Abstract

MHETA, Gift; LUNGU, Bwalya Nyangu  and  GOVENDER, Thaiurie. Decolonisation of the curriculum: A case study of the Durban University of Technology in South Africa. S. Afr. j. educ. [online]. 2018, vol.38, n.4, pp.1-7. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v38n4a1635.

The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion and action.

Keywords : Africa; Africanisation; community; curriculum; decolonisation; indigenisation; internationalisation; staff; student; university.

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