oa The Independent Journal of Teaching and Learning - Editorial



Africanisation has been at the forefront of debates in higher education at various times especially since 1994 with the advent of the first democratically elected government in South Africa. In the early stages of the debate the focus was on advocacy; why there should be Africanisation. There was the expected outcry from the more conservative quarters of the Academy. A refrain being that it would nullify research that had previously taken place or at least impact negatively on research agendas as well as make obsolete the teaching and learning programmes being offered. This showed a misunderstanding about the meaning of the term. However, in subsequent years there were signs of acceptance and in some cases an embracing of the notion of 'Africanisation' in the higher education institutions. Now practically two decades later the debate has matured from whether there should be Africanisation to how best to Africanise our higher education institutions and thereby the curriculum.


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