Decolonisation: Taxonomy, Epistemology and Technology Indirections
By Zulumathabo Zulu © 2017
The current official curriculum of South Africa has no relevance to the African experience in the various knowledge domains like mathematics, science, philosophy and methods of knowledge.
Thislack of curriculum relevance to the African phenomenon suggests some epistemic, paradigmatic and methodological gaps with respect to the existing body of knowledge. Moreover, the phenomenon of the #FeesMustFall student movement that began in South Africa in 2015, foregrounds the fact that the official curriculum is neither reflective nor responsive to the dialectical urgency of the African students whose cultural background is premised on the ethno-pluralistic schemata of African origin of knowledge.
This scholarly paper, using ethnographic and literature review research, investigates the non-Eurocentric methods used by the Africans to produce new forms of knowledge. It is shown, herein, that the erudite ancestors of the present-day Africans possessed a vast array of knowledge and discursive schemata which made them pioneers, in their own right, in the scientific areas such as chemistry, cosmology, engineering, therapeutics and philosophy.
In addition to the above, the Africans boasted literary and oral cultures that allowed them to produce superior works of knowledge and art contrary to the Europeans, such as George Hegel and others, who dismissed the African natives as being devoid of any knowledge producing capacities.