Boundaries of the Episteme: Decolonising the International Law Curriculum. (2nd September 2018)

• Record Type: Journal Article
• Authors: Nienaber, Annelize
• Is Part Of: Scrutiny2. Volume 23:Number 2/3(2018)
• Page Start: 20
• Page End: 27
• Publication Date: 2018-09-02
• Subjects: decolonisation -- curriculum design -- Michel Foucault -- episteme -- boundaries -- #FeesMustFall -- public international law; English philology -- Study and teaching (Higher) -- South Africa -- Periodicals; South African literature (English) -- Study and teaching (Higher) -- South Africa -- Periodicals; 428
• DOI: 10.1080/18125441.2019.1621925
• Languages: English
• ISSNs: 1812-5441

Abstract

ABSTRACT: Debates on many university campuses call for a refocused or "decolonised" university curriculum. These demands reject curricula that are considered narrow and unreformed and cultures that position many in the university as unwelcome outsiders. In response to these calls, there have been attempts at a renewal of the South African higher education system, and several universities are currently revising their curricula in an endeavour to be responsive to students' concerns. Drawing on Michel Foucault's idea of the "episteme", this article narrates a university professor's quest to reconceptualise the undergraduate and postgraduate international law curricula at the university where she lectures, and highlights the lessons she has learnt in the process about the boundaries of her and other international law scholars' knowledge and ways of knowing.