africa), Faith F. Musvipwa (University of Venda, South Africa), Tshimangadzo Justice Makhanikhe (University of Venda, South Africa) and Livhuwani Daphney Tshikukuvhe (University of Venda, South Africa)
Copyright: 2021
Pages: 23
Source title: Ethical Research Approaches to Indigenous Knowledge Education
Source Author(s)/Editor(s): Ntokozo Mthembu (University of South Africa, South Africa)
DOI: 10.4018/978-1-7998-1249-4.ch007

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Abstract

This chapter interrogates the current teaching and learning strategies in South African higher institutions of learning in relation to the negligence of cultural aspects. For many years now, the general population in South Africa agitated for the amendment or annulment of the current education system as a means of restoring the African norms and values. The suspension and/or expulsion of some African students from schools due to their adherence to African values is a vivid example of how the education system undermines African cultures and traditions. The chapter deliberated on story telling as one of the methods that is relevant for Indigenous Knowledge Systems. On the central argument of the chapter the authors conversed on colonialisation and its impact on education in South Africa. OBE and the revised national curriculum statement and the crises in South African education system are discussed. The chapter ends by interrogating the possibility of using African Languages in the school curriculum.

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