Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum : a case study of Odera Oruka philosophy

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dc.contributor.author Maluleka, Paul
dc.contributor.author Mathebula, Thokozani
dc.date.accessioned 2022-09-28T11:41:31Z
dc.date.available 2022-09-28T11:41:31Z
dc.date.created 2022-09-27
dc.date.issued 2022
dc.description.abstract A Kenyan philosopher, Henry Odera Oruka (1944–1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-apartheid South Africa. Against this background, we make use of Maton’s (2014) Epistemic-Pedagogic Device (EPD), building on from Bernstein’s (1975) Pedagogic Device as a theoretical framework to view African philosophy and its implications for the Africanisation of the SHC in CAPS in post-apartheid South Africa. Through the lens of Maton’s EPD, we show how the CAPS’ philosophy of education is questionable; untenable since it promotes ‘differences of content’; and is at the crossroads, i.e., it is stretched and pulled in different directions in schools. Ultimately, we argue that Oruka’s three trends form a three-piece suit advertising one’s academic discipline (professional philosophy); showing South Africa’s rich history told in the words of African elders (sage philosophy); and imploring school history learners to embark on a restless, unfinished quest for knowledge in the classrooms in post-apartheid South Africa. en_US
dc.description.librarian pm2022 en_US
dc.description.uri https://upjournals.up.ac.za/index.php/yesterday_and_today/article/view/4234 en_US
dc.format.extent 26 pages en_US
dc.identifier.citation Maluleka, P. ., & Mathebula, T. (2022). Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy. Yesterday &Amp; Today Journal for History Education in South Africa and Abroad, 27(1). https://doi.org/10.17159/2223-0386/2022/n27a3 en_US
dc.identifier.issn 2223-0386 (print)
dc.identifier.issn 2309-9003 (online)
dc.identifier.other 10.17159/2223-0386/2022/n27a3
dc.identifier.uri https://repository.up.ac.za/handle/2263/87333
dc.language.iso en en_US
dc.publisher South African Society for History Teaching (SASHT) en_US
dc.relation.ispartofseries Yesterday & Today vol. 27 (2022) en_US
dc.rights © 2022. The South African Society for History Teaching (SASHT). This work is published under a Creative Commons Attribution 4.0 International license (CC BY 4.0). en_US
dc.subject Trends in African philosophy en_US
dc.subject Decolonisation en_US
dc.subject Africanisation en_US
dc.subject Pedagogic device en_US
dc.subject Epistemic-pedagogic device en_US
dc.subject CAPS en_US
dc.subject South Africa en_US
dc.title Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum : a case study of Odera Oruka philosophy en_US
dc.type Article en_US


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