There are many issues currently
under debate in the South African Higher Educations sector; free education, the
reinstatement of students expelled for their actions during prior protests, the
security presence on campus, the questionable decisions made by university
management and decolonisation. All of these issues are relevant and must be
critically discussed and debated. While I certainly do not have all the
answers, I would like to add something to the discussion of decolonisation.
Decolonisation is defined as the
process of undoing colonial power, where a nation establishes and maintains its domination
over dependent territories. This term has been appropriated by the South
African student movement, in reference to tertiary education. Here it is being
used to refer to the dismantling of the dominant European discourses that are
still pervasive in our curriculum and many institutional structures. Afrocentrisim
is another, perhaps more appropriate, term being used to refer to the change
desired of our system.
Since the notion of decolonised education
really came to the fore, almost two years ago, it has been a regular topic for
discussion among many educators, and yet little has been done to move towards
this goal. Due to curriculum content, some disciplines have made greater visible
progress than others, but in particular the sciences have shifted very little
if at all. I can’t speak for others, but for myself it has taken me some time
to understand what decolonisation means and, beyond that, how it is to be
achieved. This fundamental issue of achievement has been for many, I believe, the
bottle neck in the process of transformation.
Currently, we are in a student initiated university
shut-down until the student’s minimum demands are met. These demands appear to
be something of a moving target and different messages are being received from
different student groups. Today I attended a silent protest in support of
reopening the university. For the protest we were asked to bring along an
academic paper to read as a symbol of our desire to continue the work of the
university. During the protest a group from the student movement arrived and
made some statements which made it clear that unless free decolonised education
is guaranteed, they will not allow the university to reopen.
As I listened to the student movement and
simultaneously tried to read my paper I was struck by the application of what I
was reading to the pressing issue of decolonisation. The paper, by Jewitt et al., (2001), was discussing the
co-creation of knowledge, as a learning process, within the classroom. Jewitt et al., (2001) describe how we should be
moving away from the unidirectional transfer of knowledge from teacher to
student. Rather, students take what they are given by their teachers and then
reshape the meaning using the resources available to them. Those resources
critically include the students lived experiences, interests and primary
Discourses. Jewitt et al., (2001) argue
that the onus then lies with educators to examine what students produce as
meaningful and representative of the choices they have made with the resources
relevant to them. This pedagogy is not new, but perhaps its application to the
process of decolonisation is.
I think this approach to decolonisation –
the co-creation of knowledge for the transformation of knowledge – is fundamental
to its success. What I, as a white, female academic can achieve in terms of
decolonising what I teach, is limited. Not because I don’t desire
transformation, but because I can accept that my lived experiences, my
experience of the Africa I grew up in, cannot be representative of all of my
students. As such, what are evident to me as the artefacts of colonialism will
not be exhaustive and I alone cannot speak for all. However, it would also be erroneous to simply
assume that if I were black I could speak for my students. No two lived
experiences are the same, no one person, regardless of colour, can or should
speak for all. The decolonisation process must be a partnership.
I therefore appeal to students, we as
educators cannot provide you with
decolonised education, without your engagement. Engagement, not at yet another
forum or meeting or protest but, on a day-to-day level in the classroom. Decolonised
education cannot, as an entity, be demanded. It is not a fixed or finite ‘thing’
which we, as educators, can ‘give’ you. What we can give you, is a commitment
to open dialogue within our classrooms, to a serious acknowledgement of your contributions
to knowledge, both verbal and written, in classrooms and through assessment. On
a departmental, faculty and even institutional level we should also commit to
the regular re-examination of the transformed knowledge we are co-creating in
our classrooms, so that transformed knowledge can be shared. I believe that
these engagements should be formalised and enforced – decolonisation is the
work of all. But again I say, decolonial
education is not something that can
be delivered against a set of demands on a particular date. You, as students,
must take decolonisation into your own hands, through respectful discussion,
challenge and open debate with your educators and peers.
I will close with an acknowledgement that
mistakes have been made by both educators and students, perhaps best described
by an analogy. Imagine that we are in a kitchen and you are shouting at me,
telling me that you are hungry and demanding that I make you a sandwich. I very
much want to meet your needs, but I have no idea what kind of sandwich you want
and so I have been wringing my hands and talking about the sandwich for too
long now while you become more and more hungry. Therefore, the turning point
must be when we both realise that I
can only make the kind of sandwich you want if
I ask you to help me and if you are
willing to help me and if I listen to
you and act accordingly. Shouting longer and louder or keeping us out of the
kitchen will not get the sandwich made. Just so, decolonialism cannot be
achieved unless we work together, which we cannot do if the university is
closed. Should this process have begun many years ago? Certainly. Should we
continue to quibble over the fact that it didn’t? No. Let us act together now
#OpenUCT.