Epistemic justice through ontological reclamation in pedagogy : detailing mutual (in)fallibility using inseparable categories

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dc.contributor.author Kumalo, S.H. (Siseko)
dc.date.accessioned 2019-06-12T10:50:58Z
dc.date.available 2019-06-12T10:50:58Z
dc.date.issued 2018
dc.description.abstract Impulsive uses of collective memory to rally support for decolonised education, establishing clear divisions through binary oppositional thinking, have been characteristic of the student movement. Analysing the binaries that constitute the decolonial turn, I highlight misconceptions of decoloniality that facilitate the erasure of oppositional voices in decolonisation. Misconceptions of decoloniality manifest as the dismissal of all so-called non-African knowledge as colonial. I subsequently caution against the perverted inversions of power in knowledge production in Higher Education in South Africa and interrogate positions that I perceive to be recreating fundamentalisms in the quest for decolonised education. Using a decolonial critique that frames education as emancipatory, I argue for the impossibility of separable categories. I conclude by raising two questions, both of which require further investigation: What is the role of Higher Education in South Africa today? Does decolonial thinking in praxis displace assumptions that continue to perpetuate and maintain coloniality in the South African academy? en_ZA
dc.description.department Philosophy en_ZA
dc.description.librarian am2019 en_ZA
dc.description.uri http://journals.ukzn.ac.za/index.php/joe en_ZA
dc.identifier.citation Kumalo, S.H. 2018, 'Epistemic justice through ontological reclamation in pedagogy : detailing mutual (in)fallibility using inseparable categories', Journal of Education, vol. 72, pp. 4-19. en_ZA
dc.identifier.issn 0259-479X
dc.identifier.other 10.17159/2520-9868/i72a01
dc.identifier.uri http://hdl.handle.net/2263/70164
dc.language.iso en en_ZA
dc.publisher University of KwaZulu-Natal, School of Education and Development en_ZA
dc.rights University of KwaZulu-Natal, School of Education and Development en_ZA
dc.subject Decolonisation en_ZA
dc.subject Curriculum reform en_ZA
dc.subject Decontextualised learner en_ZA
dc.subject Higher education en_ZA
dc.title Epistemic justice through ontological reclamation in pedagogy : detailing mutual (in)fallibility using inseparable categories en_ZA
dc.type Article en_ZA


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