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A capabilitarian approach to decolonising curriculum.
- Source :
- Education, Citizenship & Social Justice; Mar2024, Vol. 19 Issue 1, p110-123, 14p
- Publication Year :
- 2024
-
Abstract
- The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary 'epistemic line' and associated oppressions. [ABSTRACT FROM AUTHOR]
- Subjects :
- DECOLONIZATION
CURRICULUM
JUSTICE
EDUCATIONAL quality
HIGHER education
Subjects
Details
- Language :
- English
- ISSN :
- 17461979
- Volume :
- 19
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Education, Citizenship & Social Justice
- Publication Type :
- Academic Journal
- Accession number :
- 175901575
- Full Text :
- https://doi.org/10.1177/17461979221123011