| Abstract: | Abstract This article explores the integration of Africanism in curriculum content of Communication as a science on the level of higher education. Africanism is not treated as something to be added to curriculum content, but is regarded as an integral part of an institutional strategy of post-apartheid and post-merger transformation. This article is divided into two sections. The first focuses on strategic shifts that have to be considered when revisiting curricula content and the dilemma of linguistic pluralism. The second section deals with the operational processes that are necessary when revisiting curriculum content, by focusing specifically on the application of collaboration and assessment as mechanisms for planning and negotiating changes to curriculum content, plus the nature of key determinants of the interrelationships among academics, higher-education institutions and adult learners. The article concludes with critical questions which Communication curriculum designers and academics need to ask in their research and training endeavours to contribute to the national development goals and social reconstruction. |
