Abstract Introduction Colonialism, apartheid and higher education in South Africa Eurocentrism and epistemic violence in ‘new’ South Africa Africa in the current curriculum Fundamental change Fit to teach at a decolonised university? Conclusion Acknowledgements References Footnotes About the Author(s) Savo Heleta Unit for Higher Education Internationalisation in the Developing World, Nelson Mandela Metropolitan University, South Africa Citation Heleta, S., 2016, ‘Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa’, Transformation in Higher Education 1(1), a9. http://dx.doi.org/10.4102/the.v1i1.9 Note: Dr Savo Heleta works at Nelson Mandela Metropolitan University in Port Elizabeth, South Africa. He writes this article in his personal capacity. The views expressed are his own and do not necessarily represent the views of his employer.

Original Research Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa Savo Heleta Received: 19 July 2016; Accepted: 05 Sept. 2016; Published: 25 Oct. 2016 Copyright: © 2016. The Author(s). Licensee: AOSIS. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Abstract Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South Africa must tackle and dismantle the epistemic violence and hegemony of Eurocentrism, completely rethink, reframe and reconstruct the curriculum and place South Africa, Southern Africa and Africa at the centre of teaching, learning and research. However, this will not be easy as opposition to change is entrenched in the university structures. The movement to radically transform and decolonise higher education must find ways to hold institutions accountable and maintain the non-violent and intellectual struggle until epistemic violence and Eurocentrism are dismantled. Introduction South African students and a small number of progressive academics began a campaign in 2015 to decolonise the curriculum at universities ‘by ending the domination of Western epistemological traditions, histories and figures’ (Molefe 2016:32). In particular, the students have called for the end of domination by ‘white, male, Western, capitalist, heterosexual, European worldviews’ in higher education and incorporation of other South African, African and global ‘perspectives, experiences [and] epistemologies’ as the central tenets of the curriculum, teaching, learning and research in the country (Shay 2016). Students have questioned not only the lack of transformation in the higher education sector but also the settlement that ended apartheid more than two decades ago. Jacobs (2016) calls the settlement between the apartheid regime and the African National Congress ‘the series of political, social and economic deals in which the racial inequalities of apartheid and wealth disparities largely remain intact and which benefits whites in general’. While the 1994 settlement has brought political change, it has not done much to tackle poverty and inequality, which is an all-too-common lived experience of the black majority. Thus, the student activists speak about disrupting ‘whiteness’ in society, the economy and at universities. The whiteness they are trying to disrupt has been imposed since colonial times as a ‘symbol of purity’ and has defined ‘what it means to be civilised, modern and human’ (Sardar 2008:xiii). This whiteness is still engaged in daily open and/or subtle racism and marginalisation of black people. Nwadeyi (2016) argues that ‘colonialism, apartheid and other vehicles for entrenching white supremacy did not only affect political rights or economic freedoms’. They have affected every aspect of life and their effects and legacies are still entrenched in South Africa. Writing about Frantz Fanon’s works in a foreword to the 2008 edition of Black Skins, White Masks, Sardar (2008:xviii) admits that much has changed in the world since Fanon wrote this and other books. However, ‘the underlying structures of oppression and injustice remain the same’. This is particularly true in post-apartheid South Africa. Whereas political freedom was achieved in 1994, many structural imbalances, inequalities and injustices remain stumbling blocks for the emancipation of black South Africans. Institutions of higher learning are one of these stumbling blocks. As Sardar (2008) points out: If Western civilisation and culture are responsible for colonial racism, and Europe itself has a racist structure, then we should not be too surprised to find this racism reflected in the discourses of knowledge that emanate from this civilisation and that they work to ensure that structural dominance is maintained. (p. xv) The universities have done very little since 1994 to open up ‘to different bodies and traditions of knowledge and knowledge-making in new and exploratory ways’. While all universities have had new policies and frameworks that speak about equality, equity, transformation and change, institutional cultures and epistemological traditions have not considerably changed. Policies might be there but the willingness to implement them is lacking (Department of Education1 2008:41). The South African higher education system ‘remains a colonial outpost’ up to this day, reproducing ‘hegemonic identities instead of eliminating hegemony’ (McKaiser 2016). Mbembe (2016:32) argues that ‘there is something profoundly wrong when … syllabuses designed to meet the needs of colonialism and apartheid should continue well into the liberation era’. This is why it is of paramount importance to bring about fundamental epistemological change at institutions of higher learning. This article traces the roots of epistemic violence at South African universities. The focus is on the curriculum, which remains largely Eurocentric and continues to reinforce white and Western dominance and privilege while at the same time being full of stereotypes, prejudices and patronising views about Africa and its people. The article stresses that South Africa must completely rethink, reframe and reconstruct the Eurocentric and colonial curriculum and teaching methods at universities. This is in line with Letsekha’s argument that the higher education system requires a ‘fundamental overhaul of the whole epistemological model underlying the current educational system’ (2013:9). However, this will not be easy, as there are many powerful individuals and interest groups who will do all it takes to contest, resist and water down the change in order to maintain the status quo. Students, progressive academics, university staff and the concerned public must maintain the non-violent, intellectual, evidence-based, emotional and popular struggle until epistemic violence and Eurocentrism are dismantled. Colonialism, apartheid and higher education in South Africa This section reflects on higher education during colonial and apartheid times. Eurocentrism, racism, segregation and epistemic violence at South African universities were not products of the apartheid state. Rather, these problems began with the establishment of the universities by the British colonialists and further evolved after 1948 (Sehoole 2006:4). Imperial and colonial rule included both direct and indirect socio-economic and political control, dominance and exploitation of resource-rich parts of the world by the European powers in the form of settler or extractive colonies (Mamdani 1996:17). Apart from exploitation, one of the drivers of colonial and imperial occupation was the belief by the colonialists that they were superior human beings on a mission to save and ‘civilise’ the ‘uncivilised’ peoples in the colonies (Mudimbe 1985:181). Bain (2003:64–65) writes that the colonisers believed they had a ‘paternal duty that obliged self-proclaimed trustees of civilisation to seek the good of the disadvantaged’. They saw themselves as providers of supervision and guidance to the ‘weak’ and ‘childlike’ peoples in the colonies (Mamdani 1996:4; McEwan 2009:220). Kelley (2000:27) writes that ‘colonial domination required a whole way of thinking, a discourse in which everything that is advanced, good and civilised is defined and measured in European terms’. In this process, colonial education played an instrumental role, promoting and imposing the Eurocentric ‘ways’ and worldviews while subjugating everything else. Thus, one of the most destructive effects of colonialism was the subjugation of local knowledge and promotion of the Western knowledge as the universal knowledge. European scholars have worked hard for centuries to erase the historical, intellectual and cultural contributions of Africa and other parts of the ‘non-Western’ world to our common humanity. They have done this as part of the white supremacist project. In the process, they have reduced the ‘other’ in their texts to ‘little more than beasts of burden or brutish heathens’ (2000: 22), instilling in the colonised masses an inferiority complex (Césaire 2000:43; Mudimbe 1985:175). As Said (1994:8) points out, the Western European literature has for centuries portrayed the non-Western world and peoples as ‘inferior’ and ‘subordinate’; this helped ‘normalise’ racism among the colonialists and developed a notion that ‘Europe should rule, non-Europeans ruled’ (1994:120). In South Africa, the colonial universities2 were set up by ‘settler elites who saw them as both symbols and disseminators of European civilisation in the colonies’ (Pietsch 2013). The role of universities – which were part and parcel of the colonial project – was to promote white supremacy and develop the white youth to maintain and further expand colonial society (Pietsch 2013; Ramoupi 2011:5). Colonial universities ‘were unapologetically Eurocentric, patterned on the metropolitan universities from which they drew much of their faculty and curricula’ (Zeleza 2009:114). Pietsch (2013) further explains how: Presuming the universality and superiority of ‘Western’ culture, these ‘settler’ universities established themselves as the local representatives of ‘universal’ knowledge, proudly proclaiming this position in the neo-gothic buildings they erected and the Latin mottos they adopted. After the apartheid system was established in 1948, the epistemic violence and racism at universities were taken to another level. During apartheid, higher education was ‘designed to entrench the power and privilege of the ruling white minority’ (Bunting 2004:52). The ‘conception of race and the politics of race … shaped the higher education policy’. This included designation of institutions for the exclusive use of particular racial groups (2004:35–36). Bunting (2004:40) writes that the councils and administrators at the historically white Afrikaans-medium universities gave full support to the apartheid regime and the white supremacy project. He adds that these ‘instrumentalist institutions’3 were governed in a top-down and authoritarian manner. The historically white English-medium universities considered themselves as ‘liberal’ institutions that had ‘highly ambiguous relationships with the government during the apartheid years’. They received funding from the government but argued that they were not the ‘servants of the state’. These institutions were governed in a fashion that was a ‘mix of the collegial and the authoritarian’ (2004:42–43). Although the English-medium universities saw themselves as the opponents of apartheid and agents for change, in reality they were islands of white privilege that benefited from apartheid’s policies even if not openly supporting the government. Gibbon and Kabaki (2004:123) indicate that the entire higher education system ‘served to construct and maintain the social, political and economic features of the apartheid order’. One of the ways it did this was by contributing ‘to the systematic under-qualification of the majority black population’. While the Afrikaans-medium universities worked closely with the government on this, the English-medium universities also played a role in maintaining the segregation and oppression. Mamdani (1998:64) argues that ‘the South African academy, even when it was opposed to apartheid politically, was deeply affected by it epistemologically’. Sehoole (2006:5) adds that during apartheid, most of the English- and Afrikaans-speaking academia ‘shared whiteness – a belief in white hegemony in South Africa’. Historically black universities (including the universities in the homelands) were established and/or maintained to train black people to serve first the colony4 and then the apartheid state. This included developing professionals such as teachers, homeland administrators and bureaucrats. This way the black universities ‘played a role in the maintenance of the overall apartheid socio-political agenda’ (Bunting 2004:45). While the white universities promoted Eurocentrism and white supremacy, ‘black universities were irredeemably condemned to the mediocrity of Bantu education’ (Zeleza 2009:115), training students to become the servants of the white ‘masters’ (Ramoupi 2014:270). As in the case of the white institutions, governance systems at black universities ‘tended to be highly authoritarian’ and dominated by white Afrikaners who had graduated from Afrikaans-medium universities. Furthermore, the intellectual and academic agendas of the black universities ‘were set by their apartheid origins’ and driven mainly by white academics (Bunting 2004:45). Eurocentrism and epistemic violence in ‘new’ South Africa Two decades after the end of apartheid, the curriculum5 at South African universities is still largely Eurocentric, rooted in the colonial and apartheid dispossession, looting and humiliation of Africa and its people. The Eurocentric curriculum focuses on: The idea of Europe, as a metaphor, and turns all others into bit players or loiterers without intent on the stage of world history, either too lazy to do anything ourselves or always late, and running behind to catch up with Western modernity. (Pillay 2015) After 1994, epistemological transformation was supposed to entail a ‘reorientation away from the [colonial and] apartheid knowledge system, in which curriculum was used as a tool of exclusion, to a democratic curriculum that is inclusive of all human thought’ (Department of Education 2008:89). However, universities have failed to do much, if anything, to change the curriculum since the demise of apartheid. As the Department of Education concluded in 2008 (and there has been hardly any change since then), the transformation efforts have not ‘translated into any significant shifts in the structure and content of the curriculum’ (2008:90). The curriculum ‘is inextricably intertwined with the institutional culture and, given that the latter remains white6 and Eurocentric at the historically white institutions, the institutional environment is not conducive to curriculum reform’ (2008:91). Thus, what we have in most fields of study (and particularly in the humanities and social sciences) is Eurocentric indoctrination, which marginalises Africa and is often full of patronising views and stereotypes about the continent: ‘European and white values are [still] perceived as the standards on which the country’s education system is based and rooted’ (Ramoupi 2011:5). Eurocentrism, which dominates the curriculum, ‘seeks to universalize the West and provincialize the rest’ (Zeleza 2009:133). Such education does not critically interrogate the ‘outcomes of a history of patriarchy, slavery, imperialism, colonialism, white supremacy and capitalism’ (Molefe 2016:32). Quite contrary, the one-sided and subjective ‘epistemological truth’ promoted by those who are trying to maintain the status quo is a ‘reproduction of epistemological blindness that silences other knowledges and ways of creating knowledge’ (Motta 2013:97). Pillay (2015) argues that this kind of education ensures that the students end up: ‘ignorant of most of the world [and particularly Africa] and arrogant about our ignorance’ (original emphasis). He adds that this is nothing but ‘epistemic violence’ imposed on the students by the South African academia. Spivak (1994) defines ‘epistemic violence’ as the Eurocentric and Western domination and subjugation of the [former] colonial subjects and misconception of their understanding and perception of the world. This is a result of ‘violence of imperialistic