Decolonising Universities in South Africa: Rigged Spaces?

This article provides a broad overview of the necessity for and challenges of decolonising universities in South Africa. It situates the student protests for the decolonisation of knowledge within the debates on the African Higher Education landscape, the ideology of Pan-Africanism, and calls for an African Renaissance. The article highlights the context in which the Fallist Movement emerged in South Africa and the demands it articulated. This article questions whether or not the decolonisation of knowledge, and the broader university system, can truly materialise, given the inherent nature and functioning of these institutions and the current practices of decolonising universities. The article argues that to date the decolonisation of universities has largely been ad-hoc, performative, and technical, rather than the sustainable and substantive transformative processes that should be at the heart of any decolonisation project. Furthermore, the article asserts that the universities that we are trying to decolonise are rigged spaces as they have been fashioned in the image of western universities and align with their norms, values, and epistemologies. To break this foundational epistemological and cultural bedrock requires a complete overhaul of the structure, ideology, and functioning of the universities. Without major shifts in the power relations, orientation and forms of knowledge production at these universities, there can be no decolonisation.     

Conflicting leadership paradigms in Africa: A need for an African Renaissance perspective1

ABSTRACT

This article looks at key elements of leadership paradigms in Africa. A timeline is drawn and Africa's contemporary leadership in the past 50 years is situated within three periods, each of which is anchored by an event(s) that shifted the continent's political and/or intellectual and theoretical landscape. Juxtaposed against these periods is traditional leadership and its cross-cutting role in governance in Africa. Current manifestations of crisis in the leadership paradigm are looked at, which draws the author to critique what he terms the matrix that produces the contemporary generation of leaders, and advocates for the incorporation of Africa's historical and cultural legacy as a cornerstone in new leadership paradigms, and places it within the context of an African Renaissance.     

Mbeki's African Renaissance Vision as Reflected in isiXhosa Written Poetry: 2005–2011

IsiXhosa literary critics have not yet interrogated literature that was produced during and after the tenure of Thabo Mvuyelwa Mbeki as deputy president and president of the Republic of South Africa in order to study the impact of his African Renaissance doctrine. This article analyses poetry that was produced from 2005 to 2011. The content of the isiXhosa written poetry is profoundly influenced by the context of former President Mbeki's African Renaissance philosophy, its implementation structures and philosophy of self-confidence and self-reliance. The selected poems analysed and interpreted in this article suggest that Mbeki's legacy of the African Renaissance empowered poets to develop a narrative that advances the building of a regenerated South African nation and the African continent. Selected poetry of the period is contextualised, and the findings reveal that the poets have a dialectical relationship with historical developments of the time, and that they demonstrate acquiescence to the African Renaissance ideology, and support the operational structures created; namely African Union, Pan-African Parliament and the Vuk’uzenzele programme.     

Antithesis – the reconstruction of the African Union for a viable and sustainable solution for the unity of Africans

ABSTRACT

Franz Fanon, the Algerian revolutionary of African descent, once declared: ‘Each generation must, out of relative obscurity, discover its mission, fulfil it or betray it.’ The challenge confronting African researchers on matters related to the Afro-Arab borderlands – regions spanning Tchad, Niger, Mali, Mauritania and the Sudan where the African and Arab worlds meet – centre on resolving, reversing and undoing historical denials and inaccuracies. This article critically reviews the falsification of history in this part of Africa, in the Sudan in particular, and the role of the Arab League, the Organisation of the Islamic Conference, the Organisation of African Unity and its successor the African Union, in addressing the plight of its inhabitants. The article concludes with the recommendation of the creation of a new, culturally based Pan-African organisation able to fill a void and offer redress.     

Good governance and democratic leadership for an African Renaissance: A reflection on AU member states’ compliance with the AUCPCC

Abstract

After decades of corrupt post-colonial governance, African leaders collectively acknowledged that good governance was a prerequisite for African renewal and required an unprecedented fight against corruption prevailing on the continent. The Constitutive Act of the African Union (CA-AU) features good governance among its objectives and principles. Good governance was stressed further in subsequent AU instruments adopted within the framework of the New Partnership for Africa's Development (NEPAD) and its African Peer-Review Mechanism (APRM). AU leaders’ commitment to fighting corruption culminated in the adoption of the African Union Convention on Preventing and Combating Corruption (AUCPCC).

