Abstract:

The Independent Institute of Education (The IIE), like any other Higher Education Institution (HEI) in the Republic of South Africa (RSA), is faced with the national call for the transformation and decolonisation of education. Consequently, a holistic approach to the decolonisation of the module design, development and review of curricula is needed. The paper presents a non-empirical research using a qualitative approach with literature reviews and observation methods in providing an evidence of curriculum decolonisation development in selected modules in the faculty of ICT at The IIE Central Academic Team (CAT). A decolonised curriculum could pave the way for the IIE academics to lead the student’s agency in designing their own studies and/or coming up with a theoretical framework of decolonisation. There is also a need to promote and implement a policy on how decolonisation would be implemented at the IIE. The benefits of the study are diverse. For example, the IIE could be the leading private “university” that leads the call for decolonised education in the 21st Century in South Africa. The disadvantages of the study is that there are far fewer studies of decolonisation curriculum research in South African private education institutions where one could extract literature reviews from. In addition, there also seems to be a focus on the political analysis and rhetoric of decolonisation and not the importance of role-players in any teaching and learning decolonisation situation. The predominant focus seems to be on public speaking and not analysis of decolonisation.

Keywords:

Decolonisation, module design, curriculum, decolonised curriculum.