epistemic, social and disciplinary inscription’ (1994:80). Epistemic violence erases the history of the subaltern7 (1994:83) and also convinces them that they do not have anything to offer to the ‘modern’ world; their only option is to blindly follow the ‘enlightened’ colonisers, learn from them, adopt their worldviews and fit into the periphery of their world as second-class citizens. Epistemic violence persists in post-apartheid South Africa, where the higher education system, rooted in colonial and apartheid exploitation and racism, has obliterated nearly all the linkages that black students may have with the prescribed texts, propagated narratives, debates and learning on the one side and their history, lived experiences and dreams on the other side. In the old colonial fashion, they are the ‘other’ in their country of birth, not recognised and valued unless they conform. Through education, they are expected to learn to ‘speak well’ and gain skills and Eurocentric knowledge that will allow them to enter the marketplace but not allow them to fundamentally change the status quo in society and the economy. Africa in the current curriculum The colonial and apartheid curriculum in South Africa has promoted white supremacy and dominance, as well as stereotyping of Africa. The current higher education curriculum still largely reflects the colonial and apartheid worldviews (Ramoupi 2014:271) and is disconnected from African realities, including the lived experiences of the majority of black South Africans. Most universities still follow the hegemonic ‘Eurocentric epistemic canon’ that ‘attributes truth only to the Western way of knowledge production’ (Mbembe 2016:32). Such a curriculum does not develop students’ critical and analytical skills to understand and move the African continent forward. Gqola (2008:222) asserts that since 1994, South African universities have not done nearly enough to open their students’ horizons about Africa. This has ‘contributed to the ignorance of the continent we are part of and inadvertently allowed the faceless African man and woman to remain throw-away people’. Jansen (1998:109) writes that the failure to increase the number of black academics and decolonise the curriculum have ‘left unchallenged the Achilles heel of [previously] white institutions: the kind of knowledge (and therefore authority) which is passed on to African students as unquestionable truth and inscrutable value’. The curriculum continues to ‘reinforce the prejudice’ that there is not much we can learn from Africa, developing countries and the ‘third world’ and that ‘universal’ knowledge rests in the Western world (Pillay 2015). When Africa appears in the curriculum, it is not more than a ‘version of Bantu education … students are being taught a curriculum which presumes that Africa begins at the Limpopo, and that this Africa has no intelligentsia worth reading’ (Mamdani 1998:74).8 Accordingly, most South African academics who teach about Africa rely primarily on Western interpretations of the continent. Knowledge about Africa produced by African academics is largely ignored. Reliance on Western knowledge about Africa is an old colonial and imperial notion. As Mamdani (1998) points out: the idea that natives can only be informants, and not intellectuals, is part of an old imperial tradition. It is part of the imperial conviction that natives cannot think for themselves; they need tutelage. (p. 71) Reflecting on the Western knowledge about the African continent and its people, Mbembe (2001) notes the following: Reduced to impatience and ignorance, carried away by verbal delirium, slogans, and linguistic inadequacy – with some analysts, only reading French, others only English, and few speaking local languages – the literature lapses into repetition and plagiarism; dogmatic assertions, cavalier interpretations, and shallow rehashes become the order of the day. (pp. 8–9) Thus, the writings by Western academics and researchers, who often claim that Africa is nothing but misery, corruption, ‘darkness’ and irrationality9 (Mbembe 2001) and cannot survive without a ‘kind, white foreigner’ (Ngozi Adiche 2009), are frequently used as reference points to teach about Africa at South African universities. When this kind of knowledge is used to teach about the continent, we cannot expect anything but distance, alienation and misunderstanding of the causes of the past and current problems and lack of vision for the future. Fundamental change Writing about decolonisation of higher education in Kenya at the end of 1960s, Garuba (2015) stresses that a ‘fundamental question of place, perspective and orientation needed to be addressed in any reconceptualisation of the curriculum’ and that Kenya, East Africa and Africa needed to be placed at the centre of teaching, learning and research at Kenyan universities. A more detailed account of the quest for transformation of the curriculum in post-colonial Kenya is in Ngugi wa Thiong’o’s Decolonising the Mind: The Politics of Language in African Literature (1981). Ngugi writes that the transformation required looking at the curriculum in terms of the ‘relevance to our situation … [and the] contribution towards understanding ourselves’. Ultimately, the goal was to establish the ‘centrality of Africa’ in the curriculum (1981:94). Similar decolonisation processes took place in many African countries after independence, where universities went through ‘vigorous efforts … to decolonise the disciplines, to strip them of their Eurocentric cognitive and civilisational conceits’ (Zeleza 2009:112). Local academics used ‘reflexivity and critical analysis’ to establish themselves and their societies ‘as “subjects” of their own destiny’ as well as to reinvent their past and envision their future (Mudimbe 1985:206). When we talk about and engage in reconceptualisation and decolonisation of the curriculum in South Africa, we need to consider the two approaches discussed by Garuba. The first approach is to ‘add new items to an existing curriculum’. The second approach is to ‘rethink how the object of study itself is constituted’ and then reconstruct it and bring about fundamental change (Garuba 2015). The first approach is promoted at South African universities by those who want to maintain the status quo. This group wants to keep Eurocentric worldviews in the curriculum but add to it ‘bits and pieces of Africa’ and ‘the other’ previously colonised places and peoples. This approach allows for ticking of the boxes and saying ‘we are busy reforming and transforming’. Pillay (2015) writes that this approach would lead to settling ‘for a supplemental concept of history, where we now add African Studies onto the existing curriculum with the danger of once more ghettoizing it from the other mainstream disciplines’. The end result would be the continued dominance of Eurocentric worldviews. The fundamental change can happen only if universities embark on the second approach described by Garuba above. For Césaire (2000:89), ‘decolonisation is about the consciousness and rejection of values, norms, customs and worldviews imposed by the [former] colonisers’. Ngugi (1981:87) argues that decolonisation of the curriculum is about Africans seeing themselves ‘clearly in relationship with ourselves and other selves in the universe’. He calls this ‘a quest for relevance’. The change at universities must entail ‘decolonising, deracialising, demasculanising and degendering’ the institutions as well as ‘engaging with ontological and epistemological issues in all their complexity, including their implications for research, methodology, scholarship, learning and teaching, curriculum and pedagogy’ (HESA 2014:7). Kaya and Seleti (2013:33) argue that decolonised academia must reject the ‘utilisation of dominant Western worldview of knowing and knowledge production as the only way of knowing’ (emphasis added). It is important to note that decolonisation does not require removing white men and women, both foreign and local, from the curriculum. However, they cannot be seen as the all-knowing and all-important canon upon which the human knowledge rests and through which white and Western domination is maintained. As Mbembe (2016:35) points out, decolonisation ‘is not about closing the door to European or other traditions. It is about defining clearly what the centre is’. Ngugi (1981:93) adds that Europe cannot remain at the centre of the universe at African universities; Africa must be at the centre. The South African higher education system needs what Zeleza (2009:127) calls the ‘deconstructionist’ movement to ‘dismantle the Eurocentric epistemic hegemonies that have dominated the study of Africa’. The curriculum must be transformed ‘in the context of post-apartheid South Africa and its location in Africa and the world’ (Department of Education 2008:21). Jansen (1998:110–111) further emphasises that: Content matters, and it matters a great deal when a European-centred curriculum continues to dominate and define what counts as worthwhile knowledge and legitimate authority in South African texts and teaching; it matters very much in the context of the inherited curriculum, informed by apartheid and colonialism, in which only the more readily observable, offensive racism has been skimmed off the top. Decolonisation of the curriculum also entails ‘linking colonial and discriminatory legacies to the here and now’ (Langdon 2013:394), which in South Africa is an ever-present painful reality for many. Eliminating past and current injustices should not be limited to ‘material inequality, poverty and the more familiar tropes of violence. We should also aim to reduce injustices in the production of knowledge’ (McKaiser 2016). Universities must completely rethink, reframe and reconstruct the curriculum and bring South Africa, Southern Africa and Africa to the centre10 of teaching, learning and research. This in no way means that decolonisation will lead to localisation, isolation or only Africanisation of the curriculum. Africa will not be the only ‘focus of the curriculum in the ethnocentric-particularist manner of [the current] Eurocentric approaches’. Decolonised curriculum will not neglect other knowledge systems and global context (Department of Education 2008:92). Universities still have to develop globally competent graduates capable of functioning in the complex and connected world. In the decades to come, South Africa aims to play an important role in Africa, within the BRICS11 and in the world – from economics, development, international relations, politics and conflict management to peace-building and security. To do this successfully, the country’s universities will have to develop graduates who possess knowledge about the world and all its complexity.12 However, the education must be free from Western epistemological domination, Eurocentrism, epistemic violence and world views that were designed to degrade, exploit and subjugate people in Africa13 and other parts of the formerly colonised world. In addition, South African academia must be critical of the ‘global knowledge’ and not accept anything from the global North as the norm. Finally, the call for decolonisation of the curriculum ‘is neither an advocacy to be anti-West, nor is it discouragement to learn from the West’ and the rest of the world. Rather, it is a call to make higher education ‘relevant to the material, historical and social realities of the communities in which universities operate’ (Letsekha 2013:14). Fit to teach at a decolonised university? Macedo (1993:189) writes about the ‘social construction of not seeing’ that has been prevalent among white South Africans for decades. In the current context, this refers to the ‘wilful blindness’ (1993:189) by whites but also many rich and middle-class black, coloured and Indian South Africans to the everyday realities and struggles of the poor and marginalised black majority in the country. This is also prevalent at universities, where the leaders, managers, staff members, academics and well-off students often turn a blind eye to the painful lived experiences that many black students and workers go through on a daily basis. How else to explain the lack of awareness of the blatant exploitation of the outsourced cleaning, support and security staff at universities? For years, the people who were employed to clean and take care of the campuses and ensure the safety and security of the university management, academics, staff and students have been exploited by private companies selected and paid by the universities to provide these services. Hardly anyone took notice, asked about or attempted to stop this exploitation. If it wasn’t for the #FeesMustFall movement, which incorporated the struggle of the outsourced workers into their own struggle, universities would not have done anything on their own to stop the ill treatment of the poorest of the poor. This leads to an important question: can those who don’t care about the poor that protect them and clean up after them at the workplace educate students to become good, ethical and critical citizens and change agents? If they don’t care about the injustice and inequality that surrounds them, how will they care and do something about the inequality and injustice in the country, on the continent and in the world? Mkhize (2015) adds an equally important question: Can our universities be trusted to demonstrate contextually relevant, socially intelligent responses to pressing social questions when so many in their ranks seem to be struggling with basic sociological concepts such as ‘race’ and what defines ‘racism’? Decolonisation of higher education is ‘about justice that addresses the epistemic violence of colonial knowledge and colonial thought’ (Pillay 2015). South Africa needs a higher education system to develop graduates and intellectuals who can address the epistemic violence of the past and present and who will go on to rewrite the ‘histories and humanity [of both South Africa and Africa] so cruelly seized and denied by Europe’ (Zeleza 2009:116) throughout centuries. However, where to find leaders, administrators and academics capable of addressing deep-rooted epistemic violence? Where to find academics who possess knowledge and passion about the African continent? When it comes to knowledge about Africa, most of South Africa’s white academics are intellectually and academically out of touch. ‘Because of their racially privileged positions’ in the past, they ‘had risen up the ranks without having to engage three decades of rigorous post-independence African scholarship’ (Mkhize 2015). Many still assume that the Western knowledge systems ‘constitute the only basis for higher forms of thinking’ (Department of Education 2008:91). Thus, the involvement of white academics in the decolonisation project ‘requires self-reflexivity’ (Langdon 2013:385), recognition of privilege, personal change and growth as well as unlearning of the old knowledge designed to subjugate and exploit ‘the other’. The epistemological transformation also depends on the significant increase of black, coloured and Indian academics at universities (HESA 2014:8). However, even if black academics and administrators replace whites, this does not necessarily guarantee fundamental change. Ramoupi (2014:271) argues that the leadership change at many universities – from white to black, coloured or Indian vice-chancellors, their deputies or deans – didn’t lead to ‘substantial paradigm shifts meant to bring about meaningful decolonisation of the curriculum and content’. Furthermore, as Maserumule (2015) points out: The continent’s professoriate is schooled largely in the white tradition. This imprinted the culture of whiteness in its making, which is not surprising. Western education in Africa as we know it is designed to proselytise blacks. African academics may be reluctant to repudiate their very make-up. Maserumule (2015) adds that fundamental change requires academics and administrators ‘with a decoloniality posture’. The challenge in South Africa is that academics and administrators with a decoloniality posture are a minority at universities. Many come from the old system that worked hard to maintain apartheid and white