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September 5, 2025Journal of Innovative Science EducationOpen Access

Decolonizing And Africanising the Curriculum: The How’s Through Reflexivity at a Rural South African University

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TTTholani Tshuma

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Overview

Reflective inquiry enhances decolonisation and Africanisation of curriculum in a rural context, suggesting new pedagogical approaches.

Key Points

  • Decolonising and Africanising the curriculum maximizes student learning by integrating content with their everyday lives.
  • Critical feedback from multidisciplinary academics informed the planning and teaching process for biological fermentation.
  • Reflexivity aided by photo-elicitation processes fostered discussions on the curriculum's decolonisation and Africanisation.
  • Humanising pedagogies challenge educators to think creatively and step outside traditional teaching practices.

Cite This Study

Tholani Tshuma (2025) studied this question.

synapsesocial.com/papers/68c239e5b210217d6477ea0bhttps://doi.org/10.15294/jise.v14i2.21041
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Also Consider

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  1. 1Decolonizing education in Africa: Curriculum reform, language policy, and indigenous knowledge systems2025 · 2 citations
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  3. 3The Continuing Colonization of Higher Education in Africa: Interrogating the Modes and Channels at an African Premier University2025
  4. 4Letramento Acadêmico e Decolonialidade: Repensando o Currículo no Ensino Superior2025
  5. 5Multilingual pedagogies in South African higher education institutions2025