In this paper, I explore whether and how white people can make a meaningful contribution to decolonising university curricula. Drawing on my experiences as a white academic teaching at a South African university, I argue that identity matters when talking about decoloniality and that whites need to think carefully about the effects of their…

In a recent article in this journal, Vorster and Quinn offered a set of recommendations on how academic staff developers can advise university lecturers on decolonising their curricula and methods. Their main advice was to integrate more African cultural elements into their teaching. However, Vorster and Quinn's advice is rather general. In this…

This article reports on an analysis undertaken in the field of African philosophies using selected conceptual tools from Maton's Legitimation Code Theory (LCT). In response to calls by South African students for 'decolonising' the Humanities curriculum, the practical purpose of the analysis was to generate theoretically-informed guidelines for…

In this short paper, I reflect on the issue of what the decolonisation of political theory might constitute. I consider what it would mean to deparochialise and decolonise political theory for it is within the discipline of political theory, that a charge of eurocentrism is particularly valid. First, this is because what we teach and study as…

The curriculum is a critical element in the transformation of higher education, and as a result, I argue for the inclusion of what I refer to as an African epistemic in higher education curricula in South Africa. In so doing, attention is directed at the decolonisation of the curriculum in higher education in South Africa, which aims to give…

South Africa is an important social space in world history and politics for understanding how the modern world comes to deal with the questions of social difference, and the encounter of people with different civilizational histories. In this essay I argue that a particular racial idea inflected this encounter. One of the ways in which this…

The PanAfrican Research Agenda on the Pedagogical Integration of information and communication technology (ICT; PanAf) research project was initiated in 2006 to support initiatives in African countries to integrate ICT into teaching and learning through the frequent collection and analysis of data on ICT usage. The article examines the congruence…

The malaria center is at the heart of the kind of work Michigan State University's (MSU) African Studies Center has been engaged in on the African continent since it was founded half a century ago. The university is marking the center's 50th anniversary this year with a series of events that include large photo exhibits at one of the university's…

South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and assessment of pupils' argumentation were used to compare student teachers' preparedness and interactions with pupils. Two clusters of students were…

This article reports on a critical meta-analysis of empirical studies done by human sciences researchers on the initial multicultural teacher education (IMTE) models in multicultural post-colonial transitional societies with reference to sub-Saharan African states in general and South Africa in particular. Using a critical post-positivist…

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don,…

In the past few years, Africa has joined the rest of the world as an active participant in the Open Educational Resource (OER) movement with a number of home-grown and externally driven initiatives. These have the potential to make an immense contribution to teaching and learning in Sub-Saharan Africa (SSA). However, certain barriers prevent full…

This report draws primarily on the results of the recently concluded African Copyright and Access to Knowledge (ACA2K) Project, which investigated copyright and access to learning materials in face-to-face, distance education (DE), and dual-mode tertiary educational institutions in Egypt, Ghana, Kenya, Morocco, Mozambique, Senegal, South Africa,…

The prevailing tendency in applied drama and theatre research and practice in African contexts has been for both critics and practitioners to apply the Freirian educational paradigm of "codification" and "decodification" in the interpretation of their work. Guarav Desai asserts that most of the theoretical premises of applied…

This paper explores the policy implications of experiences of African international students (AIS) studying at post-apartheid South Africa universities. It argues that given the spirit and tone of continental, regional, and domestic policies to which South Africa has committed that at the very least there is an implicit expectation of…