domination; some have enjoyed the white privilege while claiming to be against apartheid or, in the case of many black academics and administrators, were indoctrinated during apartheid. Thus, the struggle to decolonise higher education will be a long one, possibly requiring new generations of academics and administrators – who were not part of the old system and who are representative of the country’s demographics – to reach senior positions at universities. Conclusion ‘Direct colonial rule may have disappeared; but colonialism, in its many disguises as cultural, economic, political and knowledge-based oppression, lives on’ (Sardar 2008:xix). If one adds the term ‘apartheid’ after ‘colonialism’ in the above quote, we get a true picture of post-apartheid South Africa, where colonial and apartheid marginalisation, racism and exploitation live on in many spheres of life and work, including higher education. If universities and academics want to genuinely contribute to socio-economic transformation in the country and on the African continent, they have to profoundly change what they teach and how they do it. The current Eurocentric curriculum – coupled with epistemic violence – does not contribute to a much-needed reimagining of the past and shaping of the present and future on the African continent. This can only be achieved through a curriculum that ‘reconstructs’ Africa from the historical, civilisational, political economy and political standpoint perspectives (Mamdani 1998). However, this will not happen until the Eurocentric institutional cultures and staff demographics at universities fundamentally change (Department of Education 2008). The opposition to change is entrenched within the university structures and will not easily allow the breaking down of the grip on power, privilege, influence and decision-making. This group will do everything in its power to contest, resist and water down the change,14 as ‘any intellectual challenges to the orthodoxy that underpins’ any field of study will ‘provoke the ire of those who benefit most from the status quo’ (Lagardien 2014). Thus, the debates about decolonisation make many at universities uncomfortable. This is important and necessary, as change will not happen if people are comfortable with the status quo. Decolonisation requires a large mass of people demanding change on the campuses and in society. They will have to confront the ‘official orthodoxy’ (Mudimbe 1985:209) and ‘consciously disrupt the status quo’ (Nwadeyi 2016). Social and structural change seldom happens anywhere in the world without activism, advocacy, dissent, disruption and protest. The powerful and influential don’t simply give in because it is the right thing to do; they only act when they are compelled to do so by social movements and masses. Progressive academics and lecturers must take the lead and not wait until the institutional cultures and environments transform. They need to decolonise their own curriculum and democratise the learning space in which they operate. In particular, they have an opportunity to involve students in the process of transformation of the curriculum, teaching and learning. Academics and lecturers can do this by creating an ‘anti-hierarchical’ space in their classrooms where everyone learns, engages, debates and critically reflects together (Rouhani 2012:1731). Freire (1970:69) sees this as an educational space where lecturers and students jointly work on ‘unveiling the reality’, understanding it critically and recreating the knowledge in the process. This is in line with Motta’s (2013:88) notion that ‘the process of constructing knowledge needs to be reclaimed and remade as a critical act of opening possibility through developing pedagogies (as method and content) with students’. ‘Radical departures from the status quo are never easy. They are always simultaneously symbolic and visceral. But they open up new possibilities for questioning what was once unquestioned and unquestionable’ (Msimang 2015). This is exactly what the South African higher education system needs today – a radical departure from the status quo and questioning the colonial and apartheid knowledge systems that until now have not been questioned sufficiently, if at all. The movement to transform and decolonise higher education – a coalition of students, progressive academics, university staff and concerned public – must find ways to hold the institutions accountable and maintain the non-violent, intellectual, evidence-based, emotional and popular struggle until Eurocentrism and epistemic violence at universities are dismantled. Acknowledgements Competing interests The author declares that he has no financial or personal relationships that may have inappropriately influenced him in writing this article. References Bain, W., 2003, ‘The political theory of trusteeship and the twilight of international equality’, International Relations 17(1), 59–77. http://dx.doi.org/10.1177/00471178030171004 Bunting, I., 2004, ‘The higher education landscape under apartheid’, in N. Cloete, P. Maassen, R. Fehnel, T. Moja, H. Perold. & T. Gibbon (eds.), Transformation in higher education: Global pressures and local realities in South Africa, pp. 35–52, Kluwer Academic Publishers, Dordrecht. Césaire, A., 2000, Discourse on colonialism, Monthly Review Press, New York. De Wit, H., 2012, ‘Africa must lead innovation in higher education internationalisation’, University World News, 16 September, Issue No. 239, viewed 18 June 2016, from http://www.universityworldnews.com/article.php?story=20120912160836275 Department of Education, 2008, Report of the ministerial committee on transformation and social cohesion and the elimination of discrimination in public higher education institutions, Final Report, Department of Education, Pretoria. Du Plessis, T., 2006, ‘From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa’, Language Policy 5(1), 87–113. http://dx.doi.org/10.1007/s10993-005-5627-5 Freire, P., 1970, Pedagogy of the oppressed, 30th edn., The Continuum International Publishing Group Inc., New York. Garuba, H., 2015, ‘What is an African curriculum?’, Mail & Guardian, 17 April, viewed 15 June 2016, from http://mg.co.za/article/2015-04-17-what-is-an-african-curriculum/ Gibbon, T. & Kabaki, J., 2004, ‘Staff’, in N. Cloete, P. Maassen, R. Fehnel, T. Moja, H. Perold. & T. Gibbon (eds.), Transformation in higher education: Global pressures and local realities in South Africa, pp. 123–152, Kluwer Academic Publishers, Dordrecht. Gqola, P.D., 2008, ‘Brutal inheritances: Echoes, negrophobia and masculinist violence’, in S. Hassim, T. Kupe. & E. Worby (eds.), Go home or die here: Violence, xenophobia and the reinvention of difference in South Africa, pp. 209–223, Wits University Press, Johannesburg. Higher Education South Africa (HESA), 2014, ‘South African higher education in the 20th year of democracy: Context, achievements and key challenges’, presentation to the Portfolio Committee on Higher Education and Training, Cape Town, 5 March. Jacobs, S., 2016, ‘Student protests and post-apartheid South Africa’s negative moment’, Africa is a Country, 18 May, viewed 2 July 2016, from http://africasacountry.com/2016/05/student-protests-and-postapartheid-south-africas-negative-moment Jansen, J.D., 1998, ‘But our natives are different! Race, knowledge and power in the academy’, Social Dynamics 24(2), 106–116. http://dx.doi.org/10.1080/02533959808458653 Kaya, H.O. & Seleti, Y.N., 2013, ‘African indigenous knowledge systems and relevance of higher education in South Africa’, The International Education Journal: Comparative Perspectives 12(1), 30–44. Kelley, R.D.G., 2000, ‘A poetics of anticolonialism’, in A. Césaire (ed.), Discourse on colonialism, pp. 7–28, Monthly Review Press, New York. Lagardien, I., 2014, ‘Help students challenge economics’, Mail & Guardian, 7 March, viewed 19 June 2016, from http://mg.co.za/article/2014-03-07-help-students-challenge-economics Langdon, J., 2013, ‘Decolonising development studies: Reflections on critical pedagogies in action’, Canadian Journal of Development Studies 34(3), 384–399. http://dx.doi.org/10.1080/02255189.2013.825205 Letsekha, T., 2013, ‘Revisiting the debate on the Africanisation of higher education: An appeal for a conceptual shift’, The Independent Journal of Teaching and Learning 8, 5–18. Macedo, D.P., 1993, ‘Literacy for stupidification: The pedagogy of big lies’, Harvard Educational Review 63(2), 183–206. http://dx.doi.org/10.17763/haer.63.2.c626327827177714 Mamdani, M., 1996, Citizen and subject: Contemporary Africa and the legacy of late colonialism, Princeton University Press, Princeton, NJ. Mamdani, M., 1998, ‘Is African studies to be turned into a new home for Bantu education at UCT?’, Social Dynamics 24(2), 63–75. http://dx.doi.org/10.1080/02533959808458649 Maserumule, M.H., 2015, ‘Why Africa’s professors are afraid of colonial education being dismantled’, The Conversation, 25 November, viewed 30 November 2015, from https://theconversation.com/why-africas-professors-are-afraid-of-colonial-education-being-dismantled-50930 Mbembe, A., 2001, On the postcolony, University of California Press, Berkeley, CA. Mbembe, A., 2016, ‘Decolonising the university: New directions’, Arts & Humanities in Higher Education 15(1), 29–45. http://dx.doi.org/10.1177/1474022215618513 McEwan, C., 2009, Postcolonialism and development, Routledge, New York. McKaiser, E., 2016, ‘Epistemic injustices: The dark side of academic freedom’, 2016 DCS Oosthuizen Academic Freedom Memorial Lecture, Rhodes University, Grahamstown, 30 May, viewed 17 June 2016, from http://www.iol.co.za/news/epistemic-injustices-the-dark-side-of-academic-freedom-2029747 Mkhize, N., 2015, ‘Anger over Rhodes vindicates Mamdani’, Business Day, 7 April, viewed 18 June 2016, from http://www.bdlive.co.za/opinion/columnists/2015/04/07/anger-over-rhodes-vindicates-mamdani Molefe, T.O., 2016, ‘Oppression must fall: South Africa’s revolution in theory’, World Policy Journal 33(1), 30–37. http://dx.doi.org/10.1215/07402775-3545858 Motta, S.C., 2013, ‘Teaching global and social justice as transgressive spaces of possibility’, Antipode 45(1), 80–100. http://dx.doi.org/10.1111/j.1467-8330.2012.00995.x Msimang, S., 2015, ‘The old is dying and the young ones have just been born’, Africa is a Country, 15 May, viewed 2 July 2016, from http://africasacountry.com/2015/05/the-old-is-dying-and-the-young-ones-have-just-been-born/ Mudimbe, V.Y., 1985, ‘African gnosis philosophy and the order of knowledge: An introduction’, African Studies Review 28(2/3), 149–233. http://dx.doi.org/10.2307/524605 Ngozi Adiche, C., 2009, The danger of a single story, TED Global, video recording, viewed 16 June 2016, from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story Ngugi, W.T.O., 1981, Decolonising the mind: The politics of language in African literature, East African Educational Publishers Ltd., Nairobi. Nwadeyi, L., 2016, ‘We all have a responsibility to disrupt the status quo’, Mail & Guardian, viewed 30 June 2016, from http://mg.co.za/article/2016-06-29-we-all-have-agency-and-we-must-use-it-to-disrupt-the-status-quo Pietsch, T., 2013, ‘Empire and higher education internationalisation’, University World News, 20 July, Issue No: 282, viewed 19 June 2016, from http://www.universityworldnews.com/article.php?story=20130718115637589 Pillay, S., 2015, ‘Decolonising the university’, Africa is a Country, viewed 16 June 2016, from http://africasacountry.com/2015/06/decolonizing-the-university/ Ramoupi, N.L.L., 2011, African-centred education and African languages: Content and curriculum in post-apartheid education and training in South Africa, Briefing No. 56, Africa Institute of South Africa, Tshwane. Ramoupi, N.L.L., 2014, ‘African research and scholarship: 20 years of lost opportunities to transform higher education in South Africa’, Ufahamu: A Journal of African Studies 38(1), 269–286. Rouhani, F., 2012, ‘Practice what you teach: Facilitating anarchism in and out of the classroom’, Antipode 44(5), 1726–1741. Said, E., 1994, Culture and imperialism, Vintage, London. Sardar, Z., 2008, ‘Foreword to the 2008 edition. I think it would be good if certain things were said: Fanon and the epidemiology of oppression’, in F. Fanon 1967, Black skins, white masks, 2008 edn., pp. vi–xx, Pluto Books, London. Sehoole, C., 2006, ‘Internationalisation of higher education in South Africa: A historical review’, Perspectives in Education 24(4), 1–13. Shay, S., 2016, ‘Decolonising the curriculum: It’s time for a strategy’, The Conversation, 13 June, viewed 15 July 2016, from https://theconversation.com/decolonising-the-curriculum-its-time-for-a-strategy-60598 Spivak, G.C., 1994, ‘Can the subaltern speak?’, in P. Williams & L. Chrisman (eds.), Colonial discourse and post-colonial theory: A reader, pp. 66–111, Harvester/Wheatsheaf, New York. Zeleza, P.T., 2009, ‘African studies and universities since independence: The challenges of epistemic and institutional decolonization’, Transition (101), 110–135. http://dx.doi.org/10.2979/trs.2009.-.101.110 Footnotes 1. In 2009, the South African Department of Education was divided into the Department of Basic Education and the Department of Higher Education and Training. 2. A number of colonial universities were established as bilingual institutions (both English and Afrikaans). This started to change in 1918, when some institutions were transformed into Afrikaans-medium universities due to the rise of Afrikaner nationalism and the demand for Afrikaans-only higher education (Du Plessis 2006:97). 3. Instrumentalist institutions are universities whose main aim is ‘dissemination and generation of knowledge for a purpose defined or determined by a socio-political agenda’ of the ruling elites and not for the expansion of knowledge ‘for its own sake’ (Bunting 2004:40). 4. This includes missionary education, which was part of the colonial project (Mudimbe 1985). 5. ‘Higher education curriculum’ refers to ‘what knowledge is included or excluded in university teaching and learning programmes’ (Letsekha 2013:8). 6. ‘Racism and patriarchy’ were ‘key features of colonialism and apartheid’. As such, they profoundly shaped the composition of academic staff at universities. In 1994, 83% of academics in South Africa were white, whereas 68% were male. In 2012, the whites still made up 53% and males 55% of full-time permanent academic staff (HESA 2014:8). 7. At universities in the colonies, ‘native’ history was devalued while the history of the colonial power was promoted and celebrated (Said 1994:270). The negative effects of this would remain for many decades after independence. 8. The above quotes from Jansen and Mamdani, both from 1998, still to a great extent describe the South African higher education system. 9. The African continent ‘stands out as the supreme receptacle of the West’s obsession with, and circular discourse about, the facts of “absence,” “lack” and “non-being,” of identity and difference, of negativeness – in short, of nothingness’ (Mbembe 2001:4). 10. South African universities currently have miniscule and often superficial institutional partnerships on the African continent. The majority of their functional partnerships are in the global North (Kaya & Seleti 2013:32; Sehoole 2006:11). If Africa is to be the central focus of the research and curriculum, increased collaboration between universities and academics from South Africa and the rest of the continent is of utmost importance. 11. The BRICS is a geopolitical and economic grouping comprising Brazil, Russia, India, China and South Africa. 12. This requires reading, critiquing, analysing, comparing and contrasting diverse academic and literary works and points of view and not only (or mainly) the Western and Eurocentric ones. 13. De Wit (2012) argues that higher education in Africa may need to first go through a ‘process of de-internationalisation, to liberate itself from [colonial and] external influences, before it can develop its own position in the global knowledge society’. 14. Mamdani’s ‘Is African studies to be turned into a new home for Bantu education at UCT?’ is a prime example of resistance to curriculum decolonisation at South African universities. Not much has changed since he wrote about this in 1998.

