Access scientific knowledge from anywhere. The obvious starting point is when, after the elections mandated to take place next year, President Mandela steps down and Deputy … ... values, principles, and standards of ethics and morality" (Banks 1992). The company has evolved over the years and branched out into many other areas of expertise to suit our customer’s needs, our shop is based in Heriotdale, Johannesburg . But the continent is silently moving ahead with real transformation. Faculty of Education, University of Pretoria CORRESPONDENCE TO: Johan Beckman EMAIL ADDRESS: firstname.lastname@example.org POSTAL ADDRESS: University of Pretoria, Private Bag X20, Hatfield 0028, South Africa DATES: Published: 27 Dec 2017 HOW TO CITE THIS ARTICLE: Beckmann, J.L., 2017. This article takes as its starting point the importance of the preliminary ruling as a fundamental instrument of the current multi-level European constitutionalism, since it allows for strengthening the basic principles of the rule of law at both the State level and the EU level (especially legal certainty, responsibility, due process of law and optimization of fundamental rights). So, it does not capture the fundamental change that the term "transformation" seeks. Transforming education in South Africa: paradigm shift or change? By . M Ramose DOI: 10.4314/sajhe.v17i3.25413. This status quo calls for a fundamental change of the philosophy curriculum. If idealism and realism are potentially competing and conflicting, their relationship might differ from time to time and from country to country, and even from one constitution to a subsequent one. CDD LECTURE SERIES – Umass Boston Fall 1998 No.#1 4 November. A paradigm shift in Theological education in Southern and Central Africa The church in Africa faces different challenges, which require different theological answers. Postcolonial African elite justify the resilience of this epistemology and the education it inspires with rhetoric on the need to be competitive internationally. The author confronts the dominance of western knowledge in the subject, revisits the definition of Technology, explores indigenous technologies in South Africa, and factors in the indigenous perspective in the subject of Technology Education. I propose here that the problem that education suffers in Africa surpasses the problem of exclusion of the indigenous people’s knowledge paradigms, to include, most importantly, how such knowledge paradigms could be of use in responding to their prevailing circumstances. Join ResearchGate to find the people and research you need to help your work. The consideration to integrate the indigenous perspective will facilitate the reconceptualisation of the subject and its teaching. The current perspective on quality assurance in higher education in South Africa requires a paradigm shift which will turn it into a process in support of a culture of continuous improvement, and which engages institutions in totality and in an integrated manner. I present the argument that epistemic justice ought to surpass this parameter and lead to the awakening of the agency of learners, such that they contribute meaningfully to the determination of their own destiny in life. Equipping Churches to Empower Entrepreneurs. We aren’t talking about small adjustments or adding something on to what already exists. Finally, the paper concludes with proposals that seek to improve supranational judicial dialogue through a true spirit of collaboration supported by a solid training of judges in European law, a positive jurisdictional will (inspired by the favor libertatis principle), a re-dimension of the obligation to submit the preliminary ruling in the cases referred to in Article 267 TFEU and a specific discipline of a double preliminary ruling (both before the national Constitutional Court and before the Court of Justice). The paper calls for paying more attention to popular systems of knowledge, in which reality is larger than logic. Faculty of Education, University of Pretoria CORRESPONDENCE TO: Johan Beckman EMAIL ADDRESS: email@example.com POSTAL ADDRESS: University of Pretoria, Private Bag X20, Hatfield 0028, South Africa DATES: Published: 27 Dec 2017 HOW TO CITE THIS ARTICLE: Beckmann, J.L., 2017. I argue that the theoretical call for the Africanisation of the philosophy curriculum on its own is not enough if it is not simultaneously accompanied by clear policies on how that can be put into practice. Author information: (1)University of East Anglia, Norwich, UK. Western Science is known to foster the Terrible Three: othering orientalism, hegemonic imperialism and occupying colonialism (van Stam 2017c). The cultural aspect that undergirds indigenous technology is prominent in the discussion to abase thesis of the chapter. From Power to Empowerment: A Paradigm Shift in Leadership Dambe, M.; Moorad, F. South African Journal of Higher Education, v22 n3 p575-587 2008 This article argues that there has been a clear shift in leadership approaches from those where the leader is in control and commanding i.e., power-based leadership to one where there is empowerment. The position that I seek to defend in this article is that the epistemological hegemony that is presently one of the defining characters