Decolonising initial teacher education in South African universities: More than an event

  • Yusuf Sayed Centre for International Education (CIE) University of Sussex & South African Research Chair in Teacher Education
  • Shireen Motala Senior Director: Research and Innovation Postgraduate School University of Johannesburg
  • Nimi Hoffman Centre for International Teacher Education (CITE) Cape Peninsula University of Technology
Keywords: Initial teacher education, decolonising

Abstract

Calls for the decolonisation of university curricula have been central to the demands of the South African student movements since they first gained prominence during 2015. In this paper, we examine this debate by examining teacher education at universities as a way of understanding what future school teachers are exposed to and consequently learners. Defining decolonisation as a process of expanding imaginations, and drawing on a meta analysis of teacher education curricula, and interviews with teacher education lecturers, at five South African universities, the paper examines the kinds of intellectuals and intellectual debates to which student teachers are being exposed, how teacher educators understand the factors underlying their curriculum decisions, and the broader institutional and policy dynamics that impact on efforts to rethink curricula.

Author Biographies

Yusuf Sayed, Centre for International Education (CIE) University of Sussex & South African Research Chair in Teacher Education
Professor of International Education and Development Policy
Shireen Motala, Senior Director: Research and Innovation Postgraduate School University of Johannesburg
Professor in the Faculty of Education
Published
2017-09-21
Section
Research Articles