1. The first section of the presentation will provide an overview of the selected viewpoints and reasons for decolonising education in South Africa. It will discuss the historical context of colonialism in the country and the impact it has had on the educational system. It will also explore the different arguments and perspectives for decolonising education, such as the need for a more inclusive and representative curriculum, the promotion of indigenous knowledge systems, and the recognition and affirmation of diverse cultures and identities. Additionally, this section will suggest various ways in which decolonising education could be achieved, such as through curriculum reform, language policy changes, and teacher training.
2. The second section will focus on Waghid's proposal for an African philosophy of education and its implications for teaching and learning. It will provide an overview of Waghid's beliefs and ideas about the role of education in the African context, emphasizing the importance of cultural relevance, social justice, and Ubuntu philosophy. This section will also explore how Waghid's African philosophy of education could contribute to decolonising education in South Africa, such as by promoting the inclusion of indigenous knowledge in the curriculum, fostering a sense of cultural pride and identity among students, and challenging Eurocentric perspectives and practices within the educational system.
3. The third section will describe what humanising pedagogy entails and discuss how decolonising education (as outlined in the first point) and Waghid's African philosophy of education (as discussed in the second point) allow for practicing humanising pedagogy. It will explain that humanising pedagogy is an approach to teaching and learning that seeks to promote the holistic development and well-being of students, as well as their empowerment and agency. This section will argue that decolonising education and embracing Waghid's African philosophy of education provide a foundation for humanising pedagogy, as they challenge oppressive and dehumanizing practices, promote cultural inclusivity and respect, and value the lived experiences and knowledge of students. It will also provide examples and strategies for implementing humanising pedagogy in the South African context.
Provide a brief and overview of the following presentation purposes and what each section will cover.
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.
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