Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL

Due to an oft held presupposition by academic administrators that the humanities lack utility, it is common for humanities scholars to be fearful of the demise of our disciplines in institutions of higher learning. In a number of western institutions, humanities departments have been closed based u...

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Autores principales:	Callum Scott, Yolandi Coetser
Formato:	article
Lenguaje:	EN
Publicado:	Research and Postgraduate Support Directorate 2021
Materias:	Humanities philosophy decoloniality education Social Sciences H
Acceso en línea:	https://doaj.org/article/ae8fad9adf684a1d94dd6744a42c1c2a
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spelling	oai:doaj.org-article:ae8fad9adf684a1d94dd6744a42c1c2a2021-11-21T18:49:55ZDecolonisation and Rehumanising through Reclaiming the Humanities in ODEL2663-45972663-4589https://doaj.org/article/ae8fad9adf684a1d94dd6744a42c1c2a2021-11-01T00:00:00Zhttps://journals.dut.ac.za/index.php/ajims/article/view/928https://doaj.org/toc/2663-4597https://doaj.org/toc/2663-4589 Due to an oft held presupposition by academic administrators that the humanities lack utility, it is common for humanities scholars to be fearful of the demise of our disciplines in institutions of higher learning. In a number of western institutions, humanities departments have been closed based upon this logic. Locating the discussion within the South African academy and based particularly upon the pedagogical experience of the University of South Africa, the authors note an emerging juxtaposition to the western utilitarian approach toward humanities. The decolonial turn is gaining traction in neo colonies and offers an approach away from western positivist-inspired reductivism. Therefore, from within the decolonial milieu, a recovery of the importance of researching and teaching themes of the human can arise when the conception of the person is integrally restored. We argue that when dominant knowledge systems are dislodged, space is created for epistemic plurality by which epistemic re-centring occurs. Doing philosophy in the decolonial environment affords the privilege of reclaiming humanity in the face of its neo colonial mutilation. This is even more so, when philosophy is taught through the dispersed mode of open, distance, and e-learning (ODeL), an andragogy that encourages recentring and decolonisation in both the theory and praxis of teaching and learning. Callum ScottYolandi CoetserResearch and Postgraduate Support DirectoratearticleHumanitiesphilosophydecolonialityeducationSocial SciencesHENAfrican Journal of Inter-Multidisciplinary Studies, Vol 3, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Humanities philosophy decoloniality education Social Sciences H
spellingShingle	Humanities philosophy decoloniality education Social Sciences H Callum Scott Yolandi Coetser Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
description	Due to an oft held presupposition by academic administrators that the humanities lack utility, it is common for humanities scholars to be fearful of the demise of our disciplines in institutions of higher learning. In a number of western institutions, humanities departments have been closed based upon this logic. Locating the discussion within the South African academy and based particularly upon the pedagogical experience of the University of South Africa, the authors note an emerging juxtaposition to the western utilitarian approach toward humanities. The decolonial turn is gaining traction in neo colonies and offers an approach away from western positivist-inspired reductivism. Therefore, from within the decolonial milieu, a recovery of the importance of researching and teaching themes of the human can arise when the conception of the person is integrally restored. We argue that when dominant knowledge systems are dislodged, space is created for epistemic plurality by which epistemic re-centring occurs. Doing philosophy in the decolonial environment affords the privilege of reclaiming humanity in the face of its neo colonial mutilation. This is even more so, when philosophy is taught through the dispersed mode of open, distance, and e-learning (ODeL), an andragogy that encourages recentring and decolonisation in both the theory and praxis of teaching and learning.
format	article
author	Callum Scott Yolandi Coetser
author_facet	Callum Scott Yolandi Coetser
author_sort	Callum Scott
title	Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
title_short	Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
title_full	Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
title_fullStr	Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
title_full_unstemmed	Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL
title_sort	decolonisation and rehumanising through reclaiming the humanities in odel
publisher	Research and Postgraduate Support Directorate
publishDate	2021
url	https://doaj.org/article/ae8fad9adf684a1d94dd6744a42c1c2a
work_keys_str_mv	AT callumscott decolonisationandrehumanisingthroughreclaimingthehumanitiesinodel AT yolandicoetser decolonisationandrehumanisingthroughreclaimingthehumanitiesinodel
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Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL

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