Suchergebnisse

When the #RhodesMustFall movement called for the decolonization of the university curriculum in South Africa in 2015, academics were soon under pressure to begin to explore various ways to go about beginning such a complex process. One possible approach to this would be to explore whether Afrofuturism could practically liberate the mind towards addressing any forms of cognitive injustice that students may experience as a result of a colonized curriculum, and in what ways it might do so. A literature review has found a paucity of empirical research exploring ways in which a film that employs Afrofuturism could be used to advance the decolonization project in teaching and learning practices in South African higher education. This article aims to contribute to this discourse through a case study which attempted to uncover the attitudes and emotions of a group of students who, after viewing the film Black Panther, which employs Afrofuturism, were or were not, able to make sense of and/or re-imagine their identities and relationships with others in the context of Afrofuturism, and to what extent. The article thus reports on a case study at a university of technology (UoT) in South Africa in which the film was used to attempt to advance the idea of Afrofuturism in the university curriculum and to uncover the lived experiences, social realities and ideas of self/identity of particular students from marginalized communities.

The discourses of accountability and global economic competitiveness have impacted negatively on the quality of education in schools worldwide. Focused attention on the social and ecological places that people inhabit has been overshadowed by education's support for individualistic and nationalistic competition in the global economy. South African schools are not exempt from this. Despite these dominant realities, we argue that place-based education (PBE) is a transformative educational approach for counteracting this tendency. Moreover, we contend that PBE is critical to the field of environmental education – not only to encourage environmental conservation ethic among learners, but also to make them aware of the deeper social, ecological and political forces that are embedded in places. Such consciousness can only be achieved, however, if teachers are aware of their learners' sense of place. In this article, we discuss the case of Greenfields Primary, a school situated in an eco-village outside Stellenbosch, South Africa. Twelve learners' sense of place was investigated. An attempt was also made to determine what two Social Sciencesteachers' understanding of the concept 'place' was, the extent to which they practised 'a pedagogy of place', and the influence that the eco-village had on their teaching approach.