Confronting the complexities of decolonising curricula and pedagogy in higher education

Ramgotra, Manjeet; Morreira, Shannon; Luckett, Kathy; Kumalo, Siseko H.

Abstract

Recent critiques voiced by students in both the Global South and North have turned attention to the ways in which higher education practices have been informed by, and continue to perpetuate, a series of assumptions that favour particular epistemological perspectives. Across the world, students have criticised universities for the content of their curricula, institutional cultures, and pedagogic practices that perpetuate the attainment gap and exclusion. In response, curricula and pedagogic change is being debated and promoted on campuses. This introductory article lays the theoretical groundwork for a volume that brings decolonial theory into concrete engagement with the structural, cultural, institutional, relational, and personal logics of curricula and pedagogic practice. The article examines the relationship between decolonisation as a theoretical concept, and the practices of decoloniality unfolding in pedagogical practice.

Citation

Ramgotra, M., Morreira, S., Luckett, K., & Kumalo, S. H. (2020). Confronting the complexities of decolonising curricula and pedagogy in higher education. Third world thematics, 5(1/2), 1-18. https://doi.org/10.1080/23802014.2020.1798278

• Journal Article Type: Article
• Acceptance Date: Jul 16, 2020
• Online Publication Date: Aug 2, 2020
• Publication Date: Aug 2, 2020
• Deposit Date: Nov 27, 2020
• Publicly Available Date: Nov 27, 2020
• Print ISSN: 2380-2014
• Electronic ISSN: 2379-9978
• Peer Reviewed: Peer Reviewed
• Volume: 5
• Issue: 1/2
• Pages: 1-18
• DOI: https://doi.org/10.1080/23802014.2020.1798278
• Keywords: Decolonising, education, curricula, theory