This book brings together some of the most innovative thinking on curriculum theory to address this important question: What exactly is decolonisation?
This multi-author compilation incorporates strong conceptual analyses which are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curricula of century-old universities.
It is a scholarly dialogue between some of the key thinkers in the field, such as Jess Auerbach, Tarryn de Kock, Mlungisi Dlamini, Jaamia Galant, Ursula Hoadley, Jonathan D. Jansen, Lis Lange, Lesley Le Grange, Mahmood Mamdani, Achille Mbembe, Shireen Motala, Piet Naudé, Grant Parker, Yusuf Sayed, Brenda Schmahmann, Crain Soudien, and the Chair of CriSHET, André Keet.
Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.