Integrating Decolonization and Africanization into the Curriculum Transformation Activities of South African Universities

Abstract

Decolonization and Africanization as indigenous knowledge systems have long been marginalized and under-reported within the education pedagogical space. The paper explores the prospects of integrating decolonization and Africanization into South African universities through curriculum transformation activities. The paper employs a qualitative conceptual approach, where themes are discussed based on reviewed literature. The thematic analysis is based on the processes in curriculum transformation, decolonization, and Africanization of the curriculum, curriculum transformation framework guidelines, and an integrative approach to curriculum transformation. This paper could add value to the development of Afrocentric discourse that can address issues of indigenous practices and content that speaks to undocumented marginalized communities. Various decolonized theoretical knowledge that is critical to lend an understanding to insights and voices of internal and external stakeholders using a bottom-up approach could contribute to critical pedagogies that are smear and yet different to present knowledge systems in education