What exactly is to decolonise curricula? Exploring lecturers’ perspectives on decolonisation in relation to the intended and enacted curriculum: A case study of a Postgraduate Teacher Education course at a University in Gauteng

Abstract

The discourse on curriculum decolonisation in South African higher education institutions has been marked by contention, particularly as the country contends with the enduring legacies of apartheid, colonialism, and a pervasive coloniality. This study was conducted at a university in Gauteng where curriculum decolonisation has been established in a postgraduate teacher education course for about 8 years. The research aimed to explore how lecturers perceive and implement curriculum decolonisation at intended and enacted curriculum levels, encompassing knowledge, pedagogy, and assessment. Through a decolonial case study approach, involving document analysis and semi-structured interviews, this study explored how lecturers involved in curriculum decolonisation navigate this diverse, multi-layered concept in practice. The findings highlighted the dynamic and complex nature of curriculum decolonisation presenting a range of opportunities and challenges- as lecturers are presented with unique ways of engaging and challenged within tensions of institutional power dynamics. While progress and responsiveness to curriculum decolonisation are evident in both the intended and enacted curriculum of the course, this study illustrates that there is a critical need for heightened dialogue, support and mutual understanding among lecturers and students to address the deeply embedded coloniality, diverse perspectives and experiences related to curriculum decolonisation. Thus, the study joins in a larger conversation happening nationally and internationally on curriculum decolonisation in higher education.