The impact of the neoliberal technological epoch and Covid-19 on the decolonization of the university curriculum
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Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
In this article we will argue that South Africa’s capitalist neoliberal agenda for higher education,
where the focus is on the shift from a knowledge economy to a digital economy, will choke the life
of indigenous knowledge out of the university curriculum. To support this claim the article
discusses, firstly, the impact of the core neoliberal ideals on the university curriculum landscape.
Secondly, drawing on the scholarly work of Martin Heidegger and his anticipation of the spirit of
the time in the technological epoch, the article shows how humans in this era will be viewed as a
heap of fungible raw materials, resources, or standing reserve (Bestand) awaiting optimisation. In
this technological age knowledge is subject to the demands of the market, where the focus will be
exclusively on knowledge that has a utilitarian value in and impact on the technological epoch. A
direct consequence of this is that little space will be provided for the inclusion of indigenous
knowledge in the curriculum.
Description
Keywords
University, Decolonization, Neoliberalism, Technology, Covid-19, South Africa
Citation
Koopman, O., & Koopman, K. J. (2021). The impact of the neoliberal technological epoch and Covid-19 on the decolonization of the university curriculum. South African Journal of Higher Education, 35(1), 127-142. 10.20853/35-1-4410