Logo Lanfrica
  • Home
  • Atlas
  • Insights
  • Docs
  • Sign in

© 2026 Lanfrica. All rights reserved. All copyrights of the resources shown on the Lanfrica website belong to the original copyright holders, unless explicitly stated otherwise.

Distinguishing between ontology and ‘decolonisation as praxis’

Record type:

paper
Creator:
Sis
Publisher:
Aca
Host:
In this review article I closely read the recently published book African Philosophical and Literary Possibilities: Re-reading the Canon (2020), edited by Aretha Phiri. I suggest two ways of reading the text. The first levels a critique at some of the conflations we find in the text and the second showcases the useful takeaways that the reader gleans from the book. These takeaways are not—themselves—without criticisms, however. Such criticism is generative in that it shores up the work that still remains to be addressed by those working in the decolonial tradition, both here at home (i.e., in the South Africa academe) and further afield. In sum, I demonstrate that the objectives of decolonisation are clearly discernible when we apply ourselves to scholarship developed in the Indigenous languages of South Africa.

Visit

doi.org

Licenses

http://creativecommons.org/licenses/by-sa/4.0

Similar

The timing of geminate consonants in Tarifit Berber: Distinguishing between consecutivity and simultaneity.Crossing Borders, Unlearning Norms: Episto-Musical Pedagogy as Decolonial PraxisBetween higher and basic education in South Africa: what does decolonisation mean for teacher educationDecolonisation, Identity, Neo-Colonialism and PowerTowards an African critical philosophy of race: Ubuntu as a philo-praxis of liberationAfrican Biblical Interpretation as Participatory Community-Based Development: The Praxis of the Ujamaa Centre

The timing of geminate consonants in Tarifit Berber: Distinguishing between consecutivity and simultaneity.

The main thrust of this investigation is to examine the timing of gemination in Tarif

Crossing Borders, Unlearning Norms: Episto-Musical Pedagogy as Decolonial Praxis

This research examines how Episto-Musical Pedagogy Theory (EMPT), a teaching approach grounded in Af

Between higher and basic education in South Africa: what does decolonisation mean for teacher education

No description supplied

Decolonisation, Identity, Neo-Colonialism and Power

This paper explores the implications of “decolonisation,” first by focusing on the work of Afric

Towards an African critical philosophy of race: Ubuntu as a philo-praxis of liberation

Although 1994 is popularly represented as a year of major transition from an oppressive society to a

African Biblical Interpretation as Participatory Community-Based Development: The Praxis of the Ujamaa Centre

The Ujamaa Centre engages in community-based participatory biblical interpretation, offering ideo-th