Abstract:

Cultural diversity and multicultural inclusion have become increasingly important topics in higher education institutions around the world, including South Africa as students long to see themselves through the knowledge they encounter. The legacy of colonialism and apartheid in South Africa has had a significant impact on the country's education system, making the process of curriculum decolonisation a complex and contentious issue. This study focuses on a university in South Africa where a postgraduate teacher education course has implemented curriculum decolonisation. The study explores how lecturers perceive and implement curriculum decolonisation at both the intended and enacted levels. Using coloniality and its three interrelated domains of ‘coloniality of power’, ‘coloniality of knowledge’ and ‘coloniality of being’ as a theoretical framework, as well as a decolonial case study involving document analysis and semi-structured interviews; the study explores lecturers’ perspectives and experiences of curriculum decolonisation at a university. The findings highlight the need for increased dialogue, support, and mutual understanding among lecturers and students to address the deeply embedded coloniality, diverse perspectives, and cultures surrounding curriculum decolonisation. Thus, cultural diversity and multicultural inclusion in the curriculum require a deep understanding of historical legacies and power relations that have shaped educational systems. In South Africa, the process of decolonising the curriculum involves not only challenging the pervasive dominant Euro-Western perspectives but also embracing diverse cultures, worldviews and African knowledge systems that have been historically marginalised. By engaging with the complexities of curriculum decolonisation, the study contributes to a larger conversation on the importance of cultural diversity and multicultural inclusion in higher education. Therefore, it underscores the transformative potential of curriculum decolonisation in fostering a more diverse, inclusive, and culturally responsive educational system in South Africa.

Keywords:

Decolonisation, intended curriculum, enacted curriculum, coloniality.