1. Epistemic Journeying across Abyssal Lines of Thinking: Towards Reclaiming Southern Voices
Ronicka Mudaly, Sebastian Sanjigadu
Education as Change  vol: 26  year: 2022  
doi: 10.25159/1947-9417/11442

2. Rethinking decolonized universities: a case for proverbs (Dika le Diema) and Ubuntu in humanizing South African universities
Lesiba Tumishang Ledwaba, Sandiso Mahlala
International Journal of Research in Business and Social Science (2147- 4478)  vol: 13  issue: 5  first page: 813  year: 2024  
doi: 10.20525/ijrbs.v13i5.3467

3. African proverbs as pedagogical tools in the contemporary education system
Megbowon Funmilola Kemi, Uwah Chijioke
South African Journal of African Languages  vol: 41  issue: 3  first page: 231  year: 2021  
doi: 10.1080/02572117.2021.2010917

4. The ‘exotic other’ in medical curricula: Rethinking cultural diversity in course manuals
Albertine Zanting, Agnes Meershoek, Janneke M. Frambach, Anja Krumeich
Medical Teacher  vol: 42  issue: 7  first page: 791  year: 2020  
doi: 10.1080/0142159X.2020.1736534

5. Rage, loss and other footpaths: Subjectification, decolonisation and transformation in higher education
Anne Becker
Transformation in Higher Education  vol: 2  year: 2017  
doi: 10.4102/the.v2i0.23

6. Addressing the multifaceted drivers of girl-child school dropout in the OR Tambo district, South Africa: Implications for policy and practice in Africa
Mkwananzi Sibusiso, Sharpley Nelly, Moruri-Silo Puleng
International Journal of Educational Research  vol: 134  first page: 102807  year: 2025  
doi: 10.1016/j.ijer.2025.102807

7. Artificial intelligence in South African universities: curriculum transformation and decolonisation—aid or obstacle?
Charles Maimela, Palesa Mbonde
Frontiers in Sociology  vol: 10  year: 2025  
doi: 10.3389/fsoc.2025.1543471

8. Virtual Engagement: A Nexus Between Internationalisation and Decolonisation of the Curriculum in the PEESA III Project?
Lesley Anne Cooke, Bwalya Lungu, Lavern Samuels
Balkan Region Conference on Engineering and Business Education  vol: 3  issue: 1  first page: 35  year: 2019  
doi: 10.2478/cplbu-2020-0005

9. Naming the “Brown Thing”: racial consciousness in the Ivory Tower
Curwyn Mapaling, Nokulunga Shabalala
Frontiers in Education  vol: 10  year: 2025  
doi: 10.3389/feduc.2025.1640929

10. Produire des savoirs « africains »
Lionel Zevounou
Revue d'anthropologie des connaissances  vol: 14  issue: 2  year: 2020  
doi: 10.4000/rac.6102

11. Antiracism across the curriculum: A grassroots faculty initiative
Laurie Grobman, Colleen English, Jessica B. Schocker, Allison R. Altman-Singles, Guadalupe Kasper, Samantha Kavky, Lolita A. Paff, Jayné Park-Martinez, Brett Spencer
Journal of Curriculum and Pedagogy  vol: 22  issue: 2  first page: 178  year: 2025  
doi: 10.1080/15505170.2023.2253752

12. Decoloniality and anti-racist pedagogy: sport students’ experiences of enhancing their racial literacy
Spencer Swain, Matthew Green, Mark Mierzwinski
Sport, Education and Society  first page: 1  year: 2025  
doi: 10.1080/13573322.2025.2502493

13. Pre-modern epistemes inspiring a new Global Sociology of Education Imagination
Jordi Collet-Sabé
British Journal of Sociology of Education  vol: 44  issue: 8  first page: 1249  year: 2023  
doi: 10.1080/01425692.2023.2195089

14. ‘The world is full of magic things, patiently waiting for our senses to grow sharper’ (WB Yeats): enhancing resilience among deaf young people in South Africa through photography and filmmaking
Alys Young, Lorenzo Ferrarini, Andrew Irving, Claudine Storbeck, Robyn Swannack, Alexandra Tomkins, Shirley Wilson
Medical Humanities  vol: 45  issue: 4  first page: 416  year: 2019  
doi: 10.1136/medhum-2019-011661

15. Student Success and Curriculum Reform in Post-Apartheid South Africa
Rubby Dhunpath, Reshma Subbaye
International Journal of Chinese Education  vol: 7  issue: 1  first page: 85  year: 2018  
doi: 10.1163/22125868-12340091

16. ‘The time where the British took the lead is over’: ethical aspects of writing in complex research partnerships
Kristina Pelikan, Roger Jeffery, Thorsten Roelcke
Research Ethics  vol: 17  issue: 1  first page: 3  year: 2021  
doi: 10.1177/1747016120915253

17. Techniques and a Model for the Incorporation of Indigenous Knowledge Systems Into the Natural Science Curriculum in Schools
Benkosi Madlela
Studies in Learning and Teaching  vol: 5  issue: 1  first page: 42  year: 2024  
doi: 10.46627/silet.v5i1.310

18. Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy
Adam Gaudry, Danielle Lorenz
AlterNative: An International Journal of Indigenous Peoples  vol: 14  issue: 3  first page: 218  year: 2018  
doi: 10.1177/1177180118785382

19. Policy education in Australia and New Zealand: towards a decolonized pedagogy
Michael Mintrom, Deirdre O’Neill
Journal of Asian Public Policy  vol: 16  issue: 1  first page: 35  year: 2023  
doi: 10.1080/17516234.2022.2067646

20. Worlding geography: From linguistic privilege to decolonial anywheres
Martin Müller
Progress in Human Geography  vol: 45  issue: 6  first page: 1440  year: 2021  
doi: 10.1177/0309132520979356

21. Rethinking teacher development: blending socially responsible teaching approaches with Indigenous Knowledge to enhance equity and inclusivity
Oluwatoyin Ayodele Ajani
SN Social Sciences  vol: 5  issue: 4  year: 2025  
doi: 10.1007/s43545-025-01088-8

22. Infusing African management philosophy into project management
Carl Marnewick, Wikus Erasmus, Nazeer Joseph
Acta Commercii  vol: 18  issue: 1  year: 2018  
doi: 10.4102/ac.v18i1.585

23. Reframing research agendas: translational research to address broader social issues in educational technology
Ana-Paula Correia, Fan Xu, David A. Julian
Journal of Computing in Higher Education  vol: 37  issue: 2  first page: 639  year: 2025  
doi: 10.1007/s12528-025-09453-5

24. Resisting Erasure: Community-Centered Scholarship in Urban Mathematics Education Amid DEI Defunding
Jamaal Young, Jemimah Young
Journal of Urban Mathematics Education  vol: 18  issue: 1  first page: 1  year: 2025  
doi: 10.21423/jume-v18i1a804

25. Social identities and racial integration in historically white universities: A literature review of the experiences of black students
Sandiso Bazana, Opelo P. Mogotsi
Transformation in Higher Education  vol: 2  year: 2017  
doi: 10.4102/the.v2i0.25

26. Beyond neoliberal policies: Blind spots in the Staffing South Africa’s Universities Framework
Mlamuli N. Hlatshwayo
The Journal for Transdisciplinary Research in Southern Africa  vol: 20  issue: 1  year: 2024  
doi: 10.4102/td.v20i1.1439

27. “It takes a village to raise a child,” university teachers’ views on traditional education, modern education, and future I integration in Ethiopia
Yonas Baheretibeb, Cynthia Whitehead
Frontiers in Education  vol: 9  year: 2024  
doi: 10.3389/feduc.2024.1348377

28. Decolonizing climate change response: African indigenous knowledge and sustainable development
James Ojochenemi David
Frontiers in Sociology  vol: 9  year: 2024  
doi: 10.3389/fsoc.2024.1456871

29. Perspective of Sociology: Historical Context of South African Higher Education in the 1960's, Public Issues and Personal Troubles
Moses Modisane
SSRN Electronic Journal  year: 2025  
doi: 10.2139/ssrn.5582033

30. Epistemic (in)justice in African universities: a perspective of the politics of knowledge
Amasa Philip Ndofirepi, Ephraim Taurai Gwaravanda
Educational Review  vol: 71  issue: 5  first page: 581  year: 2019  
doi: 10.1080/00131911.2018.1459477

31. Decolonial praxis: Teacher educators' perspectives on tensions, barriers, and possibilities of anti‐racist practice‐based Initial Teacher Education in England
Josephine Gabi, Anna Olsson Rost, Diane Warner, Uzma Asif
The Curriculum Journal  vol: 34  issue: 1  first page: 83  year: 2023  
doi: 10.1002/curj.174

32. African Discourses on the Africanization and Decolonization of Social and Human Sciences
Katunga J. Minga
Journal of Black Studies  vol: 52  issue: 1  first page: 50  year: 2021  
doi: 10.1177/0021934720957071

33. Who Must Lead Decoloniality: A Practical Theological Interrogation on the Possible Qualification to Lead Decolonisation: A South African Study
Magezi Elijah Baloyi
Phronimon  year: 2024  
doi: 10.25159/2413-3086/13880

34. Causes and Institutional Responsesof Social Unrest in South African Universities
Bunmi Isaiah Omodan
Sage Open  vol: 13  issue: 4  year: 2023  
doi: 10.1177/21582440231218775

35. The paradoxical meanings of the artifact owls (Athene noctua) at the University of South Africa: An impediment to transformation, decolonization, and Africanization discourse
Mavhungu Abel Mafukata, Modise Moseki, Aneesah Khan
Journal of Public Affairs  vol: 19  issue: 4  year: 2019  
doi: 10.1002/pa.1965

36. Which road to decolonizing the curricula? Interrogating African higher education futures
Mangasini Katundu
Geoforum  vol: 115  first page: 150  year: 2020  
doi: 10.1016/j.geoforum.2019.05.025

37. Decolonising South African Universities: Challenging the Anthropocene and Re-Centring Indigeneity
Darlene Miller, Rebecca Pointer
South African Review of Sociology  vol: 50  issue: 3-4  first page: 22  year: 2019  
doi: 10.1080/21528586.2020.1734480

