Abstract

ABSTRACT This essay emphasises the imperative to move from discussions about decolonising education to the practical implementation of a decolonial pedagogy. This task necessitates challenging Eurocentric perspectives and incorporating diverse insights into curriculum design and pedagogical processes. By drawing on Edward Said’s concepts of democratic humanism, worldliness, and contrapuntal, the essay argues for an expanded understanding of colonial and postcolonial contexts that highlight the agency of colonised peoples. It underscores the significance of acknowledging cultural connections and interactions as vital components of human formation. The essay explores how enslaved people at the Cape of Good Hope navigated their circumstances, establishing creative agency to shape their worlds. Briefly discussing the literacy practices of enslaved people and the literary portrayals of enslaved women, the essay illustrates how a decolonial pedagogy can offer a more inclusive and critical perspective on historical cultural formations.

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