Abstract
This research investigates the intricacies of decolonising the higher education curriculum in South Africa, with the ultimate goal of advancing social justice, a cornerstone of democracy. Drawing on an extensive review of literature and institutional analysis, the study delves into the multifaceted nature of decolonisation efforts within the South African higher education landscape. Central to this inquiry, is the conceptualisation of social justice, encompassing principles of equity, inclusivity, and the warranted recognition of historically marginalised perspectives. Through an exploration of both the opportunities and obstacles inherent in the decolonisation process, this research sheds light on key themes including potential institutional resistance and epistemological shifts. Furthermore, it underscores the significance of embracing indigenous knowledge systems, fostering critical pedagogies, and promoting culturally responsive teaching practices as pivotal strategies in advancing social justice agendas. By critically examining these dynamics, this study contributes to a deeper understanding of the complexities involved in curriculum transformation initiatives aimed at promoting social justice in South African higher education. This paper will inform institutional stakeholders on objective realities of the implementation of this progressive practice.
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