must prepare a group PowerPoint presentation regarding decolonisation and Africanisation. The team should consult the readers in the Module guide as well as additional resources.

Question

ONLY GROUP LEADERS MUST SUBMIT.
1
In your presentation, you must address the following in separate sections:
1. Provide a brief description of selected viewpoints and reasons for decolonising
education in South Africa as well as suggested ways in which this could be done.
2. Discuss Waghid’s proposal for an African philosophy of education and its implications
for teaching and learning. As part of your discussion, indicate how Waghid’s African
philosophy of education could contribute to decolonising education.
3. Describe what humanising pedagogy entails and discuss how decolonising education,
(Point 1); and Waghid’s African philosophy of education (point 2) allows for practising humanising pedagogy.

Answer 1

1. Selected viewpoints and reasons for decolonising education in South Africa:

- The legacy of colonialism: One of the main reasons for decolonising education in South Africa is to address the historical injustices and inequalities that were perpetuated during the colonial era. The colonial education system in South Africa was designed to favor the interests of the colonizers, resulting in the marginalization and exclusion of indigenous knowledge, languages, and cultures.

- Empowerment and identity: Decolonising education aims to empower individuals and communities by giving them agency over their own education and allowing them to reclaim and celebrate their cultural and linguistic heritage. It seeks to foster a sense of pride and identity among learners, which is crucial for their personal and collective well-being.

- Social justice and equity: Decolonising education is seen as a means to achieve social justice and equity in South African society. The historically marginalized groups, such as black Africans, have been disadvantaged in accessing quality education and have been subjected to cultural assimilation. Decolonising education seeks to redress these inequities and ensure equal opportunities for all learners.

- Decolonising knowledge: The colonial education system promoted a Eurocentric worldview and knowledge system, which marginalized and devalued other forms of knowledge. Decolonising education seeks to challenge this hegemony and promote the inclusion of diverse knowledge systems, including indigenous knowledge, in the curriculum and pedagogy.

Suggested ways in which decolonising education could be done in South Africa:

- Curriculum transformation: The curriculum should be revised and diversified to include the history, languages, and cultures of all South Africans. This includes incorporating indigenous knowledge and perspectives into the curriculum and challenging Eurocentric narratives.

- Language policy: The language policies in education should promote multilingualism and the use of indigenous languages as media of instruction. This would not only promote linguistic diversity but also empower learners whose first language is not English.

- Teacher training and professional development: Teachers should be equipped with the knowledge and skills to implement decolonised pedagogies and create inclusive learning environments. This includes training in culturally responsive teaching, recognizing and valuing diverse knowledge systems, and addressing unconscious biases.

- Institutional support: Schools and educational institutions need to provide the necessary support and resources for decolonising education. This includes providing access to relevant learning materials, funding research on decolonisation, and creating platforms for dialogue and collaboration among educators.

2. Waghid’s proposal for an African philosophy of education and its implications for teaching and learning:

- Waghid proposes an African philosophy of education that emphasizes ubuntu, which is rooted in the African tradition of communalism, interconnectedness, and empathy. According to Waghid, ubuntu should form the foundation of education in South Africa as it aligns with the principles of decolonisation and humanizing pedagogy.

- Implications for teaching and learning: Waghid argues that an African philosophy of education would influence the goals, content, and methods of teaching and learning. It would promote a participatory and dialogical approach to education, where learners are actively engaged in co-constructing knowledge and understanding. This would involve creating learning environments that foster collaboration, respect for diversity, and critical thinking.

- Contribution to decolonising education: Waghid's African philosophy of education provides a framework for decolonising education by challenging Eurocentric paradigms and valuing indigenous knowledge and perspectives. It promotes the recognition and celebration of African cultural heritage, languages, and values in education. It also emphasizes the ethical dimensions of education, emphasizing social responsibility, and empathy towards others.

3. Humanising pedagogy and its connection to decolonising education and Waghid's African philosophy:

- Humanising pedagogy entails an educational approach that recognizes and values the full humanity of learners. It aims to foster their intellectual, emotional, and social development, as well as their personal and collective well-being. It is an approach that is grounded in respect for diversity, cultural affirmation, and social justice.

- Decolonising education and Waghid's African philosophy both provide the foundations for humanising pedagogy. By challenging colonial legacies and incorporating diverse knowledge systems and perspectives, decolonising education creates a more inclusive and equitable learning environment. Waghid's African philosophy, with its emphasis on ubuntu and communalism, promotes empathy, dialogue, and collaboration among learners, thus enhancing their sense of belonging and connection to others.

- By combining the principles of decolonising education, Waghid's African philosophy, and humanising pedagogy, teaching and learning can become transformative and empowering. It can enable learners to critically examine social injustices, challenge dominant narratives, and actively contribute to social change.