Photo: From left: Dr Xolani Khohliso, Curriculum, and Academic Staff Developer: Centre for Innovation in Learning and Teaching, Prof. Siphamandla Zondi, Director of the Institute of Pan African Thought and Conversation, and Ms Abigail Edem, Curriculum and Academic Staff Developer.

The Centre for Innovation in Learning and Teaching (CILT) at the Central University of Technology hosted a Curriculum Decolonisation Workshop as a significant step towards inclusive education. The workshop aimed to highlight a clear understanding of what curriculum decolonisation entails and the practices that can be utilised in undertaking the decolonisation of the curriculum to reshape higher education.

In the progression of the event, attendees engaged in thought-provoking discussions, interactive sessions, and collaborative activities that explored various approaches to integrating different perspectives and histories into the curriculum. The workshop further emphasised the significance of embracing local context, global perspectives, the need for inclusivity, critical thinking, and social consciousness.

In his presentation, Prof. Siphamandla Zondi, Director of the Institute of Pan African Thought and Conversation, shared great knowledge and presented the importance of curriculum decolonisation and its positive impact on education. "Decolonising the curriculum is not just about changing content. Instead, it is about challenging the dominant narratives, acknowledging diverse worldviews, and encouraging critical thinking; this process empowers students to question, analyse and contribute to knowledge from their own perspectives,” said Prof. Zondi.

Dr Xolani Khohliso, Curriculum and Academic Staff Developer: Centre for Innovation in Learning and Teaching, expressed his enthusiasm for this transformative initiative, stating that decolonising higher education is not just a goal but a necessity. “It is about accepting diverse knowledge systems and perspectives, providing a well-rounded education that prepares our students for a globalised world. The success of this workshop has urged a continuation workshop series that will search deeper into practical strategies and actions that can be taken to reshape the curriculum and decolonised research for publication, ensuring a more inclusive and equitable educational experience,” he said.