Abstract:
The prospect of decolonisation has gained importance and emphasis worldwide. Decolonisation aims to give voice and respect to people of non-European decent. In higher education institutions the concern is that identities and the lived world experiences of the majority of people in South Africa is less acknowledged within curriculum, teaching and learning. This study explored lecturers and students’ perceptions about decolonisation at a selected higher education institution in Limpopo, South Africa. The researcher was guided by critical social theory, qualitative method was applied and a case study design was used. Sampling for psychology lecturers and students was done purposively. Twelve participants (two lecturers and ten students) formed the sample from the Department of Psychology at the selected rural based university. An interview guide was utilised to collect data through telephone semi-structured interview. Thematic analysis was used. Results from this study indicate that lecturers and students understand decolonisation, confrontation of colonial practices in higher institutions of education was emphasized as a way of contributing towards the process of decolonisation. The conducted study concluded that decolonisation is understood and there is a need for its relevance in areas like teaching, learning, research, and community engagement to produce independent knowledge rooted in the African worldview.
