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Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward

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  • Malesela J. Masenya

Abstract

The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa’s educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic.

Suggested Citation

  • Malesela J. Masenya, 2021. "Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward," SAGE Open, , vol. 11(4), pages 21582440211, October.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211052559
    DOI: 10.1177/21582440211052559
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