In recent years, there has been much discussion around the world about the need to decolonize education. Decolonization is the process of undoing colonial thinking and its impact on the present.
There are differing opinions among scholars about the best way to accomplish this, or whether it is necessary or desirable.
In South Africa, the issue of decolonization was brought to the attention of students during the 2016 #FeesMustFall protests. Eight years later, I was interested in finding out what the current student population thinks decolonizing the classroom would look like. So I asked final year students in the Faculty of Business and Commerce at a rural campus in the Eastern Cape to participate in research that would center their voices and opinions.
Students expressed a desire for decolonization, particularly embracing two important activities in commercial education. First, students needed a curriculum that featured more business and industry leaders (positioned as “superheroes” in my research) from South Africa and the African continent more broadly. Second, students advocated for more localized stories and case studies in courses taught in higher education.
What are the main issues and threads that unite the two findings? Relevance. These findings provide insight into how we can create decolonized curricula by striving to infuse relatable “superheroes” and stories.
current situation
Much of management and commerce education around the world can be described using the acronym 'WEIRD'. It is dominated by Western, educated, industrialized, rich and democratic countries. This reality was pointed out by many of the people who participated in my research.
They observed, for example, the opinions of theorists and experts are used and whose opinions are not. Take American economist Michael Porter, for example. In 1979, in a Harvard Business Review article, Porter outlined what became known as the “Five Forces.” His framework helps understand the factors that drive industry competition.
Students praised the value of this research and did not suggest that it be removed from the curriculum. Instead, they suggested including more African examples. For example, the work of the late Zimbabwean academic Lovemore Mbigi, who made significant contributions to the study of ubuntu (a concept that emphasizes the importance of involving everyone and building strong communities) in business leadership. .
Read more: Lovemore Mbigi will be remembered for his ubuntu teachings in business leadership
For participants, decolonization meant giving a voice to scholars like Mbigi and increasing the amount of their contributions in the classroom. To do so, instructors need to more intentionally spotlight those they call “superheroes”: African researchers and experts whose work is relevant to students' own contexts. right.
In South Africa, efforts have been made to encourage case-based education similar to what my research advocates. For example, the Gordon Institute of Business Science at the University of Pretoria has a dedicated portal that houses and provides resources on case-based education. Many of these case studies are from South Africa or other parts of the continent.
Context and relevance
One participant said:
There seems to be a consensus in our (focus) group about the need for change. It is the type of change that emphasizes the role of giving more South African and even African business leaders an opportunity to be heard. For us, this was what decolonization was all about.
Students suggested that business and commerce education lends itself to decolonization due to the very nature of the discipline, which focuses on problem solving and case studies.
One participant reported how the focus group saw decolonized education having resonance when it comes to business protagonists (i.e., leaders in their fields).
At the center of strategic management guidance is a protagonist who faces a dilemma. We need to put more effort into looking at examples and protagonists' lives that we can relate to.
Another group reported:
(We) made important connections with the field of entrepreneurship. (a) There is a need to bring the experiences of entrepreneurs from towns and rural areas into the classroom. (This) will enlighten the educational experience.
And another said:
Some great stories from South African business leaders never see the light of day until they reach classrooms. The challenge may be that researchers are not actively working to bring these stories into the classroom.
Students said they praised some instructors for actually introducing such examples in class and paving the way for incorporating African stories into the curriculum.
So what happens next?
We suggest three considerations, especially for those working in higher education.
First, instructors need to be aware of the context in which they teach, including the material circumstances surrounding students in the classroom.
Second, instructors should look for “superheroes” that students can relate to. Examples like this are everywhere, and their experiences can provide rich learning material in the classroom.
Third, instructors must be intentional about making their content more relatable. This process might train students in case-based writing and research skills. By working with instructors, students can incorporate local examples into the classroom.