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It takes a combination of formal and informal learning to equip academics to become better teachers. Universities need to encourage both approaches.

It’s not just the content of South Africa’s university curricula that needs to be re-examined. The country’s degree structure should be reconsidered, too.

Decolonisation of the curriculum doesn’t have to mean the destruction of Western knowledge, but it’s decentring. Such knowledge should become one way of knowing rather than the only way.

The push for decolonisation could ironically end up trapping universities in a colonised curriculum.

A curriculum can’t be decolonised by simply removing content. This denies students the chance to participate in local policy debates and the global job market. A more nuanced approach is needed.

Students want more relatable examples, both of business leaders and of industry case studies.

Its critics complain that current Afrodiasporic literature is not in tune with everyday life on the continent. They see its versions of Africa as sanitised and Westernised.

The way in which one group of South African student protesters has acted and engaged with university managers shows how valuable a feminist approach to protest can be.

Psychologists drew historically from theories of social Darwinism and eugenics to espouse the hierarchical categorisation of people into race groups.

It’s vital for academics in South Africa to start asking deep questions that examine what decolonialism could look like in their teaching.