38. Critical pedagogy, scholar activism and epistemic decolonisation
Victoria Openif’Oluwa Akoleowo
South African Journal of Philosophy  vol: 40  issue: 4  first page: 436  year: 2021  
doi: 10.1080/02580136.2021.2010175

39. Decolonizing secondary school science education through contextualized instruction: An exploration of the nature of science, adaptive expertise, instructional implications and pedagogical frameworks for knowledge integration
Uchenna Kingsley Okeke, Sam Ramaila
Social Sciences & Humanities Open  vol: 11  first page: 101614  year: 2025  
doi: 10.1016/j.ssaho.2025.101614

40. The Politics of Space in South African Writing Centres: Whose Knowledge is Centred?
Lutendo Nendauni
International Journal of Educational Development in Africa  year: 2025  
doi: 10.25159/2312-3540/19826

41. Know thy Systemic Enemies: Mechanisms that Prevent Transformation
David Pittaway
Politikon  vol: 46  issue: 3  first page: 326  year: 2019  
doi: 10.1080/02589346.2019.1642030

42. Everyday sexism and racism in the ivory tower: The experiences of early career researchers on the intersection of gender and ethnicity in the academic workplace
Dounia Bourabain
Gender, Work & Organization  vol: 28  issue: 1  first page: 248  year: 2021  
doi: 10.1111/gwao.12549

43. The Road Less Travelled: Exploring the Planning and Preparation for a Critical Social Justice Module by the University of Kwa-Zulu Natal, South Africa
Sebastian Sanjigadu
E-Journal of Humanities, Arts and Social Sciences  first page: 61  year: 2024  
doi: 10.38159/ehass.20245125

44. Kinesiophobia and Related Factors in Patients with Osteoporosis and Osteopenia
Muhammet Sahin Elbasti, Songul Baglan Yentur
Turkish Journal of Osteoporosis  first page: 102  year: 2024  
doi: 10.4274/tod.galenos.2023.67984

45. The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University
Grant Andrews, Maria Prozesky, Ilse Fouché
Scrutiny2  vol: 25  issue: 1  first page: 64  year: 2020  
doi: 10.1080/18125441.2020.1800806

46. Neo-colonial hierarchies of knowledge in marketing: Toxic field and illusio
Cagri Yalkin, Mustafa F. Özbilgin
Marketing Theory  vol: 22  issue: 2  first page: 191  year: 2022  
doi: 10.1177/14705931221075369

47. Decoloniality, identity and the third space: The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa
Carmen Martinez-Vargas, Unarine Emmanuel Ndou, Justice Makhanikhe, Thizwilondi Madima
International Journal of Educational Research  vol: 130  first page: 102547  year: 2025  
doi: 10.1016/j.ijer.2025.102547

48. “Doing Just Enough to Get By”: Voices of Black Women Early Career Academics on Navigating the Publish or Perish Discourse in South Africa
Mlamuli Nkosingphile Hlatshwayo, Bongiwe Ngcobo
Education as Change  vol: 27  year: 2023  
doi: 10.25159/1947-9417/13352

49. University curriculum reform and employability: addressing the needs of the post-colonial workforce
Ntsika Dyantyi
Frontiers in Education  vol: 10  year: 2025  
doi: 10.3389/feduc.2025.1591654

50. Decolonising the Criminology curriculum in South Africa: Views and experiences of lecturers and postgraduate students
Lufuno Sadiki, Francois Steyn
Transformation in Higher Education  vol: 7  year: 2022  
doi: 10.4102/the.v7i0.150

51. Decolonising sociology: perspectives from two Zimbabwean universities
Simbarashe Gukurume, Godfrey Maringira
Third World Thematics: A TWQ Journal  vol: 5  issue: 1-2  first page: 60  year: 2020  
doi: 10.1080/23802014.2020.1790993

52. Moving from crisis to critical praxis: Geography in South Africa
Shari Daya
Transactions of the Institute of British Geographers  vol: 47  issue: 1  first page: 9  year: 2022  
doi: 10.1111/tran.12459

53. Can Universities of Technology in South Africa Achieve Transformation by Promoting a Culture of Social Responsibility Among Academic and Student Agents?
Elisha Didam Markus, Nereshnee Govender
Public Organization Review  vol: 23  issue: 4  first page: 1571  year: 2023  
doi: 10.1007/s11115-023-00701-9

54. Creating culturally relevant curricula and pedagogy: Rethinking fashion business and management education in UK business schools
Ranjit Thind, Hanna Yakavenka
The International Journal of Management Education  vol: 21  issue: 3  first page: 100870  year: 2023  
doi: 10.1016/j.ijme.2023.100870

55. Student Co-Creation of Open Textbooks: Reflections on Power Dynamics and Building a Sense of Belonging in Higher Education
Glenda Cox, Bianca Masuku
The Open/Technology in Education, Society, and Scholarship Association Journal  vol: 3  issue: 2  first page: 1  year: 2024  
doi: 10.18357/otessaj.2023.3.2.54

56. Transforming university through Africanised research: in search of the indigenous
Vuyisile Msila
African Identities  first page: 1  year: 2025  
doi: 10.1080/14725843.2024.2439440

57. Sexuality and hierarchical trajectories in Global South: A de-colonial reading of Sefi Atta's novel, A Bit of Difference in the exemplification of contemporary literature
Christopher Babatunde Ogunyemi
Heliyon  vol: 8  issue: 8  first page: e10159  year: 2022  
doi: 10.1016/j.heliyon.2022.e10159

58. Decolonising the school curriculum in South Africa: black women teachers’ perspectives
Pryah Mahabeer
Third World Thematics: A TWQ Journal  vol: 5  issue: 1-2  first page: 97  year: 2020  
doi: 10.1080/23802014.2020.1762510

59. Digitalization and Decolonizing Education: A Qualitative Study of University of South Africa (UNISA) Leadership
Vuyisile Msila
International Journal of Information and Education Technology  vol: 11  issue: 11  first page: 553  year: 2021  
doi: 10.18178/ijiet.2021.11.11.1564

60. On Decolonisation and Revolution: A Kristevan Reading on the Hashtags Student Movements and Fallism
Joleen Steyn Kotze
Politikon  vol: 45  issue: 1  first page: 112  year: 2018  
doi: 10.1080/02589346.2018.1418216

61. Democratising the Music Curriculum: Integrating Ubuntugogy for the Africanisation of South African Higher Education
Sakhiseni Joseph Yende
International Journal of Educational Development in Africa  year: 2024  
doi: 10.25159/2312-3540/17017

62. A reflective analysis of articles published in the journal of Transformation in Higher Education (2016–2020): Beyond transformation?
Anne Becker
Transformation in Higher Education  vol: 5  year: 2020  
doi: 10.4102/the.v5i0.98

63. Young, gifted and black: Black early career academics’ experiences in a South African university
Mlamuli N. Hlatshwayo, Nkululeko G. Majozi
SA Journal of Human Resource Management  vol: 22  year: 2024  
doi: 10.4102/sajhrm.v22i0.2365

64. Decolonising higher education in Africa: Arriving at a glocal solution
Ruth M. Mampane, Margaret F. Omidire, Folake Ruth Aluko
South African Journal of Education  vol: 38  issue: 4  first page: 1  year: 2018  
doi: 10.15700/saje.v38n4a1636

65. The quest for context-relevant online education
Ignatius G.P. Gous
HTS Teologiese Studies / Theological Studies  vol: 75  issue: 1  year: 2019  
doi: 10.4102/hts.v75i1.5346

66. Decolonising the Curriculum in International Law: Entrapments in Praxis and Critical Thought
Mohsen al Attar, Shaimaa Abdelkarim
Law and Critique  vol: 34  issue: 1  first page: 41  year: 2023  
doi: 10.1007/s10978-021-09313-y

67. The problematic of creative practice-based knowledge within PhD and scholarly research in South Africa
Michelle Stewart
Arts Education Policy Review  vol: 125  issue: 1  first page: 12  year: 2024  
doi: 10.1080/10632913.2021.1941466

68. Decolonising quantitative research methods pedagogy: Teaching contemporary politics to challenge hierarchies from data
Nadine Zwiener-Collins, Juvaria Jafri, Rima Saini, Tabitha Poulter
Politics  vol: 43  issue: 1  first page: 122  year: 2023  
doi: 10.1177/02633957211041449

69. Racial discourses and colonial education policy: The discursive construction of education development at a historically white South African university
Kathy Luckett
Arts and Humanities in Higher Education  vol: 24  issue: 1  first page: 3  year: 2025  
doi: 10.1177/14740222241282951

70. Decolonising clinical psychology: National and international perspectives
Kate Cullen, Paul Rhodes, Robert Brockman, Caroline Hunt, Cynthia Lubin Langtiw
Clinical Psychologist  vol: 24  issue: 3  first page: 211  year: 2020  
doi: 10.1111/cp.12228

71. Defamiliarization in advancing a decolonial approach to global citizenship education
Zayd Waghid, Lawrence Meda
PROSPECTS  vol: 55  issue: 1-2  first page: 89  year: 2025  
doi: 10.1007/s11125-023-09647-8

72. Intersectionality in student movements: Black queer womxn and nonbinary activists in South Africa’s 2015–2016 protests
Khadija Khan
Agenda  vol: 31  issue: 3-4  first page: 110  year: 2017  
doi: 10.1080/10130950.2017.1396011

73. Challenging violence in South African education: a feminist pedagogical and legal analysis
Doniwen Pietersen, Dean Collin Langeveldt
Curriculum Perspectives  vol: 45  issue: 1  first page: 45  year: 2025  
doi: 10.1007/s41297-024-00265-8

74. Is it transformation or reform? The lived experiences of African women doctoral students in STEM disciplines in South African universities
Zamambo Mkhize
Higher Education  vol: 86  issue: 3  first page: 637  year: 2023  
doi: 10.1007/s10734-022-00918-5

75. Black Experiences Matter: Reflections of Black Faculty Experiences With Black Administrators
Laneshia R. Conner, Yarneccia Dyson, V. Nikki Jones, Vanessa Drew
Journal of Social Work Education  vol: 59  issue: 2  first page: 372  year: 2023  
doi: 10.1080/10437797.2021.2019633

76. Decolonising or glocalising Zimbabwe school history curriculum reform: which way forward?
Pfuurai Chimbunde, Boitumelo Benjamin Moreeng
Globalisation, Societies and Education  first page: 1  year: 2025  
doi: 10.1080/14767724.2025.2509285

77. Neocolonialism, Anti-Coloniality and Religious Education: New Lessons from Africa South of the Sahara (ASoS)
Yonah Hisbon Matemba
Religious Education  vol: 119  issue: 3  first page: 210  year: 2024  
doi: 10.1080/00344087.2024.2352977

78. Higher education decolonisation: #Whose voices and their geographical locations?
Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander, Mouzayian Khalil-Babatunde
Globalisation, Societies and Education  vol: 20  issue: 3  first page: 262  year: 2022  
doi: 10.1080/14767724.2021.1887724

79. Decolonisation of the nursing education curriculum in Gauteng province, South Africa: A concept analysis
Agnes Makhene
Health SA Gesondheid  vol: 28  year: 2023  
doi: 10.4102/hsag.v28i0.2449

80. Supercripping the academy: the difference narrative of a disabled academic
Heidi Lourens
Disability & Society  vol: 36  issue: 8  first page: 1205  year: 2021  
doi: 10.1080/09687599.2020.1794798

81. We are not fully Citizens of our Universities
Siphokazi Tau
Pan-African Conversations  vol: 1  issue: 1  first page: 145  year: 2023  
doi: 10.36615/pac.v1i1.2553

82. How diverse is your reading list? Exploring issues of representation and decolonisation in the UK
K. Schucan Bird, Lesley Pitman
Higher Education  vol: 79  issue: 5  first page: 903  year: 2020  
doi: 10.1007/s10734-019-00446-9

83. ‘Samae Spirit’ Assist toward ‘Ubuntu Spirit’ Model for Rural Adult Christian Education in Zambia
Chammah J. Kaunda, Sang-man Kim
Religious Education  vol: 117  issue: 1  first page: 33  year: 2022  
doi: 10.1080/00344087.2021.1990474

84. Unmasking the Western canon: decolonization of the curriculum as an epistemological balance of knowledge systems
France Nkokomane Ntloedibe
African Identities  first page: 1  year: 2025  
doi: 10.1080/14725843.2024.2444992

85. Brothers and sisters, can you hear us? Remarks on facilitating a productive dialogue between the Western and African notions of practical theology in light of the decolonisation discourse
Alfred R. Brunsdon
In die Skriflig/In Luce Verbi  vol: 51  issue: 2  year: 2017  
doi: 10.4102/ids.v51i2.2284

