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Summary ICH4801 Assignment 2 2023
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ASSIGNMENT COVER PAGEName and surname:
Student number:
Module name:
Module code: ICH4801
Assignment unique number: 642314
Number of pages: 12
Due date:
1
, STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL
STUDIESCOLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies emphasizes integrity and ethical behavior
concerning preparing all written work submitted for academic assessment. Although your lecturers can
provide you with information about reference techniques and guidelines to avoid plagiarism, youalso
have a responsibility to fulfill this regard. Should you feel unsure about the requirements, you must
consult your lecturers before submitting any assignment. You are guilty of plagiarism when youextract
information from a book, article, web page, or fellow student without acknowledging the source and
submitting it as your work. In truth, you are stealing someone else's property. You may not use another
student's work. You may not allow anyone to copy or use your work to submit it as their own. Students
guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a severe violation of the
University's regulations and may lead to expulsion. The under-mentioned Declaration must accompany
written assignments. Your assignment will be cancelled and returnedunmarked if you do not include a
fully completed and signed declaration form.
I (full names): Student number: Module: ICH4801
Declare that…
1. I understand what plagiarism entails and am aware of the University's policy in this regard.
2. I declare that this assignment is my original work. Where I use someone else's work, whethera
printed source, the Internet, or any other source, I give the proper acknowledgment and
include a complete reference list.
3. I did not use another current or previous student's work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work to submit it as their work.
Signature: Date: 29 May 2023
2
, SECTION A: COMPULSORY SECTION
Question 1 [40 marks]
Question 1(a) (20 marks) – compulsory
Read the given extract titled, “Colonialism, coloniality and post-colonial Africa: a conceptual
framework”, from chapter 7 of the prescribed book (Seroto, Davids & Wolhuter 2020) and then answer
the questions that follow.
Colonialism, coloniality and post-colonial Africa: a conceptual framework
Post-colonial reconstruction of African societies cannot be limited to political and economic
transformation. Due to the predominance of Western epistemologies and systems of education during
and after colonialism, the African masses often became oblivious to their forgotten history. Western
European colonial policies such as ‘assimilation’ (French) and ‘assimilados’ (Portuguese) were based
on a rejection of the local culture and an adoption of a foreign, European culture – essentially a denial
of an African identity. The African elite that worked in close collaboration with the colonial administration
often became the main protagonists of European culture. When a few African leaders met in Addis
Ababa in 1963 to establish the Organization of African Unity (OAU), the objective was to liberate the
continent from colonialism and apartheid. While apartheid was abolished in 1994, African countries
remained largely dependent on foreign aid which compromised their political and economic
independence. Without achieving its objectives, the OAU was dissolved in July 2002 and transformed
into the African Union (AU), which aimed to unite its fifty-three member-states politically, socially and
economically. The AU intended to address the old African problems afresh through the promotion of
democracy, good governance and foreign investment (Carbone, 2002). For a long time, Africa seems
to have been suffering from the aftermath of colonialism, which has posed serious challenges to its
economic development and independence. The colonial legacy left behind structural inequalities that
were difficult to eradicate. However, Smith argues that ‘there can be no social justice without cognitive
justice’ and calls for an ecology of knowledge(s) that enables alternative ways of knowing and scientific
knowledge to co-exist (Smith, 2012:214). The inspiration of an African Renaissance, which is mainly
about cultural and intellectual revitalization, should become an integral part of transforming and
reconstructing the socio-economic landscape of Africa. Therefore, the restoration of Africa’s intellectual
and cultural history needs to be at the center of political and economic reconstruction and should not
be treated in isolation.
A common observation in previously colonized societies during the post-colonial period is the
patronizing continuation of colonial myths and stereotypes that represent the culture of the colonized
as inferior (Alvares, 1991). Colonial powers regarded Asian and African people as belonging to
‘backward’ or ‘child races’, who were inherently inferior because of their skin color and perceived
immorality, laziness, as well as a disregard for the sacredness of human life (Kies, 1953). These
stereotypes became an integral part of the colonial educational systems. To maintain the political and
social dominance of the colonizers, the real history of colonies was suppressed and replaced with the
history of the colonizer, which was alienating to the local populations. The continuation of a colonial
worldview and lifestyle after achieving political independence became a defining characteristic of post-
colonial Africa, which had to be confronted.
3
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