Epistemic Justice and the Postcolonial University , livre ebook

WITS University Press - Rike Sitas , Ari Sitas , Kealeboga Ramaru , Jameelah Omar , Lungisile Ntsebeza , Athambile Masola , Nomusa Makhubu , Shose Kessi , Kerusha Govender , Hal Cooper , Koni Benson , Sepideh Azari , Shari Daya , Ruchi Chaturvedi , Amrita Pande

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145 pages

English

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An interdisciplinary study on curriculum transformation, epistemic violence and what justice can look like in South Africa’s spaces of teaching, learning and research.

At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection by authors based at the University of Cape Town, South Africa, serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.

Introduction Epistemic Justice and the University of Cape Town: Thinking Across Disciplines – Ruchi Chaturvedi, Shari Daya and Amrita Pande

Part I: Aesthetics, Politics and Languages

Chapter 1 Ukuhamba Ukubona/Travelling to Know: Mobility as Counter-Curriculum Across Africa – Nomusa Makhubu

Chapter 2 Publics, Politics, Place and Pedagogy in Urban Studies – Rike Sitas

Chapter 3 Imagining Southern Cities: Reflections on an Interdisciplinary Pedagogical Space – Shari Daya and Rike Sitas

Chapter 4 Invoking Names: Finding Black Women’s Lost Narratives in the Classroom – Athambile Masola

Part II: Justice, Curriculum and the Classroom

Chapter 5 Decolonising Psychology in Africa: The Curriculum as Weapon – Shose Kessi and Hal Cooper

Chapter 6 The Shards Haven’t Settled: Contesting Hierarchies of (Teaching) History – Koni Benson and Kerusha Govender

Chapter 7 Heavy-handed Policing: Teaching Law and Practice to LLB Students in South Africa – Jameelah Omar

Part III: Contested Histories and Ethical Spaces

Chapter 8 African Studies at UCT: An Interview with Lungisile Ntsebeza – Sepideh Azari

Chapter 9 The African Gender Institute: A Journey of Place-making – Kealeboga Mase Ramaru

Chapter 10 The Ethic of Reconciliation and a New Curriculum – Ari Sitas

Afterword – Amrita Pande, Ruchi Chaturvedi, Shari Daya

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Publié par	WITS University Press
Date de parution	01 août 2023
Nombre de lectures	0
EAN13	9781776147878
Langue	English
Poids de l'ouvrage	1 Mo

