My article first published and then censored by Conversation (but remained on the Wire), has now been published in full as part of another article “Black thoughts matter: decolonized math, academic censorship and the ‘Pythagorean’ proposition”, in the Journal of Black Studies. Click the link to download from the journal site, as an Online First article.
Apartheid did not disappear overnight with a change in the political system in South Africa. Black students are still the victims of covert apartheid which persists in academics, and thereby perpetuates inequity. Hence their protests and demand for decolonising the university.
Macaulay argued that colonial education was needed for science, an argument still used today. Therefore, math and science must first be decolonised to be able to decolonise the education system. Colonially indoctrinated people wrongly believe Western formal math and science are universal, so there is no choice but to imitate the West. My Conversation article explained in brief why this belief is false, and how math can be and has been decolonised, and through it science. This struck a major blow against colonial/Western/White power; hence that article was censored with a silly excuse lacking credibility, as another article in Wire noticed.
Now, colonial education was instituted with the help of a false history of science—that science is Western in origin. This colonial history built on an earlier false racist history arising from ultra-chauvinistic Crusading history. George James resisted racist history arguing that the achievements of Egypt were falsely credited to Greeks. More recently James was attacked by Lefokowitz, an attack applauded by covert racists all over the world. My JBS article explains in passing the error in Lefkowitz’s response to James about Aristotle’s plagiarism. (Of course, she was wrong, and, in fact, incoherent, about Archimedes too, as I explained in my recent lectures at UNISA, but that is another story.)