86. Decolonising the concept of the Trinity to decolonise the religious education curriculum
Anné H. Verhoef
HTS Teologiese Studies / Theological Studies  vol: 77  issue: 4  year: 2021  
doi: 10.4102/hts.v77i4.6313

87. Representation within the sport management curricula: exploring educators’ decision making-process
Stacie Jade Gray
Teaching in Higher Education  vol: 29  issue: 8  first page: 2128  year: 2024  
doi: 10.1080/13562517.2023.2212605

88. The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities
Zvenyika Eckson Mugari
London Review of Education  vol: 19  issue: 1  year: 2021  
doi: 10.14324/LRE.19.1.28

89. Curriculum decision-makers on decolonising the teacher education curriculum
Pryah Mahabeer
South African Journal of Education  vol: 38  issue: 4  first page: 1  year: 2018  
doi: 10.15700/saje.v38n4a1705

90. Internationalisation of the curriculum in higher education: A case from a Mozambican university
Charnaldo Jaime Ndaipa, Kristina Edström, Patrício Langa, Lars Geschwind
Cogent Education  vol: 10  issue: 1  year: 2023  
doi: 10.1080/2331186X.2023.2188773

91. ‘Your skin has to be elastic’: the politics of belonging as a selected black academic at a ‘transforming’ South African university
D. Z. Belluigi, G. Thondhlana
International Journal of Qualitative Studies in Education  vol: 35  issue: 2  first page: 141  year: 2022  
doi: 10.1080/09518398.2020.1783469

92. Desinstitucionalização e Renovação no Ensino Superior
Tristan McCowan
Educação & Realidade  vol: 46  issue: 4  year: 2021  
doi: 10.1590/2175-6236117607

93. Decolonize How? Experiences from a Master’s Course in Digital Media at a South African University
Lorenzo Dalvit
Journal of Ethnic and Cultural Studies  vol: 11  issue: 5  first page: 193  year: 2024  
doi: 10.29333/ejecs/2081

94. Decolonising Universities in South Africa: Rigged Spaces?
Cheryl Hendricks
International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity  vol: 13  issue: 1  first page: 16  year: 2018  
doi: 10.1080/18186874.2018.1474990

95. Race, education and social mobility: We all need to dream the same dream and want the same thing
Jason Arday
Educational Philosophy and Theory  vol: 53  issue: 3  first page: 227  year: 2021  
doi: 10.1080/00131857.2020.1777642

96. Sustainable open textbook models for social justice
Glenda Cox, Michelle Willmers, Bianca Masuku
Frontiers in Education  vol: 7  year: 2022  
doi: 10.3389/feduc.2022.881998

97. International staff contributions to their host institution: a case study in South Africa
Loïse Jeannin
International Journal for Academic Development  vol: 24  issue: 3  first page: 272  year: 2019  
doi: 10.1080/1360144X.2019.1608210

98. Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context
Nelesh Dhanpat, Roslyn De Braine, Madelyn Geldenhuys
SA Journal of Industrial Psychology  vol: 45  year: 2019  
doi: 10.4102/sajip.v45i0.1595

99. Beyond decolonisation: joining the dots – between the material and the epistemic in higher education in South Africa
Shireen Motala
Comparative Education  vol: 61  issue: 3  first page: 407  year: 2025  
doi: 10.1080/03050068.2025.2463808

100. Responsive public health doctoral education: experiences and reflections from a School of Public Health in South Africa
Helen Schneider, Woldekidan Amde, Corinne Carolissen, Brian Van Wyk, Uta Lehmann
BMJ Global Health  vol: 9  issue: 7  first page: e015095  year: 2024  
doi: 10.1136/bmjgh-2024-015095

101. Solidarities of the Marginalized as Anti-racist Dance Pedagogy: Reflections on Collaborative Advocacy from Dance Educators with Connective Marginalities
Alfdaniels Mabingo, Kiri Avelar, Ruohan Chen, Franchesca M. Cabrera
Journal of Dance Education  vol: 24  issue: 2  first page: 136  year: 2024  
doi: 10.1080/15290824.2022.2053688

102. Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education
Katherine Arbuckle
Critical Arts  vol: 34  issue: 5  first page: 139  year: 2020  
doi: 10.1080/02560046.2020.1840084

103. Critical orientations for humanising health sciences education in South Africa
Michelle Pentecost, Berna Gerber, Megan Wainwright, Thomas Cousins
Medical Humanities  vol: 44  issue: 4  first page: 221  year: 2018  
doi: 10.1136/medhum-2018-011472

104. Decolonising dance pedagogy? Ruminations on contemporary dance training and teaching in South Africa set against the specters of colonisation and apartheid
Lliane Loots
Theatre, Dance and Performance Training  vol: 12  issue: 2  first page: 184  year: 2021  
doi: 10.1080/19443927.2021.1909125

105. Reshaping how we think about evaluation: A made in Africa evaluation perspective
Steven Masvaure, Sonny M. Motlanthe
African Evaluation Journal  vol: 10  issue: 1  year: 2022  
doi: 10.4102/aej.v10i1.618

106. Curriculum Change in the Postcolonial Art History Classroom: A Case Study
Nicola Cloete
de arte  vol: 58  issue: 1  first page: 56  year: 2023  
doi: 10.1080/00043389.2023.2226989

107. Teaching in Academic Promotions at South African Universities: A Policy Perspective
Reshma Subbaye
Higher Education Policy  vol: 31  issue: 2  first page: 245  year: 2018  
doi: 10.1057/s41307-017-0052-x

108. What Would the Decolonisation of a Political Science Curriculum Entail? Lessons to be Learnt From the East African Experience at the Federal University of East Africa
Bheki R. Mngomezulu, Sakhile Hadebe
Politikon  vol: 45  issue: 1  first page: 66  year: 2018  
doi: 10.1080/02589346.2018.1418205

109. Sustainable development goals and higher education: leaving many behind
Savo Heleta, Tohiera Bagus
Higher Education  vol: 81  issue: 1  first page: 163  year: 2021  
doi: 10.1007/s10734-020-00573-8

110. Curriculum reform in African higher education: solving society’s problems and meeting its needs
Olaide Agbaje
Curriculum Perspectives  vol: 43  issue: S1  first page: 141  year: 2023  
doi: 10.1007/s41297-023-00206-x

111. Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design
Rebecca Y. Bayeck, Tutaleni Iita Asino
Distance Education  vol: 45  issue: 3  first page: 473  year: 2024  
doi: 10.1080/01587919.2024.2345628

112. The university is not your home: lived experiences of a Black woman in academia
Thandokazi Maseti
South African Journal of Psychology  vol: 48  issue: 3  first page: 343  year: 2018  
doi: 10.1177/0081246318792820

113. Attaining epistemic justice through transformation and decolonisation of education curriculum in Africa
Dennis Masaka
African Identities  vol: 17  issue: 3-4  first page: 298  year: 2019  
doi: 10.1080/14725843.2019.1681259

114. Poverty Research and its Discontents: Review and Discussion of Issues Raised in Dimensions of Poverty. Measurement, Epistemic Injustices and Social Activism(Beck, V., H.Hahn, and R.Lepenies eds., Springer, Cham, 2020)
Svenja Flechtner
Review of Income and Wealth  vol: 67  issue: 2  first page: 530  year: 2021  
doi: 10.1111/roiw.12498

115. Towards postcolonial pedagogies: How graduate teaching assistants foster collectivism and transcultural classrooms
Jo Collins
Innovations in Education and Teaching International  vol: 58  issue: 2  first page: 157  year: 2021  
doi: 10.1080/14703297.2019.1702891

116. Exploring the role of study abroad in decolonising geography curricula
Nick Clare, Liam Keenan
Journal of Geography in Higher Education  vol: 49  issue: 1  first page: 57  year: 2025  
doi: 10.1080/03098265.2024.2338118

117. ‘You have to change, the curriculum stays the same’: decoloniality and curricular justice in South African higher education
Kibashini Naidoo, Sheila Trahar, Lisa Lucas, Patricia Muhuro, Gina Wisker
Compare: A Journal of Comparative and International Education  vol: 50  issue: 7  first page: 961  year: 2020  
doi: 10.1080/03057925.2020.1765740

118. The exploration of academic staff’s perceptions of the concept of curriculum decolonization in the selected Eastern Cape TVET college
Philasande Ngcobo, Samuel Dumazi Khoza
Pedagogical Research  vol: 9  issue: 3  first page: em0214  year: 2024  
doi: 10.29333/pr/14700

119. Centring a Black Narrative: The Role of a Higher Education Institution in Facilitating a Transforming Habitus
Nontsikelelo O. Mapukata
Gender Questions  vol: 10  issue: 2  year: 2022  
doi: 10.25159/2412-8457/11223

120. Neoliberalism in South African higher education language policy: A decolonial perspective
Julliet Munyaradzi
Transformation in Higher Education  vol: 9  year: 2024  
doi: 10.4102/the.v9i0.395

121. Decolonising the higher education curriculum: An analysis of African intellectual readiness to break the chains of a colonial caged mentality
Jabulani Nyoni
Transformation in Higher Education  vol: 4  year: 2019  
doi: 10.4102/the.v4i0.69

122. Empowering Innovators: Health Entrepreneurship as a Catalyst for Learning Excellence
Janus van As, Richard Cooke
Open Research Africa  vol: 8  first page: 14  year: 2025  
doi: 10.12688/openresafrica.15840.1

123. DECOLONISATION OF PRE-SERVICE TEACHER EDUCATION CURRICULUM FOR EQUITY AND SOCIAL JUSTICE IN HIGHER EDUCATION
Oluwatoyin Ayodele Ajani
International Journal of Innovative Technologies in Social Science  issue: 3(39)  year: 2023  
doi: 10.31435/rsglobal_ijitss/30092023/8029

124. Unsettling Space: Reinterpreting the Institution Using Site-Responsive Art
Katherine Arbuckle, Pumelela Nqelenga
de arte  vol: 54  issue: 3  first page: 23  year: 2019  
doi: 10.1080/00043389.2019.1623471

125. The resilience of rankings in the neoliberal academy
Sioux McKenna
Transformation in Higher Education  vol: 9  year: 2024  
doi: 10.4102/the.v9i0.415

126. Destabilising Pedagogies Towards Intersectional Gender Justice
Susan Gredley, Vivienne Bozalek, Tamara Shefer
Social and Health Sciences  year: 2025  
doi: 10.25159/2957-3645/15594

127. Communities of practice: A decolonial critique
Michelle Hannington, Lynelle Govender
The Clinical Teacher  vol: 21  issue: 3  year: 2024  
doi: 10.1111/tct.13699

128. Perceived factors that contribute to Black social work students’ failure of courses at university level: A case study of 3rd year social work students at a South African university
Aldridge Tafadzwa Munyoro, Nkosiyazi Dube
Journal of Human Behavior in the Social Environment  vol: 31  issue: 5  first page: 564  year: 2021  
doi: 10.1080/10911359.2020.1799899

129. Strategically positioning African languages in the development of students’ academic literacies
Hloniphani Ndebele
South African Journal of African Languages  vol: 44  issue: 3  first page: 214  year: 2024  
doi: 10.1080/02572117.2024.2385260

130. Protest as an act of love
Martin Bekker, Marina Grigorieva
KANT Social Sciences & Humanities  issue: 7  first page: 41  year: 2021  
doi: 10.24923/2305-8757.2021-7.5

131. Lessons from the Synod of Dordrecht (1618–1619): A missional hermeneutic for the decolonisation and Africanisation of the curriculum
Pieter H.J. Labuschagne
In die Skriflig / In Luce Verbi  vol: 53  issue: 3  year: 2019  
doi: 10.4102/ids.v53i3.2482

132. Decolonial Affordances
Miranda Crowdus
Arc: The Journal of the School of Religious Studies  vol: 51  issue: 1  year: 2024  
doi: 10.26443/arc.v51i1.1469

133. Sticky Floors and Glass Ceilings: Transformation of a Criminology Journal in Post-Apartheid South Africa
Lufuno Sadiki, Francois Steyn
Journal of Criminal Justice Education  vol: 32  issue: 1  first page: 90  year: 2021  
doi: 10.1080/10511253.2021.1874033

134. Decolonizing Development Education and the Pursuit of Social Justice
Farhana Sultana
Human Geography  vol: 12  issue: 3  first page: 31  year: 2019  
doi: 10.1177/194277861901200305

135. Prospect and challenges of integrating indigenous knowledge systems into the Natural Science curriculum in schools
Benkosi Madlela
EUREKA: Social and Humanities  issue: 3  first page: 3  year: 2023  
doi: 10.21303/2504-5571.2023.002867

