Reimagining Decoloniality and Extension
DOI:
https://doi.org/10.17159/2413-3221/2024/v52n3a16141Keywords:
Extension, Decoloniality, Extension EducationAbstract
The language of change in curricula is increasingly being examined through the lens of decoloniality and Africanisation. This underscores the need to consider Extension education and the practice of extension within the context of contemporary post-colonial debates. This article examined decoloniality and its relevance in the practice of Extension education. To achieve this, the article adopted an interpretative qualitative analysis of relevant literature, documents, and research findings. The findings suggest that successful decolonisation calls for Extension curricula to be attentive to content challenges, the origin and foundation of which may be deeply rooted in the ideologies and logic of the global north. Additionally, the article highlighted the necessity for academics, researchers, and practitioners to prioritise local knowledge and methodologies. This means using a variety of solutions, regardless of their origin (African or Western), and adopting the most effective approach. These measures are essential for fostering effective development within the specific context of Extension Education and developmental needs.
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