Moving towards Curriculum Intellectualising in the Context of Divergent Notions of African Scholarship

This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. We reflect on the journey we took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how we came to see that our own implicit notions of African scholarship constrained our meaning-making. The article contributes to re-imagining of curriculum as a complex conversation that elicits uncomfortable questions, interrogates our own taken-for-granted ideas, and encourages divergence and dissidence (rather than conformity) in ways that offer valuable opportunities for discovery and growth. We draw attention to the centrality of polyvocality, reflexivity, provision of space and time, and the creation of comfortable, yet discomforting relationships as conducive conditions for curriculum intellectualising.