On decolonisation and internationalisation of university curricula: What can we learn from Rosi Braidotti?

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Abstract

In this article I explore the (non)constructive contestations between decolonisation and internationalisation and the extent to which this might inform the construction of undergraduate university curricula. To augment this exploration, I consider Rosi Braidotti's The Posthuman (2013) to ask what we can learn from Braidotti when it comes to the decolonisation and internationalisation of undergraduate university curricula. First, I discuss decolonisation and internationalisation and then argue that decolonisation and internationalisation are not opposites and that there are constructive contentions between the two once we think about the transformative potential of university curricula. In conclusion, I argue that in the light of debates about decolonisation and internationalisation, the ontology, epistemology and the ethics of undergraduate university curricula should be placed under the magnifying glass since such an endeavour has the potential to bring about deep transformation in higher education institutions.

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Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa

Savo Heleta (2016)

Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South Africa must tackle and dismantle the epistemic violence and hegemony of Eurocentrism, completely rethink, reframe and reconstruct the curriculum and place South Africa, Southern Africa and Africa at the centre of teaching, learning and research. However, this will not be easy as opposition to change is entrenched in the university structures. The movement to radically transform and decolonise higher education must find ways to hold institutions accountable and maintain the non-violent and intellectual struggle until epistemic violence and Eurocentrism are dismantled.