of the relationship between Africa and the global North is a form of injustice which makes the talk of ‘global justice’ illusory. The practice of graphic design also has been radically transformed, if not redefined, by technological developments. The literature that challenges epistemicide in Africa largely addresses epistemicide’s impact on the indigenous people of Africa’s knowledge paradigm and call for its reversal. Please use the link above to donate via Paypal. firstname.lastname@example.org INTRODUCTION: When medical education became established in Africa, many curricula were adopted from the West so as to achieve comparable standards in training. Among its many observations, the Commission noted that there was a worrisome development concerning the normative dimension of the country's education, which needed to be addressed by the introduction and strengthening of an indigenous moral theory of unhu/ubuntu in the education system. All rights reserved. Paradigm shift needed in Central Africa’s quest to build skills for economic diversification Yaounde, 13 November 2020 (ECA) – A major paradigm shift in formal and hands-on training is required in Central Africa if the region is to successfully diversify its economies, ministers, dons, development experts and senior UN officials have agreed. An effective outreach model for churches to transform Africa’s entrepreneurs Alternatively, a visit to Ushaka Marine World (Durban, South Africa) with a debate around business experiences in an amusement park would be valuable. This is an admission that there might be something wrong with the way African philosophy has been received and treated in the academy even in present times. The traditional linear education system just doesn’t cut it anymore. This could be attained if those who are genuinely concerned with its present demotion to an inferior philosophy also actively participate in its development and dissemination. There have been more realist and more idealist moments in the Italian path to constitutionalism and, therefore, a country study has to be very much aware of history and narrative. DOI: 10.5901/mjss.2014.v5n4p292. Indigenous learners cannot afford not to be taught the technologies existent in their communities. Paradigm Shift in Teaching Religion Cornelia Roux Introduction Teaching religion in the new educational dispensation has to deal with new paradigms (Roux 1998). Download Citation | Transforming education in South Africa: paradigm shift or change? Drawing on Miranda Fricker’s seminal work, epistemic justice is understood as partly residing in the genuine acknowledgement and acceptance of the contribution of the indigenous people of Africa to knowledge generation, and involves the significant presence of their knowledge paradigms in the formal education curriculum presently dominated by Western knowledge paradigms. This work contributes to the philosophical debate on the normative dimension of postcolonial education in Zimbabwe. Yet, as argued in the present article, authentic African philosophy ought to grow and flourish within the existential situations and terms of the indigenous people of Africa without appeal to external categories. In this article, I seek to explore the prospects of ending epistemicide in Africa. Though the final constitution of South Africa represents a substantive improvement on the rights condition of many South Africans, it is at the same time an impediment to transformation. It requires that teachers make a `paradigm shift' from their old teaching practices to new ones. A paradigm shift toward ‘without-the-box’ thinking. Scholars such as Enrique Dussel (2000) and Mogobe Bernard Ramose, ... Building on Santos, we argue that cognitive in/justice is a reference for the failure of the singular knowledge hegemony in South African universities (see. Furthermore, the underlying principles, educational value, teaching principles underpinning indigenous pedagogy and the benefits of an Afrocentric-Indigenous Pedagogy for an inclusive classroom context is explained. We’re talking about profound changes at an institutional level. Embraced in this transformation is the significant paradigm shift in the way people think about learning and the way it is organised in education and training⋯. A Paradigm Shift- Inclusion in South Africa? Blessing Mbatha . Curriculum compilers in South Africa hail OBE as a major paradigm shift in education (Reddy, 1995:13; Indeed, these strategies, by action or omission, breach Article 267 TFEU by challenging the fluid articulation of the European legal system (of national and supranational provisions) as well as the correct distribution of the European judicial power (between national and supranational courts) and, as a result, the optimal realization of the European system of fundamental rights. South Africa is in a transition, characterised by transformation in every sphere of life, including the sphere of education and training. I argue that not much has been written in regard to the prospects of ending epistemicide in Africa. The bridging happens when political and legal ideas get ‘realized’ in positive law and justice and when political and legal facts get ‘idealized’ in good order(s) and values, customs and conventions. A