Abstract

Abstract:

In some parts of Africa, especially South Africa, discussions of decolonization in general, and of the knowledge curriculum in particular, have in the last few years been on the front burner. In this article, I examine two issues that are germane to these discussions. The first relates to what decolonizing the knowledge curriculum means or is involved with and the second relates to its significance and the motivations for it. At the end of my examination of these issues, I will have presented some picture of a general outline of a decolonized knowledge system in Africa, as well as broached a couple of the issues relating to the importance of a decolonized knowledge system.

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Additional Information

ISSN
1527-1978
Print ISSN
0001-9887
Pages
pp. 75-87
Launched on MUSE
2021-06-09
Open Access
No
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