This conceptual paper presents a decolonial critique of Eurocentric epistemic hegemony in South Africa and its impact on the curriculum. We argue that the propagation of knowledge from the Global North as 'universal' through conceptually vague framings of curriculum internationalization is contributing to the maintenance of Eurocentric hegemony.…

The article discusses the question of the co-construction of knowledge between the university and its communities in the pursuance of community engagement, which is one of the key mandates of universities in South Africa. It reflects on the limitations of most academic approaches to the concept and practices associated with the scholarship of…

While prior scholarship has theorised on how to incorporate decolonisation in curriculum and pedagogy, there is limited empirical work on how students experience this initiative. With a goal to provide a more diverse and inclusive educational experience, this paper explores ten undergraduate students' perceptions of their learning in a revised…

Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants' explorations of new ways of knowing, being, and acting as academic developers in their contexts. The…

This article pays tribute to Allan Luke's work as a pedagogical gift. His ability to bring sociological theories of power, identity and the body to bear on conceptualizing critical literacy is a gift. His research with indigenous populations, and his writing on inclusive curriculum, genres of power and double consciousness resonate in South Africa…

Globally, food concerns in higher education have emerged as an issue of critical importance. Food acquisition struggles and high rates of food insecurity among students have been documented, yet food within higher education continues to be an under-researched area of study. This paper calls for advancing research that critically engages with food…

The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and…

This article discusses North-South-South higher education collaboration as a context for development education. We analyse an intensive course on qualitative research methods and culturally responsive education organized by a network of five universities from global South and global North. The course aimed to enhance qualitative understanding of…

This article provides some insight into the constraints on the potential of recognition of prior learning (RPL) to widen access to educational qualifications. Its focus is on a conceptual framework that emerged from a South African study of RPL practices across four different learning contexts. Working from a social realist perspective, it argues…

This article addresses the tensions and contradictions of applying a popular education approach in the current context of South Africa. It draws upon data from an 18-month research project exploring the traditions of popular education. It presents an extended discussion on the meanings of popular education, and their varied implications for…

In the light of the notorious video made by white students at the University of Free State (UFS) in which black middle aged cleaners were subjected to forms of degradation in a mock initiation ceremony (which included being given food mixed with urine) the Minister of Education authorised an investigation on social cohesion in universities. The…

This article classifies four constructs of feminist identity and focuses on the role and implication of these identities in an educational field research project which aims to empower girls in diverse school communities in South Africa through human rights education. The subject is explored by examining specific genres of knowledge and inquiry in…

Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines…