PDU3701
ASSIGNMENT 2
DUE DATE: MAY JUNE 2026
, PDU3701 Assignment 2 MEMO 2026
DUE MAY 2026
Question 1.1
In what ways were “African values” marginalised in the educational systems on
the African continent?
African values were marginalised in African education mainly during the colonial and
post-colonial periods through the dominance of Western knowledge systems,
languages, and worldviews. One major way this happened was through the imposition
of Western curricula, which ignored African histories, philosophies, and Indigenous
Knowledge Systems. Education content focused largely on European history, culture,
and achievements, while African knowledge was either excluded or portrayed as inferior
(Higgs & Letseka, 2024, p.13).
African languages were sidelined in favour of European languages such as English,
French, and Portuguese. Learners were taught and assessed in foreign languages,
which alienated them from their cultural context and made learning less meaningful.
This contributed to the erosion of African identity and cultural expression in education.
Another form of marginalisation was the dismissal of African philosophies, such as
ubuntu and communalism. Western education promoted individualism, competition, and
material success, while African values that emphasise cooperation, interconnectedness,
and human dignity were neglected (Mbiti, 1970, p.109).
ASSIGNMENT 2
DUE DATE: MAY JUNE 2026
, PDU3701 Assignment 2 MEMO 2026
DUE MAY 2026
Question 1.1
In what ways were “African values” marginalised in the educational systems on
the African continent?
African values were marginalised in African education mainly during the colonial and
post-colonial periods through the dominance of Western knowledge systems,
languages, and worldviews. One major way this happened was through the imposition
of Western curricula, which ignored African histories, philosophies, and Indigenous
Knowledge Systems. Education content focused largely on European history, culture,
and achievements, while African knowledge was either excluded or portrayed as inferior
(Higgs & Letseka, 2024, p.13).
African languages were sidelined in favour of European languages such as English,
French, and Portuguese. Learners were taught and assessed in foreign languages,
which alienated them from their cultural context and made learning less meaningful.
This contributed to the erosion of African identity and cultural expression in education.
Another form of marginalisation was the dismissal of African philosophies, such as
ubuntu and communalism. Western education promoted individualism, competition, and
material success, while African values that emphasise cooperation, interconnectedness,
and human dignity were neglected (Mbiti, 1970, p.109).
