Multilingual pedagogies in South African higher education institutions

Abstract

Multilingualism also contributes to a more inclusive learning environment, reflecting the truth about the first and second language diversity of many?South Africa higher education (HE) students. This paper contributes to a multilingual perspective on the decolonization of knowledge in the teaching and learning practices at?South African higher education institutions. The study?aims to make sense of diverse conceptualisation of curriculum by the universities to examine students’ experiences on epistemic access in decolonisation discourses. A multilinguistic approach to curriculum work incorporates epistemological perspectives?while challenging the dominance of Eurocentric knowledge systems. Curriculum development?that resonates with local histories and global realities, is required in strengthening the relevancy of education in South African schools. In addition, the multilinguistic ideal is not only pedagogically beneficial, but also an important decolonising tool, making higher education in?South Africa reflective of its multilingual society and all students. A systematic qualitative literature review will be implemented in this study and the review process in this application will be?underpinned by literature and statistical evidence supplied by South African universities. This paper seeks to highlight that higher education can be supported to the fullest through reframing the social justice and?resilience theories. From a multilingual standpoint, the findings of this study will contribute to understandings of students’ perceptions of epistemic access and contribute towards the?epistemic decoloniality discourse in South African universities.

Keywords: {'name': 'Multilingual Pedagogies'}, {'name': 'Epistemic Decolonisation'}, {'name': 'Curriculum Design'}, {'name': 'South African Higher Education'}

Authors & affiliations

Winiswa Mavutha
Affiliation not supplied

Nokwanda Biyase
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.36615/sotls.v6i1.204

DOI: 10.1093/jopedu/qhad081

DOI: 10.1177/14740222221104343

Crawford, G. and Mai-Bornu, Z., 2023. Decolonising knowledge production on Africa: why its still necessary and what can be done.

DOI: 10.1093/jopedu/qhae029

DOI: 10.20853/35-1-4426

DOI: 10.4324/9781003106968-2

DOI: 10.1002/curj.219

DOI: 10.1007/s41297-023-00200-3

DOI: 10.1080/10749039.2021.1941116

DOI: 10.1080/13562517.2021.1971384

Joyce, Y. (2023). Decolonisation of Education: Rethinking Higher Education Curricula and Pedagogy in Ghana Oslomet-storbyuniversitetet].

DOI: 10.18820/24150479/aa52i1/SP4

DOI: 10.4324/9781351061629-14

DOI: 10.18772/22019083351.9

DOI: 10.1177/14413582241264619

DOI: 10.20853/35-1-4415

DOI: 10.21832/9781800412316

DOI: 10.15700/saje.v38n4a1636

DOI: 10.20853/34-2-3530

DOI: 10.1017/9781108671088.003

DOI: 10.1080/03906701.2020.1776919

DOI: 10.1080/14767724.2024.2335661

DOI: 10.1080/05568641.2020.1779604

DOI: 10.1111/sjp.12341

DOI: 10.1007/978-3-030-05423-6_2

DOI: 10.1080/05568641.2020.1779602

DOI: 10.1080/13562517.2019.1592149

Waruru, M. (2023) ‘Diversify and decolonise Africa’s higher education systems,’ University World News. Available at: https://www.universityworldnews.com/post.php?story=20231011142657243 (Accessed: October 1, 2024).

DOI: 10.29086/2519-5476/2019/v26n2a13