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This collection of innovative, powerful case studies tells us that epistemic justice is fundamentally about the work of creative academics in designing new and exciting learning adventures for their students. They remind us that addressing decolonisation is not about flicking a switch; it is the interweaving of creativity and commitment to transformation.
– Ahmed Bawa, Professor of Higher Education, Johannesburg Business School; former Chief Executive Officer of Universities South Africa
Ten stimulating essays offer valuable contextualisation for decolonisation, Africanisation, and epistemic justice struggles in contemporary South Africa … this book enables questions of transformation, reconciliation and justice to be approached anew.
– Su-ming Khoo, Professor, School of Political Science and Sociology, University of Galway, Ireland
This provocative book engages meaningfully with epistemic (in)justice by invoking a critical-social imaginary for curriculum change … the editors have curated an outstanding collection that turns to our entangled past to reimagine our present and future.
– Kasturi Behari-Leak, Dean, Centre for Higher Education Development, and co-chair, Curriculum Change Working Group, University of Cape Town
If, like me, you’re interested in how universities actually work … you will be drawn to the discussion about the University of Cape Town’s (UCT) innards around the question of decolonisation. I thoroughly enjoyed the multiple insightful analyses of how teaching and learning happens in some of UCT’s classrooms.
– Crain Soudien, Professor, School of Education, University of Cape Town
This is brave, honest and deeply reflexive collection, which illuminates both personal and political struggles in engaging with curriculum change. It makes a significant contribution to decolonial scholarship in an African context.
– Harsha Kathard, Professor and acting Deputy Vice-Chancellor, Teaching and Learning, University of Cape Town, and Research Director, Inclusive Practices Africa
EPISTEMIC JUSTICE AND THE POSTCOLONIAL UNIVERSITY
EDITED BY AMRITA PANDE , RUCHI CHATURVEDI AND SHARI DAYA
Published in South Africa by:
Wits University Press
1 Jan Smuts Avenue
Johannesburg 2001
www.witspress.co.za
Compilation © Amrita Pande, Ruchi Chaturvedi and Shari Daya 2023
Chapters © Individual contributors 2023
Published edition © Wits University Press 2023
Cover image © Mawande Ka Zenzile. Courtesy of Stevenson, Amsterdam/Cape Town/Johannesburg
Images © Copyright holders
First published 2023
http://dx.doi.org.10.18772/22023087847
978-1-77614-784-7 (Paperback)
978-1-77614-785-4 (Hardback)
978-1-77614-786-1 (Web PDF)
978-1-77614-787-8 (EPUB)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher, except in accordance with the provisions of the Copyright Act, Act 98 of 1978.
All images remain the property of the copyright holders. The publishers gratefully acknowledge the publishers, institutions and individuals referenced in captions for the use of images. Every effort has been made to locate the original copyright holders of the images reproduced here; please contact Wits University Press in case of any omissions or errors.
This publication is peer reviewed following international best practice standards for academic and scholarly books.
Project manager: Catherine Damerell
Copy editor: Catherine Damerell
Proofreaders: Koliswa Moropa, Lee Smith
Indexer: Margaret Ramsay
Cover design: Hothouse
Typeset in 10 point Garamond Pro
CONTENTS
LIST OF FIGURES AND TABLES
ACKNOWLEDGEMENTS
ABBREVIATIONS AND ACRONYMS
INTRODUCTION
EPISTEMIC JUSTICE AND THE UNIVERSITY OF CAPE TOWN: THINKING ACROSS DISCIPLINES
Ruchi Chaturvedi, Shari Daya and Amrita Pande
PART I: AESTHETICS, POLITICS AND LANGUAGES
1 UKUHAMBA UKUBONA /TRAVELLING TO KNOW: MOBILITY AS COUNTER-CURRICULUM ACROSS AFRICA
Nomusa Makhubu
2 PUBLICS, POLITICS, PLACE AND PEDAGOGY IN URBAN STUDIES
Rike Sitas
3 IMAGINING SOUTHERN CITIES: EXPERIMENTS IN AN INTERDISCIPLINARY PEDAGOGICAL SPACE
Shari Daya and Rike Sitas
4 INVOKING NAMES: FINDING BLACK WOMEN’S LOST NARRATIVES IN THE CLASSROOM
Athambile Masola
PART II: JUSTICE, CURRICULUM AND THE CLASSROOM
5 DECOLONISING PSYCHOLOGY IN AFRICA: THE CURRICULUM AS WEAPON
Shose Kessi and Hal Cooper
6 THE SHARDS HAVEN’T SETTLED: CONTESTING HIERARCHIES OF (TEACHING) HISTORY
Koni Benson and Kerusha Govender
7 HEAVY-HANDED POLICING: TEACHING LAW AND PRACTICE TO LLB STUDENTS IN SOUTH AFRICA
Jameelah Omar
PART III: CONTESTED HISTORIES AND ETHICAL SPACES
8 AFRICAN STUDIES AT UCT: AN INTERVIEW WITH LUNGISILE NTSEBEZA
Sepideh Azari
9 THE AFRICAN GENDER INSTITUTE: A JOURNEY OF PLACEMAKING
Kealeboga Mase Ramaru
10 THE ETHIC OF RECONCILIATION AND A NEW CURRICULUM
Ari Sitas
AFTERWORD
Amrita Pande, Ruchi Chaturvedi and Shari Daya
CONTRIBUTORS
INDEX
FIGURES AND TABLES
