Some of the Academics and students who deliberated on curriculum decolonisation in South African higher education.

The Centre for Innovation in Learning and Teaching (CILT) Curriculum and Academic Staff Development held an insightful engagement on the pressing issue of curriculum decolonisation in South African higher education. 

The topic brought together academics and students to dialogue on how to reshape the educational landscape in South Africa. Key speakers highlighted the necessity of addressing underlying socio-political issues such as the land question, Pan-Africanism, and language as essential components of the decolonisation process.

Dr. Nombulelo Shange, Lecturer from the University of the Free State (UFS) said that decolonising the curriculum cannot take place in isolation from the broader land question. “We cannot decolonise the curriculum or anything on the African continent without dealing with the land question. The decolonisation of education cannot be separated from addressing the historical and ongoing dispossession of Indigenous lands. We must find ways of centralising everything we do around indigenous knowledge practices. This approach calls for a shift from Africanising the curriculum to fully integrating African epistemologies as foundational elements of education.”

She also highlighted the necessity of embracing a Pan-Africanistic agenda, which advocates for the free flow of knowledge and ideas across borders, challenging the colonial boundaries that hinder collaboration and growth among African communities. "We cannot be confined to the colonial boundaries that were set up by the colonials and later the government," she said. 

Dr. Mantoa Molete, Lecturer at CUT Welkom Campus focused on the critical role that language plays in the decolonisation process. She argued that language barriers can hinder students’ success, advocating for multilingual classrooms to enhance understanding and accessibility. “If we don’t start with the language, where are we going to start with decolonising? This sentiment reflects a broader call for universities to reconsider their accessibility and inclusivity, ensuring that education is not confined to the privileged few.” 

Ms. Tshologelo Tshabadira, also a Lecturer, called for creating spaces for dialogue, urging students to voice their educational needs and preferences. She emphasised the need for collaboration and the importance of embracing indigenous cultures and knowledge. “Always take pride in your heritage and try to move away from Western characteristics. Have a sense of pride in African cultures and identities.”

Mr. Nthoba Leeto spoke about the distinction between colonisation and coloniality, stating that colonisation is the initial act of subjugation, while coloniality represents the enduring power structures that persist long after formal colonisation has ended. He pointed out the importance of recognising and dismantling power structures standing for a decolonisation of the mind and understanding one’s colonial identity for meaningful engagement with knowledge and education.

Student leaders, Mr Skhosana Mothibedi and Ms. Jemina Mokoena, echoed the same sentiments that discussions must lead to tangible implementation. “We can have these conversations all day but without implementation, we will come back to the same spot where we are standing. As the youth, we must have the courage to stand tall, speak and shape the future of education, it is in our hands!”