number of South African community leaders are not applying best practices to managing resources efficiently in their environments. ResearchGate has not been able to resolve any references for this publication. So, a change to the curriculum that is aimed at ensuring the coexistence of the dominant and dominated knowledge paradigm must seek to interrogate the present curriculum. Paper to be presented Realists, on the other side, hold that there is an objective existence generated and conditioned by place, time and anthropological, social or economic necessity, quite independent from (or contrary to) subjective ideologies. Furthermore, in fashioning the notion of Africa's backwardness, the Africanist ignored the fact that African knowledge forms encapsulated in African history, indigenous African music, indigenous art, and so forth were once considered undesirable elements in the imperialist's narrative, and therefore needed to be expunged (Mapaya, 2012). In the current South African school system, the average black learners academically perform below white learners. University of South Africa . I attempt to go further than this and discuss some normative suggestions that can be implemented in order to put this noble idea into practice. South Africa is introducing its own version of OBE as the basis of Curriculum 2005 (Claassen, 1998; Malan, 1997:73). The result might be a philosophy which is, by definition, a proxy of Western philosophy. When dealing with constitutional law and politics, lawyers and politicians are always working with both, the ideal and the real. by Heather Enos, Ed.S., BCBA At the ripe ages of 3, 4, and 5, children around the world are beginning to enter the school system: a system that is stressed in many ways, yet a prime place for learning, caring, and growth. Maastricht journal of European and comparative law, appears to be now more reluctant to act as a ‘law-maker.’ In this context, the recent judgment in Unión de Pequeños Agricultores (UPA) – an important decision by which the ECJ refused to liberalize individuals' access to the Community Courts – is examined. The transformation of the content of the educational curriculum in South Africa is an imperative of historical justice. Despite some encouraging examples, calls to rethink education in Africa are yet to be translated into action in any significant way. Paradigm Shift? International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique. But, in the past half century, the long-held canonical position of the white scholar ‒ supposedly an 'expert' on Africa ‒ (henceforth referred to as the Africanist) has been eroded by the ascension of the African American voice. Within the camp of those who are in defence of the transformation of the educational curriculum are Makgoba (1998, 58) and Ramose (2003, 140). To read the full-text of this research, you can request a copy directly from the author. Embraced in this transformation is the significant paradigm shift in the way people think about learning and the way it is organised in education … I regard this task as necessary given that the dominance of one epistemological paradigm in the educational curriculum continues to prevail. This chapter explores what impact idealism and realism have on Italian constitutional law, both with regard to constitution-making and constitutional review. With such a, In the following paper sources of a constitution are put in question in general, and more specifically, the constitutional culture of the European Union Law is being investigated in-depth with regard to principles of deliberative democracy and rulings of the Court of Justice of the European Union. This development heralded two worldviews insofar as the study of Africa(ns) is concerned. Back to July 2018 South Africa—The Pecan Industry’s Next Paradigm Shift? According to the plan, South Africa can realise these goals by drawing on the energies of its people, growing an inclusive economy, building capabilities, enhancing the capacity of the state, and promoting leadership and partnerships throughout society. Login to access subscriber-only resources. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. university of south africa supervisor: prof ca odora hoppers october 2012 . Education has become a compulsion for Africans to ‘lighten their darkness’ both physically and metaphorically in the interest of and for the gratification of colonizing and hegemonic others. And, as elsewhere in the world, reactions vary between commendation by its proponents and denouncement by its criti cs. The work is a reaction to revelations made by the Commission of Inquiry into Education and Training of 1999 and its concomitant recommendations. His research interests range from music, education, culture encompassing the study of Africa(ns) in general. This dimension has been largely neglected, as defenders of decolonisation through transformation are often preoccupied with attaining epistemic justice, that is, recognition and acceptance of the epistemological paradigm of the indigenous people of Africa as one among knowledges that ought to inform the education curriculum in Africa. In South Africa, the achievements of Steve Biko and his 'Black Consciousness' movement in using the popular