The prospects and challenges of indigenising Higher Education Institutions (HEIs)' curriculum in South Africa

Abstract

Indigenisation and decolonisation, though conceptually related concepts, are unequivocally vital catalysts for effective curriculum transformation in South Africa. This article examines the prospects and challenges of indigenising higher education institutions (HEIs) in the country. A secondary literature review was conducted, drawing data from multiple academic databases, including Google Scholar, JSTOR, PubMed, ResearchGate, EBSCOhost, and the Walter Sisulu University (WSU) library. The review identified several promising developments in advancing the indigenisation agenda, such as: The introduction of degree programmes centred on Indigenous Knowledge Systems (IKS) at selected universities; Increased advocacy and dialogue (indaba) on the indigenisation and decolonisation of the curriculum; A growing movement calling for comprehensive curriculum transformation across the higher education sector; The expanded and diverse application of the Ubuntu philosophy within academic discourse; and The implementation of South Africa’s Curriculum Transformation Framework. Despite these positive strides, several challenges continue to hinder the process of indigenisation. These include: The entrenched legacy of colonialism and the persistent influence of Eurocentrism within the education system; Insufficient resources to effectively implement indigenisation and decolonisation strategies; Resistance and limited enthusiasm from some stakeholders within academia; The continued dominance of colonial languages in African education policies; and a lack of consensus regarding the definition and scope of “decolonisation.” This article seeks to enrich and advance the discourse on indigenisation and decolonisation. The two terms, though conceptually related, exhibit subtle differences and serve as vehicles for advancing a more Afrocentric, contextually relevant approach to curriculum transformation in South Africa.

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