About this paper

Appears in:
Pages: 5803-5808
Publication year: 2019
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1402

Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain

GUIDELINES FOR THE IMPLEMENTATION OF A DECOLONISED CURRICULUM: A STUDY AT THE FACULTY OF ICT AT THE IIE (CAT)

W.L. Ntshinga

The Independent Institute of Education (SOUTH AFRICA)
The Independent Institute of Education (The IIE), like any other Higher Education Institution (HEI) in the Republic of South Africa (RSA), is faced with the national call for the transformation and decolonisation of education. Consequently, a holistic approach to the decolonisation of the module design, development and review of curricula is needed. The paper presents a non-empirical research using a qualitative approach with literature reviews and observation methods in providing an evidence of curriculum decolonisation development in selected modules in the faculty of ICT at The IIE Central Academic Team (CAT). A decolonised curriculum could pave the way for the IIE academics to lead the student’s agency in designing their own studies and/or coming up with a theoretical framework of decolonisation. There is also a need to promote and implement a policy on how decolonisation would be implemented at the IIE. The benefits of the study are diverse. For example, the IIE could be the leading private “university” that leads the call for decolonised education in the 21st Century in South Africa. The disadvantages of the study is that there are far fewer studies of decolonisation curriculum research in South African private education institutions where one could extract literature reviews from. In addition, there also seems to be a focus on the political analysis and rhetoric of decolonisation and not the importance of role-players in any teaching and learning decolonisation situation. The predominant focus seems to be on public speaking and not analysis of decolonisation.
@InProceedings{NTSHINGA2019GUI,
author = {Ntshinga, W.L.},
title = {GUIDELINES FOR THE IMPLEMENTATION OF A DECOLONISED CURRICULUM: A STUDY AT THE FACULTY OF ICT AT THE IIE (CAT)},
series = {12th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2019 Proceedings},
isbn = {978-84-09-14755-7},
issn = {2340-1095},
doi = {10.21125/iceri.2019.1402},
url = {https://dx.doi.org/10.21125/iceri.2019.1402},
publisher = {IATED},
location = {Seville, Spain},
month = {11-13 November, 2019},
year = {2019},
pages = {5803-5808}}
TY - CONF
AU - W.L. Ntshinga
TI - GUIDELINES FOR THE IMPLEMENTATION OF A DECOLONISED CURRICULUM: A STUDY AT THE FACULTY OF ICT AT THE IIE (CAT)
SN - 978-84-09-14755-7/2340-1095
DO - 10.21125/iceri.2019.1402
PY - 2019
Y1 - 11-13 November, 2019
CI - Seville, Spain
JO - 12th annual International Conference of Education, Research and Innovation
JA - ICERI2019 Proceedings
SP - 5803
EP - 5808
ER -
W.L. Ntshinga (2019) GUIDELINES FOR THE IMPLEMENTATION OF A DECOLONISED CURRICULUM: A STUDY AT THE FACULTY OF ICT AT THE IIE (CAT), ICERI2019 Proceedings, pp. 5803-5808.
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