The impact of colonialism in South Africa is undeniable, especially when it comes to

education. The country's curriculum has always given preference to Western

societies, effectively alienating the knowledge systems and contributions of African
and indigenous peoples. Frantz Fanon (1963), Jonathan Jansen (2017), Achille
Mbembe (2016), Ali Bider (2012), and Nicholas Creary (2012) have all spoken up
about the importance of decolonizing the curriculum to achieve social justice and
equity in education. This essay tackles the issue head-on by arguing why
decolonization is necessary in South Africa. It starts off by narrating an experience
highlighting how schooling can perpetuate colonialist tendencies in South African
education, specifically through biased language use, problematic textbook materials,
and flawed classroom lessons. The essay then employs decolonization theories to
critically examine these issues. In conclusion, this essay will delve into the
consequences of this assertion for a curriculum that aims to transform and embrace
a decolonized standpoint.

In South African schools today, Eurocentric perspectives and knowledge systems

tend to dominate curricula, reproducing colonial-era attitudes towards learning. In my
own academic journey at WITS University, I have faced various challenges resulting
from English being favored over other official languages despite its status as only
one of many spoken across this nation. English language bias runs deep through the
curriculum, with most textbooks, materials, tutorials, and lectures presented
exclusively in this tongue. This reinforces an unfortunate colonial mentality where
English is regarded as superior above all else, thereby undermining indigenous
tongues while fusing European cultural norms into otherwise distinct African
societies.

Moreover, the consequences for students whose mother tongue is not English will be
felt intensely right from their first day on campus because they must either code
switch or suppress their native tongues entirely just so they can keep up with such
an esteemed institution. English dominates the teaching language in South African
schools, disadvantaging students who speak languages other than English. This is
because promoting a curriculum with Eurocentric biases reinforces colonial-era
legacies that continue marginalizing African and indigenous knowledge systems
today. From a decolonial perspective, this aspect of South Africa's curriculum is
problematic because it perpetuates historical inequalities experienced by
marginalized communities.

Furthermore, during my high school years, European history and literature

dominated our textbook content, and lessons were given little attention to African or
indigenous knowledge systems. This created the biased impression that Western
cultures were superior while African cultures were inferior or not worth studying.
Prioritizing the inclusion of indigenous languages and knowledge systems will help
decolonize South Africa's curriculum and ensure cultural diversity flourishes in its
education system. Inclusive education calls for decolonized curriculums that respect
and highlight indigenous languages' significance while allowing students access to
diverse worldviews. With a transformed approach emphasizing inclusion over
colonization, students gain valuable opportunities for personal growth.

In addition, the process of decolonization entails challenging outdated power

structures established during colonialism while supporting an African-centric
educational system (Mbembe, 2016). Experts like Jonathan Jansen, Frantz Fanon,
Achille Mbembe, Ali Bider, and Nicholas Creary drew upon their expertise to propose
ways towards achieving this end goal through their works on decolonization theory
(Mbembe 2016). Fanon (1963) highlights how colonial-era education systems aimed
at perpetuating cultural and economic dominance by colonizers at Africa's expense,
something South Africa mirrored in its European-centric curriculums. The Eurocentric
bias of South Africa's education system has fostered feelings of cultural inferiority
among non-European students while perpetuating the social, economic, and political
status quo established during colonialism.

In response to this challenge, Jonathan Jansen (2017) recommends a more

inclusive and decolonized curriculum. He contends that the current academic
program fails to acknowledge the diversity of South African society while
perpetuating inequality through its emphasis on Western knowledge systems over
those originating from African and indigenous peoples. For Jansen, an equitable
society demands a curriculum reflecting its demographic breadth while promoting
justice for all its members and perpetuating the social, economic, and political status
quo established during colonialism. Achille Mbembe (2016) echoes these sentiments
by highlighting how colonialism continues to shape contemporary Africa today with
an urgent plea for reclaiming indigenous knowledge: "Decolonization is about
reimagining our world, it means challenging existing assumptions." Indeed, this
process should include incorporating these ancestral perspectives into national
educational curricula.

In his work, Ali Bider (2012) stresses the role of language in preserving colonial
dominance. A monolingual education system obstructs other languages spoken by
students and perpetuates marginalization, especially for those whose first language
is not the official language of instruction. As such, Bider advocates for a multilingual
education approach that gives value to linguistically diverse South Africa while
promoting equity and social justice. Nicholas Creary (2012) also supports differential
viewpoints being incorporated into curricula to achieve fairness. He argues that a
decolonized curriculum should represent the multiplicity of South African society's
cultures while valuing all learners' knowledge systems.

To accomplish this, Creary proposes community involvement throughout the

curriculum development process; additionally, training educators about diverse
perspectives will help them incorporate alternative outlooks appropriately. From a
decolonial perspective, an effective curriculum incorporates diverse viewpoints while
acknowledging each student's unique situation to uphold their dignity and create
fairness across all lines in society. Enabling progress towards an equalized system
and enhancing inclusivity within South African education requires conscientious
engagement with students' experiences and community input while developing
curriculum policies. Better support for educators should also be included, along with
the incorporation of diverse perspectives to promote positive changes towards
transformational learning.

In terms of decolonization, a transformational curriculum could be important for

multilingualism. With equal importance awarded to every official language spoken in
South Africa, this reinforces inclusivity, especially for those whose linguistic
backgrounds may have acted as barriers to education. A shift towards understanding
different knowledge systems, like indigenous African ways and non-western-based
thought processes, will broaden students' understanding of their surroundings,
nurturing respect for cultural plurality. This calls for us to adopt an approach that is
holistic toward dismantling colonial structures present within South Africa’s society,
education, and overall governance. It is critical that we acknowledge colonial
behavior and thought, which have had an impact on society today, so we can work
towards containing them. Our understanding of the human experience must be
inclusive as we pursue equality, diversity, and social justice. For South Africa's efforts
towards social justice and equity through its education system to succeed
completely, decolonization needs to occur within its curriculum.

To conclude, this essay has indeed shown us how, the legacies of colonialism instil
feelings of cultural inferiority among non-European pupils in modern-day South Africa
—something that should not exist at all if asked, "Why?" Scholars such as Fanon
(1961), Jansen (2017), Mbembe (2015), Bider (2016), and Creary (2020) have all
underlined the importance of decolonizing study material to create an inclusive
education system that values and respects all pupils' knowledge systems. Realizing
this objective would require involving students and local communities in the
curriculum development process, educating instructors and administrators with the
necessary training, and supporting them to incorporate a wider range of knowledge
systems and perspectives.
References:

Jansen, J. (2017) As by fire. The end of the South African University, Cape Town:
Tafelberg, pp. 156-171.

Achille Mbembe. (2016). Decolonizing the University: New direction. Arts &
Humanities in Higher Education, 15 (1): 29-45.

Lebeloane, L., 2017. Decolonising the school curriculum for equity and social justice
in South Africa.

Nicholas Creary. (2012). Introduction. In Nicholas Creary (Ed.), African Intellectuals

and Decolonization. Athens: Ohio University Press, pp. 1-7. [Course Reader: 82-88]

Ali Abdi. (2012) Decoonizing Philosophies of Education: An introduction: In Ali Abdi

(Ed.), Decolonizing Philosophies of Education. Rotterdam: Sense Publishers, pp.1-6
[Course Reader: 76 – 81]

Frantz Fanon. (1963).The wretched of the Earth. Trans. By Constance Farrignton.

New ork: Grove Press, pp. 35 – 45. [Course Reader: 48-58]