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dc.contributor.authorGitonga, P. N.
dc.contributor.authorNotshulwana, Velile
dc.contributor.authorMugabe, Tanaka
dc.contributor.authorJama, Ngewalisa
dc.contributor.authorAsisipho Petelo
dc.contributor.authorKudakwashe Muchene
dc.date.accessioned2015-05-15T08:03:13Z
dc.date.available2015-05-15T08:03:13Z
dc.date.issued2013-07
dc.identifier.citationPresentation at the Annual South African Sociological Association Conference June 30 –July 3, 2013 University of South Africa, Sunnyside, Pretoria, South Africa
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12620
dc.descriptionArticleen_US
dc.description.abstractSouth African academy is perhaps the most colonized space. It is a site for production and reproduction of a variety of discourses which keep in place certain colonial and apartheid structures which have as their intent the maintenance of Eurocentric hegemonies at the level of thinking, teaching and learning, research and the production, dissemination of knowledge and therefore dominate the larger material world. Implication of changes in the global scale to the universities of South Africa South African universities are under pressure to confront the complex transformation, currently taking place in the economic, political, scientific and social climate in the 21st Century, The university‘s response to the external challenges represented by knowledge-driven , global economy is increasingly contested in its quest to balance better the economic purpose of higher education with its cultural, moral and intellectual purposes. The apartheid legacy Which saw higher education in South Africa skewed in ways designed to entrench the power and privilege of the few. Higher education institutions established in the 20th Century were incorporated into a system which was subsequently shaped, enlarged and fragmented with a view to serving goals and strategies of successive apartheid governments.. It was in this context that the new higher education policies of South Africa’s first, and second democratic government sought to reshape the system into one that met the goals of equity, democratization, responsiveness and efficiency. The post 1994 saw unprecedented changes in South African higher education. The first two years were dominated by the massive, participatory drive towards policy formulations to address the issues of racism and equity that culminated in a report from the National Commission on Higher Education in 1996en_US
dc.description.sponsorshipUniversity of South Africaen_US
dc.language.isoenen_US
dc.publisherUniversity of South Africaen_US
dc.titleBuilding an anti-racist academy: Plotting a Pathway for Youth (the Next Generation of Academic)en_US
dc.title.alternativePresentation at the Annual South African Sociological Association Conference June 30 –July 3, 2013 University of South Africa, Sunnyside, Pretoria, South Africaen_US
dc.typeArticleen_US


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