Decolonizing Pedagogy in Post-Apartheid South Africa / Azwihangwisi Edward Muthivhi.

Format:

Book

Author/Creator:

Muthivhi, Azwihangwisi Edward, author.

Series:

Elements in Critical Issues in Teacher Education.

Elements in Critical Issues in Teacher Education

Language:

English

Subjects (All):

Decolonization.

Critical pedagogy.

Physical Description:

1 online resource digital, PDF file(s).

Edition:

1st ed.

Place of Publication:

Cambridge : Cambridge University Press, 2026.

Summary:

This Element examines post-apartheid pedagogy in South Africa to uncover philosophical and epistemological foundations on which it is predicated. The analysis reveals quaint epistemologies and their associated philosophical postulations, espousing solipsistic methodologies that position teachers and their students as passive participants in activities rendered abstract and contemplative - an intellectual odyssey and dispassionate pursuit of knowledge devoid of context and human subjectivity. To counteract the effects of such coercive epistemologies and Western orthodoxies, a decolonising approach, prioritising ethical grounding of knowledge and pedagogy is proposed. Inthis decolonising approach to learning and development, students enact the knowledge they embody, and, through such enactment of their culturally situated knowledge practices, students perceive concepts in their process of transformation and, consequently, acquire knowledge as tools for critical engagement with reality -and tools for meaningful pursuit of self-knowledge,agency, and identity development. This title is also available as Open Access on Cambridge Core.

Notes:

Title from publisher's bibliographic system (viewed on 05 Feb 2026).

Part of the metadata in this record was created by AI.

ISBN:

1-009-48259-9

1-009-48258-0

1-009-48257-2