Chrissie Boughey

KwiYunivesithi yaseRhodes

Kule minyakana idlulileyo, ukufundisa kumaziko emfundo ephezulu kuzele iimeko nje ezingenangqiniseko. Ukunyuka kwenani labantu abatsha abafuna ukufumana izidanga kwenze ukuba kubekho izinto ezahlukileyo, ezingaphelelanga nje kwezo zentlalo nezenkcubeko kunye neelwimi ezahlukileyo, kodwa kukwakho umahluko kwizinto ezilindelwe ngabantu abatsha kwinto abacinga ukuba ifanele ukunikezwa yiyunivesithi kwakunye nezinto abaza kuzidinga ukuze baphumelele. Oku kuthetha ukuba ukufundiswa nokufundisa kusenokungabancedisi ootitshala ngoba basenokungafundisi le nto ifunwa ngabafundi. 

Ukufundisa kwiiyunivesithi zoMzantsi Afrika kufuna ukuba sithathele ingqalelo imbali yethu, eyaphambi nasemva konyulo lwedemokrasi. Ingaba oku kuthetha ntoni kwimo yokufundisa eziyunivesithi zaseMzantsi Afrika, kwiholo elikhulu lokufundisela, ukunceda kwizidingo zabantu abatsha xa behleli phambi kwabahlohli ebebejongene neemeko ezahlukileyo zento ebizwa iyunivesithi kwakunye neemeko ezahlukileyo ‘zobomi’? Ingaba oku kuthetha ntoni kwiingcaphephe eziqeqeshwe kwizifundo ‘zokususwa kobukoloniyali’ kwikharityhulam, nto leyo ithethwa nangabafundi kunye nabo bajongene notshintsho kwikharityhulam kumaziko?

Awam amava neyam imfundo yamabanga aphezulu kundikhokelela ekubeni ndithi, indawo esifanele ukuqala kuyo xa sixoxa ngale mibuzo kukuthathela ingqalelo indima yemfundo njengesixhobo sokuvula amathuba okufikelela ‘kwizinto’ ezikwihlabathi. Imfundo efumaneka kumaziko aphezulu ingabonwa isebenza ngolu hlobo nanjengoko ukufumana isidanga kusenokukhokelela kwingqesho ehlawula imali ephezulu yaye kubeka umntu kwindawo ethile eluntwini. Kambe ke, imfundo, nakweliphi na izinga, ayikwazi kungathathi cala nanjengokuba inika abanye amaqithiqithi ngeli lixa abanye bengawafumani ngenxa yokuba imbali yabo yamandulo yezentlalo neyenkcubeko ingafani.

Ukuwuvuma lo mba kungatshintsha indlela abona ngayo umfundi utitshala nento bona ootitshala ekufuneka beyenzile njengabantu abafundisayo. Kwabaninzi, le nguqu idinga imfundo ekhawulelana nezidingo zabafundi ebizwa ngokuba yi-‘humanizing pedagogy’ (Salazar, 2013) eya kuthi ekugqibeleni iguqule ikharityhulam. Umbuzo ke ngoku ngowokuba, inguqu iya kwenzeka njani ingachaphazelanga amandla olwazi lwemfundo efumaneka kumabanga aphezulu neendlela zokukwazi ukucacisa ngelizwe elisingqongileyo ngoku nakwixa elizayo (Bernstein, 2000; Young, 2007; Wheelahan, 2010; Muller, 2012). 

Eli phepha lentetho ephambili lizama ukuphendla ezinye zezi meko zokungaqiniseki zijongene nootitshala abafundisa kumaziko emfundo ephakamileyo kwiyunivesithi zale mihla zaseMzantsi Afrika kwakunye nokukhangela isisombululo ngokuza nombono weenkqubo emazisetyenziswe ukufumana ulwazi kumaziko emfundo aphezulu, ngeli lixa kuthathelwa ingqalelo into yokuba oku sikuxabisayo nesikufundisayo ngoku kwiiyunivesithi, ‘ikwalulwazi lwabo banamandla’ kuMazwe aseMantla eHlabathi. Ekwenzeni oku, eli phepha liza nomngeni kuzo zonke iingcaphephe zemfundo nakubahlohli onokuthi ube negalelo kwinkqubo enobulungisa enokusetyenziswa kule mihla.

Iincwadi ekuCatshulwe kuZo

Bernstein, B. 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Rowman & Littlefield: Lanham, Maryland.

Muller, J. 2012. Reclaiming knowledge: Social theory, curriculum and education policy. Routledge: London.

Salazar, M. 2013. ‘A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation’. Review of Research in Education, 37(1):112-148.

Young, M. 2007. Bringing knowledge back in. Routledge: London.

Wheelahan, L. 2010. Why knowledge matters in curriculum. Routledge London.