As Africans prepare to commemorate the first decade since the adoption of the AUCPCC, this article reflects on AU member states’ compliance with this instrument, the challenges, and the prospects for a successful fight against corruption. It argues that despite some progress made, this scourge remains unabated and has even aggravated. Most African states have failed to comply fully with the AUCPCC. However, the fight against corruption should be strengthened with the participation of all the stakeholders at national, regional and international levels. Partnerships have to be built and consolidated without neglecting the crucial contribution of the people under a democratic leadership committed to good governance in order to achieve an African Renaissance in the 21^st century.     

Cosmopolitanism and the African Renaissance: Pixley I. Seme and Alain L. Locke

Abstract

The heretofore unknown relationship between Pixley kaIsaka Seme, one of the founders of the African National Congress, and Alain L. Locke, the primary architect of the Harlem Renaissance, is revealed and explored. I suggest that Seme's Pan-African sensibilities created the conditions for Locke to explore what it means to pursue an African Renaissance; and Locke's focus on literary expression was an exemplar for Seme's later forays in journalism and cosmopolitan unions across ethnic lines. Seme and Locke, however, created significantly different concepts of African regeneration, Renaissance, race and cosmopolitanism. Their concepts are described and evaluated. Seme's approach to Renaissance is criticised for its reliance on an ideal of valuation that renders values stable and unchanging. Locke's value theory contends that valuation is necessarily engaged in transvaluation, thus, human cognition is necessarily always engaged in creating new value categories. Locke's approach is criticised because it allows for what I define as ‘sophisticated cruelty’ – the unintentional social destruction of ethnic group values. I argue that Locke's approach of moderate cosmopolitan has the least theoretical disadvantages of major concepts of cosmopolitanism and Pan Africanism.     

Africa's indigenous languages as the cornerstone of the African Renaissance

Abstract

This article explores and emphasises the crucial link between the African Renaissance and Africa's indigenous languages. It sheds light on the impact of colonial languages on Africa's colonial state. Indigenous African languages, Ndhlovu (2008, 42) says ‘are essential for the decolonisation of African minds and for the African Renaissance’. However, the finding was that the promotion of colonial languages at the expense of indigenous African languages is characteristic of the colonial state of Africa. The argument is, therefore, in favour of the consideration of indigenous African languages in the promotion of African Renaissance.     

African Renaissance: The need for gender-inclusive developmental states

ABSTRACT

This article was developed from a paper presented at a seminar at the Africa Institute of South Africa in Pretoria in 2006 while the author was an Archie Mafeje Fellow. It argues the urgent need for the construction and consolidation of gender-inclusive democratic developmental states as central to grounding the concept of an African Renaissance, for an effective transformation of the human condition, and for ensuring that this renaissance does not become romanticised and meaningless. While the notion of developmental states has gained currency in recent years, very little, if at all, has been said about gender in relation to these debates – despite the United Nations warning that ‘without engendering development, development itself is endangered.’ In other words, formulating and implementing development policies with gender lenses are crucial for development.     

African Indigenous Knowledge Systems and Human Rights: Implications for Higher Education,Based on the South African Experience

ABSTRACT

Africa has rich traditions and knowledge systems founded on the principles of caring for one another and the spirit of mutual support embedded in the African philosophy of Ubuntu. These collective values tend to be marginalised in international human rights standards built on western values. The standards were developed without broad-based consultation of the different value systems in Africa. Therefore, in order to inspire sustainable implementation among diverse cultures, dialogue to develop universal human rights and obligations based on the diversity of cultures and ways of knowing is needed. Using South Africa's experience at two universities, the extent to which these institutions have attempted to incorporate African indigenous knowledge systems (AIKS) and human rights into the higher education curriculum is investigated. The implications for higher education and the human rights and development paradigms built on western knowledge systems are investigated. North-West University has been the pioneer of integrating AIKS into higher education in South Africa and is the only higher education institution in South Africa with an accredited IKS Teaching Programme at both undergraduate and postgraduate levels – which has been notably successful, albeit with some challenges. AIKS has also been integrated into research and teaching at the University of KwaZulu-Natal and has registered significant successes since 2012. The need to embed AIKS in the curriculum of higher education institutions is affirmed.     

Towards a new paradigm for pan‐African knowledge production and application in the context of the African renaissance

Abstract

The article argues that the primary purpose of education, both formal and non‐formal, is the development of interrelated and interdependent sets of human capacity to think, to know and to act by honing social consciousness or awareness, values and skills. Investing in education is therefore viewed as investment in the development of social capital that combines with material resources and other non‐material phenomena to produce goods and services, as well as a favourable spiritual environment for human sustenance and development.