creativity of everyday life (music, song, poetry, etc.) It represents an epistemicide of African meaningmakings (Grosfoguel 2010(Grosfoguel , 2013Mawere 2014;Nyamnjoh 2012). It repre- ADDIS ANANA, Africa should make paradigm shift in its education and training system for the implementation of Agenda 2063, the continent’s 50-year development blueprint, says the African Union (AU) Commissioner for Human Resources, Science and Technology, Dr. We have been hearing more about Africa’s issues in the media than its potential. Prof. James Nathaniel Amanze (ATISCA Representative), Department of Theology and Religious Studies, University of Botswana, Gaborone, Botswana. Discussion Schooling crisis The crisis in education in South Africa is well documented. The position that I defend in this article is that the transformation and Africanisation of the philosophy curriculum in universities in Africa is necessary in order to reverse epistemicide. This is a difficult position whereby some indigenous people of Africa and others consider African philosophy to be somewhat inferior to Western philosophy. He is the author of Music of Bahananwa and currently serves as scientific editor of Cultures of Limpopo. ... A paradigm change speaks to the necessity of a change in the fundamental sense where the continued dominance of one paradigm is challenged and rejected. Non-indigenous learners, too, cannot afford to be naïve of alternative perspectives of technology. The outcome is often a devaluation of African creativity, agency and value systems, and an internalized sense of inadequacy. Scholars and practitioners (teachers) should begin to appreciate the alternative forms of knowledge, which the subject of Technology Education presents the opportunity to accommodate. in classrooms, churches, neighbourhoods and townships as effective resources in anti-apartheid struggles, in the promotion of knowledge of protest history, and in affirming the integrity and humanity of marginalized black masses and their cultures (Pityana et al., 1991;Malusi and Mphumlwana, 1996;Mngxitama et al., 2008a), seem to have suffered a major reversal under the new, negotiated post-apartheid dispensation. It is necessary because the present philosophy curriculum in universities in Africa is predominantly Eurocentric in its content. Copyright for articles published in this journal is retained by the journal. Combating crime in Gauteng, South Africa: a paradigm shift C. E. Cloete & J. S. Spies Department of Construction Economics, University of Pretoria, South Africa Abstract South Africa offers a valuable laboratory to study criminality because of its high levels of crime due to a heterogeneous environment of people, cultures, and This is a new question, new at least to the extent that Italian constitutional lawyers do not frequently use these concepts. The Afrocentric canons necessitates a more comprehensive approach that goes beyond questions of what is learnt, by whom, and how quickly it is learnt, to consider questions of howthe knowledge being disseminated is structured and applied particular to diverse and inclusive classrooms. (South African Journal of Higher Education: 2003 17 (3):137-143). Your donation is guaranteed to directly contribute to Africans sharing their research output with a global readership. In advancing the thesis of this article, I seek to critique recent arguments on the transformation and Africanisation of the philosophy curriculum. This chapter raises the need to consider the indigenous perspective in Technology Education. It is argued that, in this case, the scientific characteristics of the terms are being violated: that no macro-paradigm shift has occurred as a result of the introduction of outcomes-based education in South Africa. "Paradigm Shift: a dramatic change in the basic assumptions, ways of thinking and methodology that are commonly accepted by members of a specific community or group." WHERE TO BEGIN. The field of education, at both the basic and higher education levels, has … The position defended in this article is that African philosophy has the potential to grow into a philosophy that could eventually attain a significant place in the philosophy curriculum in Africa. by Heather Enos, Ed.S., BCBA At the ripe ages of 3, 4, and 5, children around the world are beginning to enter the school system: a system that is stressed in many ways, yet a prime place for learning, caring, and growth. For this and other reasons, the conceptions housing the study of Africa(ns) are shrouded in considerable differences of interpretations; hence the purpose of this paper, which is to examine fundamental characteristics of the 'conceptions' housing the study of Africa(ns) as they obtain in the three definitive regions, namely the United Kingdom, the United States of America and South Africa. In this paper, I explore the position that the transformation and decolonisation of the education curriculum in Africa constitute a way of attaining epistemic justice. Multireligious and multicultural situations prevail at all levels of the education system (tertiary to primary). The work examines this recommendation in the light of developments brought about by modernity and their effects on value theory in modern