136. Authentication of an academic culture in a Social Work programme offered at a South African university: A value-driven approach towards a decolonised curriculum
Lambert K Engelbrecht, Abigail Ornellas, Marianne Strydom, Ilze Slabbert, Zibonele Zimba, Priscalia Khosa, Tasneemah Cornelissen-Nordien
International Social Work  vol: 64  issue: 4  first page: 556  year: 2021  
doi: 10.1177/0020872819842934

137. Exploring the Internationalization of Zimbabwe’s Higher Education Institutions Through a Decolonial Lens: Postcolonial Continuities and Disruptions
Juliet Thondhlana, Hadiza Abdulrahman, Evelyn Chiyevo Garwe, Simon McGrath
Journal of Studies in International Education  vol: 25  issue: 3  first page: 228  year: 2021  
doi: 10.1177/1028315320932319

138. Decolonisation of institutional structures in South African universities: A critical perspective
Rene W Albertus, Kar-wai Tong
Cogent Social Sciences  vol: 5  issue: 1  year: 2019  
doi: 10.1080/23311886.2019.1620403

139. Practical theological considerations for a transformative theological education agenda in an African context
Alfred Brunsdon
Practical Theology  vol: 13  issue: 4  first page: 427  year: 2020  
doi: 10.1080/1756073X.2019.1635741

140. Decolonising and transforming curricula for teaching linguistics and language in South Africa: Taking stock and charting the way forward
Mark De Vos, Kristina Riedel
Transformation in Higher Education  vol: 8  year: 2023  
doi: 10.4102/the.v8i0.200

141. Are we there yet? Probing the notion of contextualising practical theology and pastoral care in a post COVID-19 glocal African context
Alfred R. Brunsdon
Verbum et Ecclesia  vol: 45  issue: 1  year: 2024  
doi: 10.4102/ve.v45i1.2844

142. Fostering Economic Sustainability within Rural Families in South Africa through Visual Arts and Crafts
Nonceba Cynthia Mbeshu-Mhlauli
E-Journal of Humanities, Arts and Social Sciences  first page: 236  year: 2024  
doi: 10.38159/ehass.2024537

143. “My job is to unsettle folks”: Perspectives on a praxis toward racial justice
Ashley E. Moore
Teaching and Teacher Education  vol: 102  first page: 103336  year: 2021  
doi: 10.1016/j.tate.2021.103336

144. Towards transforming teaching and learning in higher education: interrogating poverty through a decolonial perspective
Otilia Chiramba, Shireen Motala
Curriculum Perspectives  vol: 43  issue: S1  first page: 11  year: 2023  
doi: 10.1007/s41297-023-00188-w

145. Academics’ Views on Africanisation and Decolonization of Teacher Education Curricula: A Case Study of a Selected Higher Education Institution in South Africa
Berington Zanoxolo Gobingca
E-Journal of Humanities, Arts and Social Sciences  first page: 2930  year: 2024  
doi: 10.38159/ehass.202451620

146. ‘Selfishly backward’ or ‘selflessly forward?’: A white male’s insider perspective on a challenge and opportunity of decolonisation for practical theology in the South African context
Alfred R. Brunsdon
HTS Teologiese Studies / Theological Studies  vol: 75  issue: 2  year: 2019  
doi: 10.4102/hts.v75i2.5558

147. Neoliberal labyrinth: Epistemic freedom and knowledge production in higher education in the Global South
Sibonokuhle Ndlovu, Emnet T. Woldegiorgis
Transformation in Higher Education  vol: 9  year: 2024  
doi: 10.4102/the.v9i0.412

148. Genopolitics: The dormant niche in political science curriculum in South African universities
Mlamuli N. Hlatshwayo, Kehdinga G. Fomunyam
The Journal for Transdisciplinary Research in Southern Africa  vol: 14  issue: 1  year: 2018  
doi: 10.4102/td.v14i1.470

149. Justice, Equity, Diversity, and Inclusion (JEDI) in Introductory Technical and Professional Communication (TPC) Courses Across Institutions
Saveena (Chakrika) Veeramoothoo, Godwin Y. Agboka
Technical Communication Quarterly  first page: 1  year: 2024  
doi: 10.1080/10572252.2024.2406501

150. Exploring the Implications of a Needs-Based Pharmacy Education Framework Modelled on Population Health: Perspective from a Developing Country
Angeni Bheekie, Mea Van Huyssteen, Renier Coetzee
Pharmacy  vol: 7  issue: 3  first page: 116  year: 2019  
doi: 10.3390/pharmacy7030116

151. On the affective threshold of power and privilege
Julie Rattray
Higher Education  vol: 87  issue: 6  first page: 1829  year: 2024  
doi: 10.1007/s10734-023-01093-x

152. Where are our heroes and ancestors? The spectre of Steve Biko’s ideas in Rhodes must fall and the transformation of South African Universities
France Nkokomane Ntloedibe
African Identities  vol: 17  issue: 1  first page: 64  year: 2019  
doi: 10.1080/14725843.2019.1654851

153. Institutional and sport management educators' implementation of reading list diversity: A congruence analysis
Stacie Jade Gray
Journal of Hospitality, Leisure, Sport & Tourism Education  vol: 35  first page: 100489  year: 2024  
doi: 10.1016/j.jhlste.2024.100489

154. Decolonizing and transforming the Geography undergraduate curriculum in South Africa
Jasper Knight
South African Geographical Journal  vol: 100  issue: 3  first page: 271  year: 2018  
doi: 10.1080/03736245.2018.1449009

155. Exploring the influence of trauma on ethical theory understanding: a narrative literature review based on public administration education
Sibongile Ruth Nhari, Charlotte Taka, Thokozani Ian Nzimakwe
Frontiers in Education  vol: 10  year: 2025  
doi: 10.3389/feduc.2025.1530773

156. Politics, pattern and processes of pseudonym of decolonisation: knowledge production and language fragility in China–Nigeria relations
Abayomi John Aluko
Third World Quarterly  vol: 46  issue: 13  first page: 1565  year: 2025  
doi: 10.1080/01436597.2025.2543916

157. Addressing epistemic injustice in the mental healthcare of Indigenous people in Bangladesh: Implications for global mental health
Md. Omar Faruk
Cambridge Prisms: Global Mental Health  vol: 12  year: 2025  
doi: 10.1017/gmh.2025.10008

158. The Rise of the Neoliberal University in South Africa: Some Implications for Curriculum Imagination(s)
Mlamuli Nkosingphile Hlatshwayo
Education as Change  vol: 26  year: 2022  
doi: 10.25159/1947-9417/11421

159. Postdocs, Gender and Precarity in South African Universities
Mlamuli Nkosingphile Hlatshwayo
South African Review of Sociology  first page: 1  year: 2025  
doi: 10.1080/21528586.2025.2575213

160. The Ethical Implications of Community-Based Research
Lesley Wood
International Journal of Qualitative Methods  vol: 16  issue: 1  year: 2017  
doi: 10.1177/1609406917748276

161. Apartheid and mentoring: from silencing to re-centering previously marginalised voices in the chronicles of higher education mentoring
Amy Padayachee, Fumane Khanare, Ntombizandile Gcelu, Samantha Kriger, Nomthandazo Buthelezi, Andile Ngidi, Noluthando Hlazo
Mentoring & Tutoring: Partnership in Learning  vol: 32  issue: 1  first page: 72  year: 2024  
doi: 10.1080/13611267.2023.2290729

162. Decoloniality and healthcare higher education: Critical conversations
Mershen Pillay, Harsha Kathard, Dharinee Hansjee, Christina Smith, Sarah Spencer, Aydan Suphi, Ali Tempest, Lindsey Thiel
International Journal of Language & Communication Disorders  vol: 59  issue: 3  first page: 1243  year: 2024  
doi: 10.1111/1460-6984.12982

163. How does the curriculum contribute to the experiences of belongingness in higher education?
Alende Amisi, Elizabeth A. Bates, Susan J. Wilbraham
Psychology Teaching Review  vol: 30  issue: 1  first page: 96  year: 2024  
doi: 10.53841/bpsptr.2024.30.1.96

164. Managing racism? Race equality and decolonial educational futures
Suki Ali
The British Journal of Sociology  vol: 73  issue: 5  first page: 923  year: 2022  
doi: 10.1111/1468-4446.12976

165. A public practical-theological response and proposal to decolonisation discourse in South Africa: From #YourStatueMustFall and #MyStatueShouldBeErected to #BothOurStatuesShouldBeErected
Vhumani Magezi
HTS Teologiese Studies / Theological Studies  vol: 74  issue: 1  year: 2018  
doi: 10.4102/hts.v74i1.5030

166. Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory
Michalinos Zembylas
Teaching in Higher Education  vol: 29  issue: 6  first page: 1606  year: 2024  
doi: 10.1080/13562517.2022.2078961

167. Decolonial insights for transforming the higher education curriculum in South Africa
Logan Govender, Devika Naidoo
Curriculum Perspectives  vol: 43  issue: S1  first page: 59  year: 2023  
doi: 10.1007/s41297-023-00200-3

168. Reviewing the South African Political Studies Curriculum: Evaluating Responses to Calls for Decolonisation
Sally Matthews
Politikon  vol: 47  issue: 3  first page: 321  year: 2020  
doi: 10.1080/02589346.2020.1796000

169. Contextual relevance and decolonisation of South African Industrial Psychology training: An exploratory case study
Edel-Quinn F. Nibafu, Marieta Du Plessis, Fatima Abrahams
Journal of Psychology in Africa  vol: 31  issue: 2  first page: 203  year: 2021  
doi: 10.1080/14330237.2021.1903155

170. Performing Arts: A case study on curriculum transformation
Sakhiseni Joseph Yende
The Independent Journal of Teaching and Learning  vol: 16  issue: 1  first page: 129  year: 2024  
doi: 10.17159/smdbe859

171. Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university
Carolina Guzmán Valenzuela
Teaching in Higher Education  vol: 26  issue: 7-8  first page: 1019  year: 2021  
doi: 10.1080/13562517.2021.1935846

172. Situating Africa
Ruth Simbao
African Arts  vol: 50  issue: 2  first page: 1  year: 2017  
doi: 10.1162/AFAR_a_00340

173. Deconstruction of higher education curriculum in Zimbabwe: breaking the past and imagining the future
Pfuurai Chimbunde
African Identities  vol: 22  issue: 4  first page: 1144  year: 2024  
doi: 10.1080/14725843.2023.2207762

174. What is so theological about a faculty of theology at a public university? Athens – Berlin – Pretoria
Johan Buitendag
HTS Teologiese Studies / Theological Studies  vol: 75  issue: 4  year: 2019  
doi: 10.4102/hts.v75i4.5488

175. Narratives of ‘stuckness’ among North–South academic migrants in Thailand: interrogating normative logics and global power asymmetries of transnational academic migration
James Burford, Mary Eppolite, Ganon Koompraphant, Thornchanok Uerpairojkit
Higher Education  vol: 82  issue: 4  first page: 731  year: 2021  
doi: 10.1007/s10734-020-00672-6

176. Ubuntucurrerein the academy: a case study from the South African experience
Mlamuli Nkosingphile Hlatshwayo, Lester Brian Shawa, Sabelo Abednego Nxumalo
Third World Thematics: A TWQ Journal  vol: 5  issue: 1-2  first page: 120  year: 2020  
doi: 10.1080/23802014.2020.1762509

177. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy
Jason Arday, Dina Zoe Belluigi, Dave Thomas
Educational Philosophy and Theory  vol: 53  issue: 3  first page: 298  year: 2021  
doi: 10.1080/00131857.2020.1773257

178. Teaching Latin to law students in the midst of the decolonisation of the university curriculum
Allison J.N. Geduld
In die Skriflig / In Luce Verbi  vol: 53  issue: 2  year: 2019  
doi: 10.4102/ids.v53i2.2456

179. The voice(s) of reason: conceptual challenges for the decolonization of knowledge in global higher education
Michael Robert Seats
Teaching in Higher Education  vol: 27  issue: 5  first page: 678  year: 2022  
doi: 10.1080/13562517.2020.1729725

180. Towards decoloniality in a social work programme: a process of dialogue, reflexivity, action and change
Shahana Rasool, Linda Harms-Smith
Critical African Studies  vol: 13  issue: 1  first page: 56  year: 2021  
doi: 10.1080/21681392.2021.1886136

181. Decolonisation in Africa: love or litigation? Mandela as moral capital
Chielozona Eze
Social Dynamics  vol: 49  issue: 2  first page: 332  year: 2023  
doi: 10.1080/02533952.2023.2229132

182. Not there yet: knowledge building in educational development ten years on
Chrissie Boughey
Teaching in Higher Education  vol: 27  issue: 8  first page: 992  year: 2022  
doi: 10.1080/13562517.2022.2121158

