Ushering Transformative Change: Infusing De-Colonized Cultural Changes Into South African Curriculum and Andragogical Practices

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Author(s): Ntokozo Mthembu (University of South Africa, South Africa)
Copyright: 2019
Pages: 13
Source title: Multicultural Andragogy for Transformative Learning
Source Author(s)/Editor(s): David P. Peltz (University of Phoenix, USA)and Anthony C. Clemons (Columbia University, USA)
DOI: 10.4018/978-1-5225-3474-7.ch011

Keywords: Adult Learning / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

The aim of this chapter is to deliberate on the possibilities of transformation in the education system in relation to the pervasiveness of neo-liberalism that promotes the marginalization of indigenous knowledge systems of countries in the “global South.” From 2006 to 2009 various policies were configured in recognition of the rights for social equality and the development of an inclusive education system in the country. However, the delay in the transformation of the education system has erupted into protest activities by students at some academic institutions in the country – the # Fees Must Fall and the Decolonising of curriculum campaigns. The transformative learning theory will be used in this instance to explore the limits of a compensatory education system in relation to the current pathological social settings associated with manifesting the expected changes in the learning sphere. This chapter is a baseline analysis of the scope of possibilities of a multicultural perspective in this regard.

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Ushering Transformative Change: Infusing De-Colonized Cultural Changes Into South African Curriculum and Andragogical Practices

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