SciELO - Scientific Electronic Library Online

 issue77 author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X


SEYAMA, Sadi. Critical perform ativity for a decolonising curriculum: Possibilities in creating emancipatory classroom spaces for exploring alternative knowledge frames. Journal of Education [online]. 2019, n.77, pp.156-172. ISSN 2520-9868.

In this conceptual paper, I argue that the decolonising curriculum project at a faculty of health sciences is not achieving the intended purpose of decolonisation, which is to engage alternative African knowledge frames within the programmes' curricula. In the race to respond to students' demand for the decolonisation of the university curriculum, in 2017 the faculty took a decision to focus on socio-economic determinants of health as an aspect of curriculum content that would serve the decolonising project. I contend that this approach does not constitute a decolonising project since there is no engagement with what ought to be an alternative African paradigm, in this case African healing as an alternative knowledge frame. Drawing on critical race theory (CRT) and the notion of critical performativity, I propose reclaiming the rightful place of African identities and knowledges by engaging critical performativity as a pragmatic and progressive pedagogical approach to explore African healing as an African indigenous knowledge system (IKS) in politically conscious and authentic ways.

Keywords : decolonisation; African indigenous knowledge; critical performativity; emancipatory; co-curriculum construction.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License