Decolonisation, Africanisation and the Philosophy Curriculum
This book, appropriately titled Decolonisation, Africanisation and the Philosophy Curriculum, signposts and captures issues about philosophy, the philosophy curriculum, and its decolonisation and Africanisation. This topic is of critical importance at present for the discipline of philosophy, not the least because philosophy and the current philosophical canons are perceived to be improvised by virtue of their historical marginalisation and exclusion of other valuable and important philosophical traditions and perspectives. The continued marginalisation and exclusion of one such philosophical tradition and perspective, i.e. African philosophy connects to issues of space contestations and raise questions of justice.
The chapters in this book engage with all of these issues, and they also attempt to make sense of what it will mean for philosophy and the philosophy curriculum to be decolonised and Africanised; how to go about achieving this task; and what the challenges and problems are that confront efforts to decolonise and Africanise the philosophy curriculum. Furthermore, the contributors initiate discussions on the value and importance of non-western philosophical traditions and perspectives, and by so doing challenge the dormant and triumphant narrative and hegemony of Western philosophy, as well as the centrality accorded to it in philosophical discourse.
The chapters in this book were originally published as articles in the South African Journal of Philosophy.
Introduction Part I: Circling the Task of Decolonisation and Africanisation 1. Afri-decolonisation, Decolonisation, Africanisation and the Task of Africanising the Philosophy Curriculum 2 A defence of Wiredu’s project of conceptual decolonisation Part II: Methods and Approaches to Africanising the Philosophy Curriculum 3. "Yielding ground to none": Normative perspectives on African philosophy and its curricula 4. Teaching African Philosophy in African institutions of higher learning: The implications for African renaissance 5. Four questions on curriculum development in contemporary South Africa Part III: Obligations and Need to Africanise the Philosophy Curriculum 6. Teacher and student with a critical pan-epistemic orientation: An ethical necessity for Africanising the educational curriculum in Africa 7. Why ought the philosophy curriculum in universities in Africa be Africanised? 8. Space Contestations and the Teaching of African Philosophy in African Universities Part IV: Feasibility of Africanising the Philosophy Curriculum 9. The question of recentring Africa: Thoughts and issues from the global South 10. On a contextual South African philosophy curriculum: Towards an option for the excluded Part V: Problems, Challenges and Prospects of Africanising the Philosophy Curriculum 11. Can the philosophy curriculum be Africanised? An examination of the prospects and challenges of some models of Africanisation 12. On Africanising the philosophy curricula: Challenges and prospects Part VI: Towards the Africanisation of the Philosophy Curriculum: Suggestions and Possibilities 13. Pursuing the agenda of Africanising philosophy in Africa: Some possibilities 14. Teaching African philosophy alongside Western philosophy: Some advice about topics and texts 15. Africanising the philosophy curriculum through teaching African culture modules: An African Renaissance act Part VII: Cautionary Notes on the Agenda of Africanising of the Philosophy Curriculum 16. Some comments on Africanising a philosophy curriculum 17. Problematising Western philosophy as one part of Africanising the curriculum 18. Pitfalls of Negritude: Solace-driven tertiary sector reform