Decolonising the university curriculum or decolonial washing? A multiple case study


This article reports on four case studies of how higher education institutions were grappling with the demands of decolonisation of their curricula. The cases differ in form and content, and the unique approaches to decolonisation that each one takes, and the similarities displayed, are described. An important similarity among the institutions were the use of extensive public lectures, seminars and workshops as a common strategy to deal with the calls for decolonisation of the curriculum. An overarching theme in the four cases suggests that decolonising of the curriculum is predominantly characterised by symbolism and euphemism/s as a way of catering for the diverse aspirations of stakeholders in the respective institutions. Pinar’s notion of complicated conversations was used as a framework to critically comment on the multiple case studies.


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