183. Refracting Eurocentrism, operationalizing complicity: The Swiss Sonderfall as a vantage point
Hanna Hilbrandt, Julie Ren
Environment and Planning D: Society and Space  vol: 40  issue: 4  first page: 589  year: 2022  
doi: 10.1177/02637758221107671

184. Decolonising religious education in sub-Saharan Africa through the prism of anticolonialism: a conceptual proposition
Yonah Matemba
British Journal of Religious Education  vol: 43  issue: 1  first page: 33  year: 2021  
doi: 10.1080/01416200.2020.1816529

185. ‘We throw away our books’: Students’ reading practices and identities
Cathy O'Shea, Sioux McKenna, Carol Thomson
Linguistics and Education  vol: 49  first page: 1  year: 2019  
doi: 10.1016/j.linged.2018.11.001

186. The politics of knowledge in South African universities: Students’ perspectives
Corinne R. Knowles, Nomphumelelo Q. Babeli, Athabile Ntlokwana, Zhikona Q. Ntombolwana, Zinathi Z. Sobuza
Transformation in Higher Education  vol: 8  year: 2023  
doi: 10.4102/the.v8i0.244

187. Exploring the implicit meanings of ‘cultural diversity’: a critical conceptual analysis of commonly used approaches in medical education
Albertine Zanting, Janneke M. Frambach, Agnes Meershoek, Anja Krumeich
Advances in Health Sciences Education  vol: 30  issue: 3  first page: 859  year: 2025  
doi: 10.1007/s10459-024-10371-x

188. Status of African authorship among conservation research output from sub‐Saharan Africa: An African perspective
Marie Fidele Tuyisenge, Laban Kayitete, Deogratias Tuyisingize, Maire O'Malley, Tara S. Stoinski, Yntze van der Hoek
Conservation Science and Practice  vol: 5  issue: 10  year: 2023  
doi: 10.1111/csp2.13013

189. Epistemic injustices and curriculum: Strategizing for justice
Yogendra Babu, Patanjali Mishra, Amit Kumar, Chandra Shekhar Pandey, Shriram Pandey
Social Sciences & Humanities Open  vol: 11  first page: 101220  year: 2025  
doi: 10.1016/j.ssaho.2024.101220

190. Institutional Resilience: Promoting Equity Of Access Among Marginalised Students In South African Universities Beyond The Pandemic
Otilia Chiramba
Journal of Educational Studies  vol: 2024  issue: 1  first page: 15  year: 2024  
doi: 10.59915/jes.2023.cp.2

191. No Pain No Gain? Reflections on Decolonisation and Higher Education in South Africa
Colin Chasi, Ylva Rodny-Gumede
Africa Education Review  vol: 16  issue: 5  first page: 120  year: 2019  
doi: 10.1080/18146627.2018.1455060

192. A meta-synthesis of studies on ubuntu philosophy in nursing: Implications for nursing education
Vhothusa E. Matahela, Nelisiwe Ngwenya
Curationis  vol: 48  issue: 1  year: 2025  
doi: 10.4102/curationis.v48i1.2652

193. Colonised medicine and transformative learning – Lessons from Downs’ book: Maladies of Empire: How Colonialism, Slavery, and War Transformed Medicine
Nontsikelelo O. Mapukata
The Journal for Transdisciplinary Research in Southern Africa  vol: 18  issue: 1  year: 2022  
doi: 10.4102/td.v18i1.1287

194. Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice
Gerda Dullaart, Ydalene Coetsee, Jean L. Farmer, Jennifer Feldman, Jerome Joorst, Ruenda Loots, Marianne McKay, Simbongile Ntwasa
Transformation in Higher Education  vol: 8  year: 2023  
doi: 10.4102/the.v8i0.301

195. Epistemic decoloniality of westernised higher education: A discourse on curriculum justice and knowledge integration at historically white universities in South Africa
Wilson B Asea
Arts and Humanities in Higher Education  vol: 21  issue: 4  first page: 375  year: 2022  
doi: 10.1177/14740222221104343

196. Internationalisation and indigenisation in Papua New Guinea’s universities: promoting authentic agency
Jeanette Baird, Maretta Alup Kula-Semos
Journal of Higher Education Policy and Management  vol: 40  issue: 6  first page: 550  year: 2018  
doi: 10.1080/1360080X.2018.1529116

197. Reflections on student power: An absurdist viewpoint
Brad Bierdz
Power and Education  vol: 13  issue: 1  first page: 1  year: 2021  
doi: 10.1177/1757743820984179

198. Failures Indigenising school mathematics: A narrative inquiry
Stavros Georgios Stavrou, M. Shaun Murphy
The Australian Journal of Indigenous Education  vol: 51  issue: 2  year: 2022  
doi: 10.55146/ajie.v51i2.40

199. The conflation of English competence and academic literacy: A case study of three Namibian universities
Lukas Homateni Julius, Sioux McKenna, Emmanuel Mgqwashu
Innovations in Education and Teaching International  vol: 61  issue: 5  first page: 1016  year: 2024  
doi: 10.1080/14703297.2023.2251948

200. Theoretical and political implications of agonistic peace for decolonising peace education
Frans Kruger, Michalinos Zembylas
Journal of Peace Education  vol: 22  issue: 2  first page: 278  year: 2025  
doi: 10.1080/17400201.2023.2276845

201. Why the violence? Translocal justifications of violence in student protests
Thierry M. Luescher
Globalisation, Societies and Education  first page: 1  year: 2025  
doi: 10.1080/14767724.2025.2468648

202. International student migration and the postcolonial heritage of European higher education: perspectives from Portugal and the UK
Josef Ploner, Cosmin Nada
Higher Education  vol: 80  issue: 2  first page: 373  year: 2020  
doi: 10.1007/s10734-019-00485-2

203. Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists
Roman Tandlich, Nosiphiwe P. Ngqwala, Aileen Boshoff, Phindile Madikizela, C. Sunitha Srinivas, Desmond M. Pyle, Rene Oosthuizen
Acta Educationis Generalis  vol: 8  issue: 1  first page: 3  year: 2018  
doi: 10.2478/atd-2018-0001

204. Challenging dominant education paradigms: posthuman feminist inspirations towards alternate pathways for decolonising the curriculum
Shan Simmonds
Curriculum Perspectives  vol: 45  issue: 1  first page: 33  year: 2025  
doi: 10.1007/s41297-024-00264-9

205. Walking up hills, through history and in-between disciplines: MHH and Health Sciences Education at the tip of Africa
Carla Tsampiras
Medical Humanities  vol: 44  issue: 4  first page: 270  year: 2018  
doi: 10.1136/medhum-2018-011494

206. Decolonising access for Performing Arts Training at Makerere University: The Legacy of Rose Mbowa
Patrick Mangeni
Eastern African Literary and Cultural Studies  vol: 9  issue: 4  first page: 260  year: 2023  
doi: 10.1080/23277408.2023.2266893

207. Social Justice in Nursing Education: A Way Forward
Kaveri Roy, Karen Hunt, Kanayo Sakai, Kyle Fletcher
Journal of Nursing Education  vol: 61  issue: 8  first page: 447  year: 2022  
doi: 10.3928/01484834-20220602-05

208. Ending Curriculum Violence and Academic Ancestral Worship: An Afrocentric Perspective on Decolonising Higher Education in Africa
Bonginkosi Hardy Mutongoza, Chrispen Mutanho, Sive Makeleni
E-Journal of Humanities, Arts and Social Sciences  first page: 143  year: 2023  
doi: 10.38159/ehass.202341213

209. Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches
Bunmi Isaiah Omodan
Social Sciences & Humanities Open  vol: 8  issue: 1  first page: 100699  year: 2023  
doi: 10.1016/j.ssaho.2023.100699

210. Epistemologies of Division in Arab Media Scholarship
Noha Mellor
Journal of Ethnic and Cultural Studies  vol: 11  issue: 5  first page: 68  year: 2024  
doi: 10.29333/ejecs/2030

211. Towards a criticalre-conceptualization of the purpose of higher education: the role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education
Mlamuli Nkosingphile Hlatshwayo, Lester Brian Shawa
Higher Education Research & Development  vol: 39  issue: 1  first page: 26  year: 2020  
doi: 10.1080/07294360.2019.1670146

212. Funding Open Educational Resources in Higher Education: A South African Public Policy Perspective
Nduduzo C. Ndebele, Mfundo Mandla Masuku, Victor H. Mlambo
Social Sciences  vol: 12  issue: 1  first page: 49  year: 2023  
doi: 10.3390/socsci12010049

213. Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach
Mlamuli N. Hlatshwayo, Thabile A. Zondi
HTS Teologiese Studies / Theological Studies  vol: 76  issue: 1  year: 2020  
doi: 10.4102/hts.v76i1.5782

214. The language question at a historically Afrikaans university: Access and social justice issues
Dumisile Mkhize
Southern African Linguistics and Applied Language Studies  vol: 36  issue: 1  first page: 13  year: 2018  
doi: 10.2989/16073614.2018.1452878

215. Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation
Richard Hall, Lucy Ansley, Paris Connolly, Sumeya Loonat, Kaushika Patel, Ben Whitham
Teaching in Higher Education  vol: 26  issue: 7-8  first page: 902  year: 2021  
doi: 10.1080/13562517.2021.1911987

216. Institutional culture and transformation in higher education in post-1994 South Africa: a critical race theory analysis
Cyril K. Adonis, Fortunate Silinda
Critical African Studies  vol: 13  issue: 1  first page: 73  year: 2021  
doi: 10.1080/21681392.2021.1911448

217. Politics, (Re)Possession and Resurgence of Student Protests in South African Universities
Godfrey Maringira, Simbarashe Gukurume
Politikon  vol: 48  issue: 3  first page: 486  year: 2021  
doi: 10.1080/02589346.2021.1952738

218. The roles of epistemology and decoloniality in addressing power dynamics in university education
Bunmi Isaiah Omodan
Globalisation, Societies and Education  vol: 23  issue: 5  first page: 1226  year: 2025  
doi: 10.1080/14767724.2024.2335661

219. The becoming of an archive: perspectives on a music archive and the limits of institutionality
Lizabé Lambrechts
Social Dynamics  vol: 46  issue: 2  first page: 310  year: 2020  
doi: 10.1080/02533952.2020.1804122

220. Decolonial possibilities in South African higher education: Reconfiguring humanising pedagogies as/with decolonising pedagogies
Michalinos Zembylas
South African Journal of Education  vol: 38  issue: 4  first page: 1  year: 2018  
doi: 10.15700/saje.v38n4a1699

221. Integrating African Pentecostalism into the theological education of South African Universities: An urgent task
Mookgo S. Kgatle
HTS Teologiese Studies / Theological Studies  vol: 74  issue: 3  year: 2018  
doi: 10.4102/hts.v74i3.5130

222. “Still haven't found what I am looking for”: rural black students' perceived work readiness and assessment of labor market access
Tinashe Harry, Willie Tafadzwa Chinyamurindi
Education + Training  vol: 64  issue: 2  first page: 276  year: 2022  
doi: 10.1108/ET-10-2021-0387

223. The role of feminisms in building a transformation framework for institutions of higher learning in South Africa
Efua Prah, Terri Maggott
Social Dynamics  vol: 46  issue: 3  first page: 515  year: 2020  
doi: 10.1080/02533952.2020.1858541

224. Curation as Engagement: Boulder Exhibits at the Origins Centre, South Africa
Catherine Namono
Critical Arts  vol: 35  issue: 4  first page: 22  year: 2021  
doi: 10.1080/02560046.2021.1995455

225. Reworking relations of epistemological authority in teaching collaborations
Hanna Hilbrandt, Julie Ren
City  vol: 29  issue: 3-4  first page: 569  year: 2025  
doi: 10.1080/13604813.2024.2447684

226. Environmental Attitudes Among Undergraduate Students at a South African University
 
Madeline Evert, Hendri Coetzee, Werner Nell
Interdisciplinary Journal of Environmental and Science Education  vol: 18  issue: 1  first page: e2260  year: 2021  
doi: 10.21601/ijese/11330

227. “We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences
Willie Chinyamurindi
South African Journal of Education  vol: 43  issue: 3  first page: 1  year: 2023  
doi: 10.15700/saje.v43n3a1637

228. Digital storytelling to promote disability-inclusive research in Africa
Lesley L. Sikapa, Hadiatou Dialo, Veronica N. Ndi, Lanjo S. Neindefoh, Che D. Nkemchap, Lynn Cockburn
African Journal of Disability  vol: 13  year: 2024  
doi: 10.4102/ajod.v13i0.1495