5
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Fallism as Decoloniality: Towards a Decolonised School History Curriculum in Post-colonial-apartheid South Africa

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The 2015/16 student protests in South Africa, dubbed #MustFall protests, signalled a historic moment in the country's post-colonial-apartheid history in which student-worker collaborations called for the decolonising of the university and its Eurocentric curriculum and, by extension, basic education and its Eurocentric curriculum too. Since then, there have emerged two dominant narratives of decolonisation in South Africa. The first is what I call a nativist delinking approach that recentres decolonial and Africa-centeredness discourses, ontologies, and epistemologies relatively separate from Euro-north and American-centric ones. The second is a broader, inclusive approach to decolonisation, which this study adopts. However, both these dominant narratives fail to counter much of the knowledge blindness informed by a false dichotomy advanced by positivist absolutism and constructive relativism that defines the sociology of education, including many of the calls for decolonisation. Thus, through a decolonial conceptual framework and Karl Maton's Epistemic-Pedagogic Device as a theoretical framework, fallism as decoloniality is adopted in this study to propose ways to transcend the Eurocentrism that characterises the current school history curriculum in South Africa, as well as the nativist and narrow provincialism of knowledge. Equally, an argument is made for the advancement of an inclusive decolonial project that is concerned with relations within knowledge and curriculum and their intrinsic structures.

          Related collections

          Most cited references48

          • Record: found
          • Abstract: not found
          • Article: not found

          On the coloniality of being: Contributions to the development of a concept

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Vertical and horizontal discourse: an essay

              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              A Model of Historical Thinking

                Bookmark

                Author and article information

                Journal
                yt
                Yesterday and Today
                Y&T
                The South African Society for History Teaching (SASHT) (Vanderbijlpark, Gauteng, South Africa )
                2223-0386
                2309-9003
                December 2021
                : 26
                : 68-91
                Affiliations
                [01] Johannesburg orgnameUniversity of the Witwatersrand South Africa paul.maluleka@ 123456wits.ac.za
                Article
                S2223-03862021000200005 S2223-0386(21)00002600005
                10.17159/2223-0386/2021/n26a4
                544ef00a-f02e-4b1f-9a42-fea8cd0b215a

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 54, Pages: 24
                Product

                SciELO South Africa

                Self URI: Full text available only in PDF format (EN)
                Categories
                Articles

                CAPS,School History,Decolonisation,Decoloniality,Fallism,Fees Must Fall,Epistemic-Pedagogic Device,Curriculum knowledge

                Comments

                Comment on this article