Author Information
Sebolelo Mokapela, University of the Western Cape, South AfricaWindell Nortje, University of the Western Cape, South Africa
Abstract
Decolonising the education landscape requires a radical reconfiguration of power, knowledge, and institutional frameworks. This study critically examines the engagement of key stakeholders that include indigenous communities, educators, policymakers, the business sector as well as partnership with the Department of Basic Education in the decolonisation of higher education. Despite policy rhetoric advocating for decolonisation, many higher education institutions still struggle to integrate relevant external stakeholders in ways that are meaningful, beneficial and sustainable. This study underscores the urgent need for collaborative frameworks that centre indigenous epistemologies and actively dismantle aristocratic structures within curriculum development, governance, and institutional decision-making. By fostering multi-stakeholder partnerships, this study contributes to shaping an education system that is inclusive, equitable, and reflective of Africa’s diverse knowledge traditions. This research proposes actionable strategies to bridge the divide between sectors and calls for the communalisation of the education sector where all other sectors outside education play a significant role in carving a well-rounded end-product. This research calls for a paradigm shift that goes beyond performative transformation, advocating for structural reforms that include voices of the broader community in all facets of higher education. For this paper, document analysis, a qualitative methodological approach and the de-coloniality theory have been chosen as the best approaches to analyse the fragmented education landscape as well as to highlight the benefits of the proposed inclusive approach.
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