NELSON MANDELA UNIVERSITY
ENGAGEMENT & TRANSFORMATION PORTFOLIO (ETP) OFFICE
Overview
This mapping exercise aims to identify transformative and decolonised Learning and Teaching (LT) endeavours at Nelson Mandela University. By doing so, light will be cast on our transformative LT work to provoke reflection and recognition of academic freedom and assumptions. The exercise will enable and strengthen our understandings of transformation and decolonisation as embedded in institutional philosophies of humanising and liberatory knowledges.
Normative knowledges are still part of the fabric of university spaces and these continue to texture the experiences of student, employees, and communities (Vision 2030). Concerns about the displacement of indigenous knowledges have been present since colonisation but it took student-led #RhodesMustFall and #FeesMustFall campaigns in 2015/16 to jolt the academy into action. There were strong calls for the decolonisation of higher education, but these calls have been slow to find its way into policy documents post-2015 and 2016 student movements, with post-1994 transformation discourses still looming large. Transformation could reference a broader systemic change that could be inclusive of decolonisation. However, decolonisation and strengthening of an African-purposed curriculum have been slow to step out of the theoretical space into spaces of doing. Much time has been devoted to grappling with inherent principles and their contestations. Despite this, many instances of decolonial practices have emerged within the university, and it is these that we seek to illuminate, reflect on, and learn from.
The following mapping exercise is a guide to assist us with identifying such practices. Your input will help interrupt the seeming inertia of decolonial practices and shape a community of practice for future decolonial work at our institution.
Non-Maleficence Disclaimer:
While we seek to illuminate and reflect on transformative and decolonial practices within Nelson Mandela University through this mapping exercise, we are committed to upholding the principles of non-maleficence throughout the process. There will not be any negative implications for departments or staff as a result of their responses to this survey. Our intent is to identify and celebrate positive initiatives that contribute to transformative and decolonised Learning and Teaching (LT) endeavours.
We recognise that discussions surrounding transformation and decolonisation can be sensitive, and our aim is to engage in this dialogue with the utmost respect and consideration for all individuals and communities involved. We do not intend to cause harm, discomfort, or distress to anyone participating in this exercise.
If you have any concerns or encounter any content that you believe may be harmful or problematic, please do not hesitate to reach out to the survey administrators (jacqui.luck@mandela.ac.za or michaelap@mandela.ac.za). Your feedback and well-being are of paramount importance to us, and we are committed to addressing any issues that may arise in a responsible and ethical manner.
Our ultimate goal is to make a record of current transformative and decolonised LT practices, and we appreciate your participation in this important project. Thank you for your engagement and support.
Survey