This article sets out to explore and analyse the repositioning of the scholarship of teaching and learning in the study of governance. The proponent of this study argues that the scholarship of teaching and learning in public administration and management must respond to decolonisation within the context of its disciplinary culture and practices. Decolonisation in South Africa followed in the wake of student demands for free and equal education and the call for the rejection of the hegemony of Western, European and apartheid knowledge production. As part of responsiveness, this article argues that the scholarship of teaching and learning in the field of public administration and management must be repositioned by recognising the existence of new narratives in the pedagogy of governance that upholds African agency, culture, societal values and practices without compromising quality. Findings from this study suggest that the scholarship of teaching and learning must be framed by local knowledge and must create a drive for a restoration of epistemic agenda in African universities that teach governance studies.

中文翻译：

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公共行政领域的非殖民化：教学学术的响应性

本文旨在探讨和分析教与学学术在治理研究中的重新定位。这项研究的支持者认为，公共行政和管理中的教学和学习奖学金必须在其学科文化和实践的背景下回应非殖民化。在学生要求免费和平等教育以及拒绝西方、欧洲和种族隔离知识生产的霸权之后，南非的非殖民化随之而来。作为回应的一部分，本文认为公共行政和管理领域的教与学学术必须重新定位，承认治理教学法中存在新的叙事，支持非洲机构、文化、不影响质量的社会价值观和实践。这项研究的结果表明，教与学的奖学金必须以当地知识为框架，并且必须为在教授治理研究的非洲大学中恢复认知议程创造动力。