Education in Africa needs a fundamental paradigm change which entails, among other things, focusing on confronting, with a view to correcting and departing from, hegemonic knowledge and knowledge systems that are predicated on racist paradigms that have deliberately and otherwise distorted, and continue to distort, the reality of who Africans really are. The article visits some of the terrains most in need of this change: contestations about the roles Africans and Africa have played in human civilisation during the four main historical periods to date: Africa's leadership as the cradle of humankind or the Naissance of Humanity; Africa's leadership in all fields of knowledge and human achievements at the beginning of modern civilisation up to about the fourteenth century AD; the fifteenth century AD to the present which marks the only period in human development when Africa and Africans have been dominated and marginalised by mainly European civilisation and its global projections; and, the emerging era of the renaissance of Africa and other marginalised peoples.

A model curriculum that requires supplementation by the specific characteristics of each country that adopts it is suggested as a step towards this paradigm change. This modest effort at constructing a model curriculum is informed by the understanding that all Africans and peoples of African descent need to possess some basic, shared common knowledge about Africa, the Diaspora and the world ‐ and to acquire critical approaches to contextualised learning.     

Epistemic pluralism for knowledge transformation

ABSTRACT

When Aristotle wrote that a human being is a rational animal, race, creed and colour were excluded from his declaration. Such a view is informed by the axiom that all human persons are capable of and are endowed with scientific rationality. However, colonialism sought to entrench Western epistemologies (ways of knowing) at the expense of the conquered communities’ world experiences. To deny the reasoning capacity of the Other is tantamount to questioning their humanity. It leads to a fallacious belief that there are modes of knowing, knowledge generation and knowledge application that are inferior, simply because of the pigmentation of the individuals articulating them. Scholarship is violated and impoverished by such an imperial approach. This article argues for the promotion of a holistic and normative epistemology oriented towards the development and happiness of the individual and society, while affirming the humanity of the African person.     

An overview of the EU–SA Strategic Partnership 10 years on: Diverging world views,persisting interests

ABSTRACT

The European Union–South Africa (EU–SA) Strategic Partnership has entered its 10th year. It is a product of its time and particular regional and international circumstances. These having changed somewhat over the course of the last decade, it is not surprising that the dynamics of the relationship, expressed through the strategic partnership's parameters, have undergone commensurate changes. Based on the recognition that the partnership is between a multilateral institution and a state, the difference in their respective strategic positions is inevitable. The challenge, therefore, is for the EU–SA Strategic Partnership to maintain a flexibility that allows for continued contestation, development and relevance. This paper reviews the historical context of the partnership and the challenging dynamics that have evolved over the lifespan of the partnership, providing the basis for the thematic discussion which follows in this issue. The analysis in this article demonstrates that, in spite of acknowledged challenges, the functionality of the strategic partnership based on persisting interests remains intact.     

Denigrating the local,glorifying the foreign: Malawian language policies in the era of African Renaissance

ABSTRACT

Malawi's Vision 2020 document, a national document that serves as a vehicle to project a future for a more developed, secure and democratically mature nation, laments the tendency of Malawians to denigrade local products and glorify all things foreign. Yet, paradoxically, the document does not address the important issue of promoting Malawi's indigenous languages. This silence can be interpreted as reflective of the population's inclination to ascribe greater value to foreign culture. In Malawi, as in many other African countries, indigenous languages are not considered worthy as media of education, subjects of advanced study or critical vehicles for national development. They are still victim to a discrimination rooted in Africa's 500 plus years of European enslavement and colonisation. Against the backdrop of the pursuit of an African Renaissance, this article looks at Malawi's language policies since independence in 1964, and at how, ten years short of an idyllic national vision, Malawi measures up on the important issue of language.     

Encounters with panaceas: reading flyers and posters on ‘traditional’ healing – a reply to Kadenge and Ndlovu (2012)

Kadenge and Ndlovu [2012. “Encounters with Panaceas: Reading Flyers and Posters on ‘Traditional’ Healing in and Around Johannesburg's Central Business District.” Journal of Contemporary African Studies 30 (3): 461–482] evaluated flyers and posters that advertise traditional and alternative healing methods which they regard as viable alternatives to biomedicine that may well transmit potent knowledge and facilitate new ways of thinking. They furthermore view these flyers and posters as a demonstration of the advertisers’ ‘adaptability’ and ‘sensitivity’ towards their customers (480–481). This article is a rebuttal of the aforementioned position towards, and judgement of these advertisers. Reading these flyers and posters from a misleading advertising and Kantian perspective reveals not a demonstration of adaptability, but rather dishonesty and exploitation; rather than transmitting ancient knowledge, they reinforce superstition and fear. These advertisements, often misleadingly clad as African, do not facilitate new ways of thinking, but merely facilitate deception.