CHAPTER 4: INVOKING NAMES: FINDING BLACK WOMEN’S LOST NARRATIVES IN THE CLASSROOM
Figure 4.1 ‘Nkosikazi Nonesi and Nkosi Siyolo, c. 1859’. Photographer unknown, possibly Frederick York, an Englishman in Cape Town, who advertised portraits of incarcerated chiefs. Grey Collection. Courtesy of the National Library of South Africa.
Figure 4.2 ‘Nkosikazi Katye and Nkosi Maqoma c. 1859’. Photographer unknown, possibly Frederick York. Grey Collection. Courtesy of the National Library of South Africa.
CHAPTER 5: DECOLONISING PSYCHOLOGY IN AFRICA: THE CURRICULUM AS WEAPON
Table 5.1 Suggested reading list for book review assignment
Table 5.2 Political psychology seminar overview
ACKNOWLEDGEMENTS
This book grew out of a University of Cape Town (UCT) teaching grant awarded to the volume editors as members of the Black Academic Caucus Curriculum Committee (BACCC) in 2016. Seeking to bring vital conversations around decolonisation and epistemic justice into the university space, we used this funding to run a two-part workshop and host a dialogue with Gayatri Chakravorty Spivak, together with partners at the UCT Institute for Creative Arts. Spivak subsequently delivered a UCT public lecture, entitled ‘Still Hoping for a Revolution’, as part of our programme of events. Our thanks go to Jay Pather and Catherine Boulle at the Institute for Creative Arts (ICA), and Mignonne Breier and Judith Rix at the University Research Office, for co-hosting these critical conversations.
In 2018, participants from the earlier workshops came together again in an open forum on interdisciplinary and transdisciplinary methodologies. In 2019, presenters met in a more focused session to workshop their papers for this publication. Alongside the contributors and editors of this volume, the 2016, 2018 and 2019 workshop presenters included Kristen Abrahams, Denisha Anand, Ihsaan Bassier, Victoria Collis-Buthelezi, Sumangala Damodaran, Brian Kamanzi, Harsha Kathard, Trevor McArthur, Camalita Naicker, Siyabonga Njica, Ayanda Nombila, Teni Ntoi, Zarina Patel, Mershen Pillay, António Tómas and Leslie Witz. Their incisive insights inspired us to take this collection forward. We hope that their rich contributions to these sessions will be shared in other publication spaces.
The 2018 and 2019 events took place under the aegis of the MPhil in Theories of Justice and Inequality programme housed in the Department of Sociology at UCT. We would especially like to thank Sepideh Azari, Kirsty Button, Rutendo Hadebe and Rhoda Isaacs for invaluable administrative support. Our treasured colleagues Trevor McArthur and Bianca Tame played a crucial role in organising these workshops. Emma Daitz has been a rigorous and thoughtful editorial assistant throughout this project and helped to bring it to fruition. Project findings were presented at UCT’s 2019 Teaching and Learning Conference on ‘Reimagining Higher Education’.
Additional financial support for this book project was provided by National Research Foundation (NRF) of South Africa grants (Grant numbers 118573 and 103712); the UCT Research Support Services; a University Capacity Development Grant (UCT sub-project code 1003); and the University Cape Town HUB of the Andrew W. Mellon-funded Other Universals, a supra-national consortium, convened by the Centre for Humanities Research, University of the Western Cape.
ABBREVIATIONS AND ACRONYMS ACC African Centre for Cities (UCT) ACDI African Climate and Development Initiative (UCT) AGI African Gender Institute (UCT) AMCU Association of Mineworkers and Construction Union ANC African National Congress AU African Union AZAPO Azanian People’s Organisation BAC Black Academic Caucus (UCT) BACCC Black Academic Caucus Curriculum Committee (UCT) BRICS Brazil, Russia, India, China, South Africa CARICOM Caribbean Community (Antigua and Barbuda, Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Haiti, Jamaica, Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Suriname, and Trinidad and Tobago) CAS Centre for African Studies (UCT) CCA Centre for Contemporary Art (Lagos) CCWG Curriculum Change Working Group (UCT) CODESRIA Council for the Development of Social Science Research in Africa FAWE Forum for African Women Educationalists FMF Fees Must Fall IFP Inkatha Freedom Party NGO non-governmental organisation NUM National Union of Mineworkers RDP Reconstruction and Development Programme RMF Rhodes Must Fall SACP South African Communist Party SADC Southern African Development Community SANCO South African National Civic Organisation SAPS South African Police Service SASO South African Students, Organisation SJC Social Justice Coalition SOGIESC sexual orientation, gender identity, gender expression and sex characteristics TNC transnational corporation TRC Truth and Reconciliation Commission UDF United Democratic Front UNESCO United