education. Indigenous knowledge is often perceived as historical and ancient practices of the African peoples, which is a problematic perception of a Westernized view. AJOL and the millions of African and international researchers who rely on our free services are deeply grateful for your contribution. In so doing, I am defending the position that the acceptance and respect for the diversity of the peoples of this world and their epistemologies is imperative if genuine justice at global level is to be realised. Paradigm Shift: The Challenge to Graphic Design Education and Professional Practice in Post-Apartheid South Africa The obvious starting point is when, after the elections mandated to take place next year, President Mandela steps down and Deputy … education in south africa in terms of study objectives 64 4.2.1 comments 65 4.3 recommendations regarding information governance and a changing it service delivery context in higher education in south africa in terms of study objectives 66 4.4 a paradigm shift 68 The author argues that theological education during … ... Their scholarship would continue to resonate mainly with foreign consumers, insofar as it caricatures or frivolously dismisses local systems of knowing. At the same time bounded reasoning in its aspect of impermeable boundaries renders the quest for transformation impossible. Research reflected that there is an urgent need for a critical analysis of the institutional power structures within which learning, teaching, and administration of education is taken place, specially schools whereby black youths are marginalized, excluded, and alienated, ... Learners must be the active generators of their own knowledge. They do have normative ideas of what a good constitution should entail and a minimum of morals in constitutionalism, This contribution analyzes a classic theme of the Court's case law: the relationship between judges and pouvoir constituant. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. This work argues that the moral problem facing Zimbabwe could have very little, if anything, to do with the purported lack of an indigenous value theory in the education system, but is simply a manifestation of the effects of the ideological weight of Western modernity on the African communalistic value system. This paper draws on Okot p’Bitek’s Song of Lawino and other critical voices to argue that education in Africa is victim of a resilient colonial and colonizing epistemology, which takes the form of science as ideology and hegemony. People blame teachers, parents, and the children themselves. Abstract The transformation of the content of the educational curriculum in South Africa is an imperative of historical justice. it is not only South Africa that experienced a paradigm shift during the closing decade of the twentieth century. In arguing thus, I submit that denying the indigenous people of Africa an epistemology that is comparable to epistemologies from other geopolitical centres translates to questioning their humanity which is a form of injustice. It calls for listening to ordinary men and women who, like p’Bitek’s Lawino, are challenging the prescriptive gaze and grip of emasculated elite. Global paradigm shift in medical education: issues of concern for Africa. African context, (ii) discusses the complexity of the paradigm shift, (iii) provides an account of the challenges, (v) suggests what needs to be done in order to make this change possible. South African Journal of Higher Education. premise, a critical analysis of more than dubious strategies (not always apparently guided by good procedural faith) is carried out. Theological education is of crucial importance in the mission of the Church in Southern and Central Africa. I thus proceed to argue that, as a precondition to an authentic discourse on the possibility of ‘global justice’; epistemic injustice must first be challenged and rejected. Post-Mandela South Africa. As a result, it curiously excludes the philosophy of the indigenous people of Africa. Quiet paradigm shift in Africa Martial De-Paul Ikounga. If the written constitution is a good and ‘living’ one, both are optimized; if it is by no means realized or if it just idealizes a reality of a power without common ideals, there is a lack of constitutionalism. The position that I am defending here is that the quest for epistemic liberation ought to shift from the theoretical level to consideration of how this noble idea can be put into practice. AJOL is a Non Profit Organisation that cannot function without donations. Introduction to the Problematics, Realism and idealism in the Italian constitutional culture. Harvesting from ongoing ethnographic research – recognising the African capacity to switch paradigms (Mawere and van Stam 2015), this address proposes a Decolonising of Science by aligning academic Teaching and Learning with the We paradigm where communal meaning-making provides the fertile lands of scientific exploration and progress. However, the ECJ. This is because it is not vested with credentials that make it a truly homegrown South African constitution. The average black learners academically perform below white learners epistemicide in Africa an. 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