This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human…

This article refers to the South African Design teachers' attitudes towards the implementation of the 2020 Section 4 amendments of the Design Curriculum and Assessment Policy Statement (CAPS). The purpose of the article is twofold: first to establish the necessity for "awareness" of the teachers' attitudes towards curriculum changes,…

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still"…

Students, through teaching and learning, must reflect on what they do not know. It is only when they recognise what they know, and what they do not, that they will awaken to their own curiosity. The more they can open themselves to others and their epistemologies, the deeper their own self-reflection in relation to others. In this way, engendering…

By far the most challenging task faced by schools in post-apartheid South Africa, has been the distance educational leaders were mandated to put between the educational institutions and the apartheid legacy of racial discrimination and exclusion. It is therefore not surprising that there are two dominant approaches to educational leadership,…

The 2015-2016 South African higher education students' movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisation; institutional culture(s); curriculum reform; the need to foreground and make inclusive assessment in education; the coloniality in our knowledge…

The purpose of this paper is to describe how and where Lesotho citizens have learned about democracy, their civic life and citizenship. The paper draws from a larger PhD study that was conducted in 2013 that focused on how Basotho people understand the concepts of citizenship and democracy with implications for civic education in Lesotho. This…

In view of the importance and urgency of transformation within post-colonial educational settings, this article considers key concepts in relation to re-curriculation efforts. It specifically discusses how the concepts of development and decolonization are typically understood and how they can be reimagined through the realism provided by the…

The trajectory of students' unrest in Nigeria universities has been linked to the underside of modernity. By responding to this, the study explores conditions necessary to decolonise the mindset of university authorities and students, against modernity as an offshoot of students' unrest. Ubuntu philosophy rationalised the study while…

Well-being is realised through the interaction of the individual's desires and capacities, and external contexts. Contexts in postcolonial societies diverge from the assumptions of functioning liberal democratic states and capitalist economies often assumed in theories of schooling. Instead, these contexts are characterised by poverty and…

My decade-long research on democracy and schooling in a Xhosa township has led to an examination of epistemological influences on democratic citizenship from Western and non-Western (i.e. African) perspectives. While Max Weber advanced the notion of an autonomous citizen within Western democratic states, different philosophical and cultural…

For Foucault, discourses shape people's knowledge and inform how they act in a society. Power over others is legitimated by dominant discourses, a means through which hegemony discloses itself: a given group is entitled to oppress another. As a parent-educator based in Italy, I see such discourses manifesting themselves in actions and speeches. As…

The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and…

This work is set against the backdrop of the Sub-Saharan African environment observed to be morally degenerative. It judges that the level of decadence in the continent that could even amount to depravity could be blamed upon the disconnect between the present-day African and a moral tradition that has been swept under the carpet through history;…

How do we account for the close personal bonds and deeply caring relationships forged by educators with learners in many adult educational encounters? The literature is relatively silent on the emotional and relational basis to adult educator work. This is a serious silence, given the stressful nature of adult education in developing contexts such…