Decolonising the curriculum is far more nuanced than replacing theorists and authors. Universities first need to define how they approach the development and dissemination of curricula.
A decolonising curriculum would consider ways in which writers negotiate linguistic, literary and cultural legacies of the colonial era.
There is a risk that because of fatigue, frustration and silencing the important moment created by South Africa’s student movements will pass by with no proper, long-term structural change.
Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn’t sit on the continent, it’s apparent that Africa lacks power in this regard.
Khanya College’s curriculum was quite different from the one taught at other universities of the time. Its students studied oral African literature and history alongside Western literature.
Many works published on decolonisation originate from Ngugi wa Thiongo’s idea of decolonising the African mind. Imperialism, he writes, has left its mark on the minds of the previously colonised.
The African university cannot be created through changing the intellectual lens and basis alone. Political action is key.
The decolonisation debate in South Africa’s universities raises critical issues about the relationship between power, knowledge and learning.
There are other ways to conduct meetings and present lectures. Could adopting, adapting or even just understanding more about these help universities to release colonialism’s grip on their practices?
There are a few questions that can be posed and unpacked if universities are to move towards genuine decolonisation.
