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“Free, Decolonised Education” – A Lesson from the South African Student Struggle

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“Free, Decolonised Education” – A Lesson from the South African Student Struggle. / Elliott-Cooper, Adam.

In: Area, Vol. 49, No. 3, 09.2017, p. 332-334.

Research output: Contribution to journalArticlepeer-review

Harvard

Elliott-Cooper, A 2017, '“Free, Decolonised Education” – A Lesson from the South African Student Struggle', Area, vol. 49, no. 3, pp. 332-334. https://doi.org/10.1111/area.12375

APA

Elliott-Cooper, A. (2017). “Free, Decolonised Education” – A Lesson from the South African Student Struggle. Area, 49(3), 332-334. https://doi.org/10.1111/area.12375

Vancouver

Elliott-Cooper A. “Free, Decolonised Education” – A Lesson from the South African Student Struggle. Area. 2017 Sep;49(3):332-334. https://doi.org/10.1111/area.12375

Author

Elliott-Cooper, Adam. / “Free, Decolonised Education” – A Lesson from the South African Student Struggle. In: Area. 2017 ; Vol. 49, No. 3. pp. 332-334.

Bibtex Download

@article{0a49bb3ec06f45dbafe786227257aedc,
title = "“Free, Decolonised Education” – A Lesson from the South African Student Struggle",
abstract = "This commentary places British geography within transnational currents of student-focused decolonisation movements. In October 2015, the author travelled to South Africa for the first time, visiting Witwatersrand University (Johannesburg), University of Cape Town (UCT) and Rhodes University in Grahamstown. This paper draws on historical accounts of the British colonisation of what is now South Africa, contextualising both the domestic and global inequalities which it{\textquoteright}s students are currently challenging. British imperial history also provides a basis for understanding the roots of British geography, offering the campaigns to decolonise the South African university as an opportunity to critically reflect on how our own discipline produces knowledge. The commentary asks this timely question: as geographers, particularly those based in the old centre of Empire, how can our work be used to dismantle the colonialism our discipline has been implicated in since its formal inception?",
author = "Adam Elliott-Cooper",
year = "2017",
month = sep,
doi = "10.1111/area.12375",
language = "English",
volume = "49",
pages = "332--334",
journal = "Area",
issn = "0004-0894",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - “Free, Decolonised Education” – A Lesson from the South African Student Struggle

AU - Elliott-Cooper, Adam

PY - 2017/9

Y1 - 2017/9

N2 - This commentary places British geography within transnational currents of student-focused decolonisation movements. In October 2015, the author travelled to South Africa for the first time, visiting Witwatersrand University (Johannesburg), University of Cape Town (UCT) and Rhodes University in Grahamstown. This paper draws on historical accounts of the British colonisation of what is now South Africa, contextualising both the domestic and global inequalities which it’s students are currently challenging. British imperial history also provides a basis for understanding the roots of British geography, offering the campaigns to decolonise the South African university as an opportunity to critically reflect on how our own discipline produces knowledge. The commentary asks this timely question: as geographers, particularly those based in the old centre of Empire, how can our work be used to dismantle the colonialism our discipline has been implicated in since its formal inception?

AB - This commentary places British geography within transnational currents of student-focused decolonisation movements. In October 2015, the author travelled to South Africa for the first time, visiting Witwatersrand University (Johannesburg), University of Cape Town (UCT) and Rhodes University in Grahamstown. This paper draws on historical accounts of the British colonisation of what is now South Africa, contextualising both the domestic and global inequalities which it’s students are currently challenging. British imperial history also provides a basis for understanding the roots of British geography, offering the campaigns to decolonise the South African university as an opportunity to critically reflect on how our own discipline produces knowledge. The commentary asks this timely question: as geographers, particularly those based in the old centre of Empire, how can our work be used to dismantle the colonialism our discipline has been implicated in since its formal inception?

U2 - 10.1111/area.12375

DO - 10.1111/area.12375

M3 - Article

VL - 49

SP - 332

EP - 334

JO - Area

JF - Area

SN - 0004-0894

IS - 3

ER -

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