scholarly journals The path to decoloniality: A proposal for educational system transformation

2021 ◽  
Vol 3 (1) ◽  
pp. 56-65
Author(s):  
Rachel Basani Mabasa-Manganyi ◽  
Mohammed Xolile Ntshangase
Keyword(s):  
South African ◽  
Educational System ◽  
Basic Education ◽  
Foreign Languages ◽  
System Transformation ◽  
Tertiary Institutions ◽  
African Languages ◽  
African Perspective ◽  
Mode Of Instruction ◽  
Conceptual Study

It was observed that in all circles of discussion, Africans talk about decolonisation and turning away from systems that favour the West in disfavour of Africans. Thinkers like Molefi K. Asante, Chukwunyere, and others have approached this matter of decolonisation at an angle of Afrocentrism. They intend to present African views from an undiluted African perspective. However, within that struggle, it is quite noticeable that the African basic education system has not done sufficient work to decolonise the presentation of African thoughts. There is a noticeable overrating of foreign languages like English and Afrikaans in terms of subjects or modules taught in South African schools and tertiary institutions. As it is, Sciences national papers are delivered to schools written in two languages, which are not aboriginal in Africa, i.e. English and Afrikaans, regardless of the province where they are delivered to. Within that backdrop, it becomes questionable whether African language practitioners are incapable of producing tools to Africanize the language of learning or the colonial languages refuse to forsake the African educational system. This conceptual study is set forth to explore decoloniality in the education sector and argue for the use of African languages as a mode of instruction in learning and promoting them to be at the same level of honour as those overvalued western languages. In this study, analytic critical theory is used to apply criticality and rationality, which guided the researchers to be more inclined towards reason than emotionality over this dire issue.

scholarly journals On the Inconspicuousness of Indigenous African Languages: The Case of IsiZulu Linguistic Integration in KwaZulu-Natal’s Basic Education Sector

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Phephani Gumbi
Keyword(s):  
South African ◽  
Communication Technology ◽  
Basic Education ◽  
Education Sector ◽  
African Languages ◽  
Low Profile ◽  
Information And Communication ◽  
Linguistic Integration ◽  
South African Education ◽  
Phd Thesis

This paper investigates the challenges associated with the inconspicuousness of indigenous African languages in the South African education system, as established during empirical research conducted by the author for his PhD thesis. According to the findings of the research, integrating indigenous African languages in the basic education sector is a key strategic shift that should be considered for it could fast-track efforts to elevate and promote indigenous African languages as media of educational instruction. These languages have been discriminated against for decades, since the era of colonisation and Apartheid South Africa. Despite attempts by the democratic government, through transformative legislative frameworks, African languages are inconspicuous within the education sector. Institutions of learning have developed multilingual language policies yet their implementation remains a problem. Based on the critical review of the literature on indigenous African languages, and with a focus on information and communication technology (ICT), the paper investigates policy opportunities and challenges. The paper concludes by assessing the low profile of indigenous languages in education, and its likely impact on the high failure rate in South African schools.

scholarly journals Service System Interactions At Tertiary Institutions: A South African Perspective

2013 ◽  
Vol 13 (1) ◽  
pp. 11 ◽  
Author(s):  
Paul Green
Keyword(s):  
South Africa ◽  
Service Quality ◽  
South African ◽  
Service System ◽  
System Framework ◽  
Tertiary Institutions ◽  
Work System ◽  
African Perspective ◽  
Meaningful Role

A university as an institution has a distinct identity and has a meaningful role to play in society. A university in its entirety is a system comprising of many sub-systems. The universitys stakeholders represent various systems, viz. students, parents, government, donors, public, etc. It is the interaction of these systems that is critical for the successful measure of service quality. This paper focusses on three objectives. Firstly, the notion of service and the classification of education as a service are discussed. Secondly, service as a system is discussed, with particular reference to the Work System Framework (WSF) and the application thereof to a university. Thirdly, the Interact-Serve-Propose-Agree-Realize (ISPAR) Model, and application of the ISPAR model to a university, are reported. It is evident from this paper that service is a major factor in tertiary institutions, and specifically in South Africa, service cannot be overlooked.

FOLKTALE NARRATION IN THE INDIGENOUS SOUTH AFRICAN LANGUAGES: AN ARTFUL CUL-DE-SAC?

2017 ◽  
Vol 26 (2) ◽  
pp. 24-37
Author(s):  
Eric Mabaso
Keyword(s):  
Empirical Study ◽  
South African ◽  
African Languages ◽  
Pros And Cons ◽  
A Performance

This article highlights the problem that the print mode that the indigenous South African languages (IndiSAL) have largely adopted to preserve the folktale is inadequate. It raises shortfalls in support of the contention that not enough is being done to preserve the art of folktale narration and suggests a way out of the cul-de-sac. Most works on IndiSAL folktales focus on the value of preserving the art itself rather than the mode of preservation. The research follows a performance-centred approach as advocated by inter alia Marivate (1991), Bill (1996), Dorji (2010) and Backe (2014). Compared to countries such as Nigeria and Malawi, IndiSAL are lagging behind in digitization for the preservation of folktales. The article is an empirical study based on the author’s experiences and observation of folktale narration and the analysis of the transcribed form. The article critically reviews the various preservation modes and highlights their pros and cons.

Khawuleza—An Instantiation of the Black Archive

Imbizo ◽  
2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Siseko H. Kumalo
Keyword(s):  
South African ◽  
Knowledge Production ◽  
African History ◽  
Art Practice ◽  
African Languages ◽  
Philosophical Consideration ◽  
Theory Generation ◽  
Artistic Works

South African history is such that Blackness/Indigeneity were excluded from institutions of knowledge production. Contemporarily, the traditional University is defined as an institution predicated on the abjection of Blackness. This reality neither predetermined the positions and responses, nor presupposed complete/successful erasure of Blackness/Indigeneity owing to exclusion. I contend and detail how theorising, thinking about and through the Fact of Blackness, continue(d)—using the artistic works of Mhlongo, Makeba, Mbulu, and contemporarily, Leomile as examples. Analysing the music of the abovementioned artists, a move rooted in intersectional feminist approaches, will reveal modes of theorising that characterised the artistic expressions that define(d) the country. Theory generation, so construed, necessitates a judicious philosophical consideration if we are to resurrect the Black Archive. I conclude with an introspective question aimed at inspiring similar projects in other traditions that constitute the Black Archive, i.e. African languages and literature, theatre, art practice and theory.

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