Scoping the Curriculum Decolonization Perspectives in the South African Higher Education: Implications for Teacher Education

• In Event: (De)Coloniality: Higher Education Leadership, Research, and Scholarship

Abstract

The study scopes the perspectives on curriculum decolonization in South African Higher Education by analyzing how it is understood and the implications of the perspectives on teacher education. The study is a literature review of articles published between 2013- 2022 and were selected from the Google Scholar database. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative design based on the interpretive paradigm was used. The findings show that the conceptualization of curriculum decolonization is shaped by the local social justice issues showing that it is considered a transformation tool. We highlight how teacher education has a crucial role in curriculum decolonization by preparing empowered teachers to extend the process to the school curriculum.

Authors

• Maria Tsakeni, University of the Free State
  Presenting Author

• Loyiso C. Jita, University of the Free State
  Non-Presenting Author