Abstract

This article, dedicated to the memory of the late Poet Laureate of South Africa and patron of the South African Poetry Project (ZAPP), Professor Keorapetse Kgositsile, situates itself within Kgositsile's struggle for cultural liberation through the arts and education. It is also located within the current South African project of decolonising the curriculum. The call to decolonise existing educational curricula—to transform colonial curricula through processes of indigenisation—is ubiquitous and strident. As a response to the contemporary call from students, educators, and theorists—more than twenty years after South Africa's liberation from apartheid—this article seeks to interrogate how one might decolonise the poetry curriculum within the discipline of English literature. As researchers of English studies, we have chosen to investigate poetry, Kgositsile's favoured genre. Our choice is informed by poetry's status as a capacious genre that stretches the boundaries of both language and knowledge. This article considers what it might mean to decolonise the poetry curriculum in terms of its selection of texts, although we acknowledge that pedagogic and assessment practices also have important roles to play in processes of educational decolonisation. We introduce decoloniality and indigeneity as concepts and analyse excerpts of current South African poetry in English in terms of these. Our aim is to open a space for discussion around the complex, sensitive issues involved in shaping a decolonised poetry curriculum.

摘要

本文致力于纪念已故的南非诗人桂冠和南非诗歌计划（ZAPP）的赞助人Keorapetse Kgositsile教授，将自己置于Kgositsile为通过艺术和教育进行文化解放的斗争中。它也位于当前对课程进行非殖民化的南非项目中。非殖民化现有教育课程的呼声无处不在，这是通过本土化的过程来改变殖民地课程的呼声。作为对学生，教育家和理论家的当代呼吁的回应（在南非摆脱种族隔离后的20多年中），本文旨在探讨如何在英国文学学科内将诗歌课程非殖民化。作为英语研究人员，我们选择研究科戈锡列斯最喜欢的体裁诗歌。我们的选择是根据诗歌作为一种宽泛的体裁的地位来进行的，这种体裁延伸了语言和知识的界限。尽管我们承认，教学方法和评估方法在教育非殖民化过程中也起着重要作用，但本文还是从选择诗歌的角度考虑了将诗歌课程非殖民化的意义。我们将“殖民主义”和“本土性”作为概念进行介绍，并以此对当前南非诗歌的节选进行分析。我们的目标是围绕形成非殖民化诗歌课程所涉及的复杂，敏感问题开辟讨论空间。作为一种宽泛的体裁的地位，它扩展了语言和知识的界限。尽管我们承认，教学方法和评估方法在教育非殖民化过程中也起着重要作用，但本文还是从选择诗歌的角度考虑了将诗歌课程非殖民化的意义。我们将“殖民主义”和“本土性”作为概念进行介绍，并以此对当前南非诗歌的节选进行分析。我们的目标是围绕形成非殖民化诗歌课程所涉及的复杂，敏感问题开辟讨论空间。作为一种宽泛的体裁的地位，它扩展了语言和知识的界限。尽管我们承认，教学方法和评估方法在教育非殖民化过程中也起着重要作用，但本文还是从选择诗歌的角度考虑了将诗歌课程非殖民化的意义。我们将“殖民主义”和“本土性”作为概念进行介绍，并以此对当前南非诗歌的节选进行分析。我们的目标是围绕形成非殖民化诗歌课程所涉及的复杂，敏感问题开辟讨论空间。尽管我们承认教学和评估实践在教育非殖民化过程中也起着重要作用。我们将“殖民主义”和“本土性”作为概念进行介绍，并以此对当前南非诗歌的节选进行分析。我们的目标是围绕形成非殖民化诗歌课程所涉及的复杂，敏感问题开辟讨论空间。尽管我们承认教学和评估实践在教育非殖民化过程中也起着重要作用。我们将“殖民主义”和“本土性”作为概念进行介绍，并以此对当前南非诗歌的节选进行分析。我们的目标是围绕形成非殖民化诗歌课程所涉及的复杂，敏感问题开辟讨论空间。