Dismantling epistemic violence: a decolonial social justice agenda within South Africa’s higher education curriculum

• In Event: Education for Societal Transformation: Alternatives for a Just, Holistic Future

Abstract

Educational evaluation and assessment are integral to developing transformative policies, practices, and pedagogies that address systemic inequalities and promote inclusive educational environments. Drawing on decolonial frameworks, this inquiry explores how assessment methodologies can dismantle colonial legacies within education systems, such as biases in standardized testing and Eurocentric curricula. By centering Indigenous and marginalized perspectives in evaluation practices, researchers aim to uncover hidden biases and cultural blind spots that perpetuate inequities.

Case studies examine the implementation of culturally responsive assessments that honor diverse ways of knowing and learning, fostering educational environments where all students can thrive. Additionally, insights from trauma-informed assessment approaches will highlight strategies to support students affected by historical trauma, displacement, or systemic discrimination. This research seeks to amplify voices traditionally marginalized in educational research and advocate for policies that prioritize educational justice and equity.

This holistic approach to evaluation and assessment aims to repair educational harm and renew the promise of education as a catalyst for social change and liberation. Furthermore, this inquiry explores how educational evaluation and assessment frameworks can contribute to the repair of educational harm and the renewal of equitable educational practices. Through a Critical Discourse Analysis (CDA), I examine language use in texts (e.g., policy documents, curriculum materials) to uncover power dynamics, ideologies, and discourses that shape educational practices that help identify how colonial ideologies are perpetuated through educational assessments.

The document analysis—analyzing policy documents, curriculum frameworks, assessment guidelines, and educational literature—reveals how colonial ideologies are embedded in institutional practices and discourses. It provides historical and contextual insights into assessment frameworks. The significance of this research lies in its potential to inform policy and practice by advocating for transformative assessment frameworks that prioritize equity and social justice in education. The study further aims to contribute to a more just and inclusive educational landscape by amplifying marginalized voices and centering Indigenous knowledge systems. Finally, this research underscores the scientific and scholarly importance of integrating decolonial perspectives into educational evaluation and assessment, ultimately aiming to renew the promise of education as a tool for societal transformation and liberation.

Author

• Nkosana Sithole Miya, University of the Witwatersrand