Perspectives on Decolonisation and its Implications for Jazz Curricula and Teaching Approaches

Abstract

Decolonisation of education, curricula, and issues of transformation remain at the forefront of academic discourse in South Africa. Key questions in this debate focus on defining decolonisation and directing the concept of decolonising curricula at universities towards global relevance. The normative ‘cultural mismatch theory of inequality’ (discussed in detail in this article) is another  important issue to be addressed. This article reviews some of the diverse views on decolonisation, its elements, sub-groups of  transformation, and the combined effect on curricula. The significance of curricula responsiveness as theory and practice (including curricula as transmission, product, process, and praxis) is extracted and reimagined to integrate decolonisation and transformation in current music teaching and learning practice. It is in teaching and learning practice that the notions of challenging and cultivating creativity are used as catalysts for the process. Further commentary is offered towards reimaged teaching and learning strategies within Tshwane University of Technology’s music programme. Association of practice was identified using a reflective research design relying on observation and reflection on the teaching and assessment strategies employed through cluster sample groups as compared through success rates. A case study approach was adopted to describe the purposive sample that included practical subjects. Decolonial values are embedded within learning strategies and intervention protocols and impact on the success rate. Association of practice was identified for non-normative and multicultural teaching and learning, and the andragogical non-Western implications in jazz improvisation, solo instrumental, and ensemble practices.