Resumen

HARDMAN, Joanne. Decolonising pedagogy: A critical engagement with debates in the university in South Africa. Journal of Education [online]. 2024, n.94, pp.146-160. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i94a09.

In 2015, universities around South Africa ground to a standstill while students called first for the fall of Rhodes and then for the fall of fees. For educational theorists such as Vygotsky (1962/1986) it is in moments of crisis that contradictions within a system become visible, forcing change in it. For Roy & Hanacek (2023) crises are portals through which we travel and effect change. Change, of course, can be progressive in the sense that one moves forward to overcome a crisis, but it can also be regressive. With the call for fees to fall, students went further and articulated a need to transform the material and epistemic foundations of the academy to reflect previously marginalised voices. In this largely theoretical paper, I develop an argument for what decolonial pedagogy could look like in context. Drawing on the work of Vygotsky (1986), Freire & Ramos (1970) and Derrida (2016) I engage with what decolonial education is, as a broad concept, before narrowing my gaze to focus specifically on pedagogy and how one can develop a decolonial pedagogy, drawing very largely on the work of Vygotsky whose transformative approach to cognitive development speaks to a transformative pedagogy.

Palabras clave : decolonial pedagogy; Vygotsky; teaching; learning.

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