Positioning Decolonial Education in the 4th Industrial Revolution: Conceptualizing an Afrocentric Metaverse Design
- DOI
- 10.2991/978-94-6463-630-7_20How to use a DOI?
- Keywords
- Afrocentric analysis; decolonial education; metaverse
- Abstract
The call for decolonial education in the global south is a necessary and immediate task for education scholars in Post-colonial countries. One such example is the #FeesMustFall movement in South African Universities, where students expressed that only the complete overhaul of the curriculum, based on a decolonising education approach, would provide them the type of educational access that addresses their emerging African-centred humanness. The most recent call advocates for the use of technology in education to ensure that the global south is a competent and active participant in the 4th Industrial revolution. Although both calls in education are necessary, the latter should not occur at the expense of the former. Education in the global south can innovate and participate in the 4th Industrial revolution while still committing to its historic and generational mandate of decolonial education. Achieving this would require merging 4th IR innovations such as Metaverse education with decolonial principles such as Afrocentric education. This merger is important to prevent what Lamola (2021) and Benyera (2021) call the epistemic recolonization of Africa by allowing it ontological freedom to imagine education in the 4th industrial revolution.
The objective of this conceptual desktop study is to position decolonial education in the 4th industrial revolution by using Afrocentrism in the design of metaverse in education. The study uses an Afrocentric conceptual framework to conceptualize the design principles of metaverse educational activities. Reviere’s (2001) Afrocentric canons are used to analyze the data as well as suggest Afrocentric design principles for metaverse in education. Finally, the study suggests that education in the global south should use 4th IR innovations to design educational activities and content that aligns with the decolonial agenda.
- Copyright
- © 2024 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Thuthukani Dlamini AU - Noluthando Zwane AU - Junaid King AU - Muleka Nengwani PY - 2024 DA - 2024/12/31 TI - Positioning Decolonial Education in the 4th Industrial Revolution: Conceptualizing an Afrocentric Metaverse Design BT - Proceedings of the Focus Conference (TFC 2024) PB - Atlantis Press SP - 359 EP - 374 SN - 2667-128X UR - https://doi.org/10.2991/978-94-6463-630-7_20 DO - 10.2991/978-94-6463-630-7_20 ID - Dlamini2024 ER -