SciELO - Scientific Electronic Library Online

vol.7 número especialTeaching ancient Egyptian philosophy (ethics) and history: Fulfilling a quest for a decolonised and Afrocentric educationDecolonising (through) inclusive education? índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados



Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google


Educational Research for Social Change

versão On-line ISSN 2221-4070


DAVIDS, M.Noor. Ideology critique as decolonising pedagogy: Urban forced removals as a case study. Educ. res. soc. change [online]. 2018, vol.7, n.spe, pp.16-30. ISSN 2221-4070.

After emerging from its troubled past, postapartheid South Africa adopted a democratic constitution and cosmopolitanism as path to a peaceful future. Cosmopolitanism, once a vibrant tradition at the turn of the 19th century, disappeared from the apartheid historical canon and memory due to the colonial practice of forced removals. The apartheid fallacy that forced removals were necessary because of urban slum conditions and public health reasons obscured its ideological and economic reasons. Apartheid narratives and traumatic memories of forced removals continue in the postapartheid era and mitigate against the establishment of a nonracial, cosmopolitan society. Notwithstanding the dominance of negative memories, a productive, decolonised version of forced removals can make a positive contribution to social cohesion. This paper offers a multiple historical case study of three pre-apartheid cosmopolitan spaces that were destroyed by the Group Areas Act as framework to suggest how ideology critique can be employed as a decolonising pedagogy. A critical notion of cosmopolitanism is appropriated, using the notion of production of space to explain the role of political and social engineering in the making of place during the colonial-apartheid period. Recommendations suggest how to integrate cosmopolitanism, segregation, and forced removals with ideology critique as decolonising pedagogy in teacher education curriculum spaces.

Palavras-chave : Cosmopolitanism; forced removals; Group Areas Act; ideology critique; segregation.

        · texto em Inglês     · Inglês ( pdf )


Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons