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Open and distance learning is growing rapidly worldwide, with many African ODeL institutions serving over 300,000 students at the forefront. While this model aims to expand flexible access to education, it is increasingly driven by neoliberal, capitalist, and competitive agendas rather than epistemic, social justice projects, or even the broader public good. Consequently, both academics' and students' experiences are marred by significant anxiety. Academics face heavy workloads, rigid evaluations, and silenced voices, leaving no space for creativity or critical reflection. Students encounter standardisation, transactional learning, and no meaningful role in shaping curricula. Crucially, decolonisation is ignored within this neoliberal framework. Rather than centring local knowledge, contextual relevance, or transformative pedagogies, ODeL institutions in the Global South often mimic international standards and prioritise market-driven efficiency. This book highlights how important the decolonial project is — calling for epistemic justice, Africanisation, and contextual responsiveness — this tends to be sidelined. Neoliberalism thus reinforces Western-centric models, deepens epistemic exclusion, and overlooks the very transformations needed to make ODeL truly equitable, relevant, and liberating for diverse student populations. This ought to be an imperative for the Global South.
Price: $109.00
Pages: 328
Publisher: Brill
Imprint: Brill
Series: African Higher Education: Developments and Perspectives
Publication Date:
17 December 2026
ISBN: 9789004774063
Format: Hardcover
Doniwen Pietersen is a professor in the College of Education at the University of South Africa (UNISA), serving as Chair for Postgraduate Studies in his department. He holds two doctoral degrees, one in Philosophy and one in Policy Studies. His research focuses on the philosophy of education, exploring Freirean frameworks, critical (humanizing) pedagogy, feminist theory, care ethics (pedagogy), and social justice to inform transformative education and equitable policy reform. He is the Editor-in-Chief Mentee for the South African Journal of Science (SAJS). An active scholar, he publishes extensively, supervises postgraduate students, and participates in international conferences, committed to ethical, inclusive, and accessible knowledge production.
Paul Maluleka is a professor of History (of) Education at the University of South Africa. He is also a co-director of the African Association for History Education (AHE-Afrika), Deputy President of the South African Society for History Teaching (SASHT), and Editorial Board Member of Yesterday and Today Journal for History Education in South Africa and abroad. His research, teaching, and activism centre on Africanisation, decolonisation, and queer theorisations in both higher and basic education, with a particular focus on post-apartheid school history in South Africa. He leads a major National Research Foundation (NRF)–funded project examining how best the post-apartheid school history curriculum in South Africa can be queered.
Mbusiseni Celimpilo Dube is an associate professor in the Department of Educational Foundations at the University of South Africa (UNISA), Pretoria. He holds a PhD, a Master's degree, a BA (Hons), a B.Ed., and an SSTD qualification. He specialises in the History of Education. He is the primary lecturer for the History of Education module for B.Ed. Honours students. He has published papers in teacher education, covering a range of topics from teaching practice and lesson planning to mentoring preservice teachers. He has also published on the history of teaching and postgraduate supervision.
Stanley Ngobeni is a dedicated researcher at the University of South Africa (UNISA), where his work contributes to advancing knowledge in his field. With a strong commitment to academic excellence and evidence-based inquiry, Stanley’s research focuses on addressing pressing challenges through rigorous analysis and innovative thinking.
Ntokozo Dennis Ndwandwe is a senior lecturer in the Department of Educational Foundation, in the College of Education at the University of South Africa (UNISA). His research interests are peace education, conflict resolution education, and parental involvement in education. Dr Ndwandwe obtained his PhD, M.Ed., and Honours B.Ed. from the University of South Africa, as well as a B.Ed. Degree from the University of Venda. He has published several articles in peer-reviewed journals, contributed to book chapters, and presented papers at both national and international conferences.
Paul Maluleka is a professor of History (of) Education at the University of South Africa. He is also a co-director of the African Association for History Education (AHE-Afrika), Deputy President of the South African Society for History Teaching (SASHT), and Editorial Board Member of Yesterday and Today Journal for History Education in South Africa and abroad. His research, teaching, and activism centre on Africanisation, decolonisation, and queer theorisations in both higher and basic education, with a particular focus on post-apartheid school history in South Africa. He leads a major National Research Foundation (NRF)–funded project examining how best the post-apartheid school history curriculum in South Africa can be queered.
Mbusiseni Celimpilo Dube is an associate professor in the Department of Educational Foundations at the University of South Africa (UNISA), Pretoria. He holds a PhD, a Master's degree, a BA (Hons), a B.Ed., and an SSTD qualification. He specialises in the History of Education. He is the primary lecturer for the History of Education module for B.Ed. Honours students. He has published papers in teacher education, covering a range of topics from teaching practice and lesson planning to mentoring preservice teachers. He has also published on the history of teaching and postgraduate supervision.
Stanley Ngobeni is a dedicated researcher at the University of South Africa (UNISA), where his work contributes to advancing knowledge in his field. With a strong commitment to academic excellence and evidence-based inquiry, Stanley’s research focuses on addressing pressing challenges through rigorous analysis and innovative thinking.
Ntokozo Dennis Ndwandwe is a senior lecturer in the Department of Educational Foundation, in the College of Education at the University of South Africa (UNISA). His research interests are peace education, conflict resolution education, and parental involvement in education. Dr Ndwandwe obtained his PhD, M.Ed., and Honours B.Ed. from the University of South Africa, as well as a B.Ed. Degree from the University of Venda. He has published several articles in peer-reviewed journals, contributed to book chapters, and presented papers at both national and international conferences.