RES472: Decolonization of the Curriculum in Higher Education Assessment Answer

Introduction to the Study

The necessity to address historical injustices and colonial legacies in curricula makes the decolonization of higher education in the African region a critical problem. However, it is crucial to give the viewpoints of the main stakeholders—the students—priority in order to actually implement meaningful change. The purpose of this study is to investigate the potential and problems that student views bring to light in the continuing decolonization of higher education in Africa. This study aims to provide insightful analysis and recommendations that will help create more egalitarian, relevant, and inclusive educational institutions throughout the continent by elevating the voices of those who are most affected. (Hlatshwayo et al., 2021)

Background to the Study

The pressing necessity for higher education institutions to remove historical biases and inequity from their courses served as the driving force for this study. There is an increasing push to decolonize the curriculum due to the prevalence of Eurocentric information and the upholding of colonial perspectives. Nothing has been done to look into the distinct viewpoints that student instructors have on this process, despite the fact that this topic has been written about extensively. It will be crucial to listen to these young educators since they could influence pupils in the future, helping to establish a more equitable and inclusive learning environment. The purpose of this study is to shed light on their experiences and offer recommendations for advancing the decolonization conversation in higher education. (Hayes et al., 2021).

Problem Statement

The presence of difficulties pertaining to student perspectives poses a hurdle to the decolonization of higher education in the African continent. These concerns cover a wide range of difficulties, such as cultural inclusion, representation, and curriculum relevancy. Eurocentric prejudices have historically been reinforced in educational materials by colonial influences. Therefore, there is still a great deal of difficulty in comprehending and addressing the unique issues and viewpoints of African students, which is important given the continuous attempts to establish a more welcoming and equitable environment for higher education in the area.

Research question/s (1, 2 or 3)

"What are the perspectives and experiences of student teachers regarding the decolonization of the curriculum in Higher Education, and how can their insights inform the ongoing efforts to create more inclusive and culturally responsive educational environments?"

Rationale for the study (Aim, Purpose or contribution of the research)

The objective of this research is to conduct a thorough analysis of the obstacles and prospects associated with the decolonization of higher education across the African continent, with a focus on student perspectives and experiences. The goal of this research is to offer perspectives and suggestions that will help make Africa's educational system more equal, inclusive, and sensitive to cultural differences.

• Clarification of key concepts/definfitions
• Student Teachers: As part of their educational journey, these individuals actively participate in practical teaching experiences while enrolled in teacher training programs or pursuing education degrees. (Khanal, 2023)
• The process of Decolonization of the Curriculum: entails a critical reassessment of educational materials and procedures in order to question colonial prejudices. Diverse views, histories, and cultural aspects are substituted for these, creating a more inclusive and equitable learning environment.
• Higher Education: Post-secondary establishments, including universities and colleges, that provide professional and advanced academic instruction beyond the secondary school level are referred to by this word; it particularly relates to undergraduate and graduate-level curriculum.

Preliminary Review of the Literature

• Based on a preliminary examination of the literature, there is an increasing amount of studies highlighting the significance of decolonizing curricula in higher education (Madhav & Baron, (2022). Studies already conducted highlight the need for more diversity and cultural sensitivity in educational materials as well as the pervasive Eurocentric biases in such content. Regarding the viewpoints of student instructors, who are crucial in determining the nature of future learning settings, there is a clear disparity. By examining their distinctive perspectives in the context of curriculum decolonization, this study aims to close this gap.
• An emphasis on frameworks and symbolism, utilization, extensive systems of official management, grading procedures and techniques of review, and curriculum modifications are suggested by research investigations and philosophical perspectives on decolonization (Erasmus, 2022). A compromise between Africanization and internationalization, the incorporation of African philosophy to guide the Africanization of higher learning in order to liberate African people, the implementation of traditional methods of inquiry to alter curricula, the rethinking and reconstruction of the educational program, and the caution of scholars contrary to "indigenous epistemicide" were all advocated for. Other investigations adopt the stance that the Integration of African epistemologies (IKS) and Science ought to be seen as crossing realms rather than separate fields of understanding and concentrate primarily on IKS in the current curriculum at the school level (Nevhudoli & Olive Netshandama, 2023). What decolonization could entail for educators, pupils, and the general public came to the conclusion that their research merely "widens up possibilities for reassessing the institution's curricula as well as the manner in that it is provided" and therefore it had been unnecessary to make any prescriptive statements on the divisive topic of decolonization. This suggests that in order to improve pupils' knowledge-creation techniques and cognitive comprehension, responsibilities for both educators and pupils need to shift, therefore a socio-cultural constructivist viewpoint needs to be implemented in higher education settings. Contributors' suggestions warranted more discussion.
• According to an investigation on the subject, African culture in communication research cannot be viewed as an "extra" but rather as a crucial component of an institution's after-apartheid and post-merger transition plan (Nzuza, 2021). Since scholars don't work in a void, they must share knowledge with a variety of individuals, particularly students of all ages, while they work to "come together equitable and effective goals". The acceptance of a fully inclusive and morally specific curriculum design that employs a cybernetic look as well as dialogue analysis may encourage learner involvement, individual accountability, and inspiration, according to the decolonization project's evaluation of the value of teamwork and a drawn-out advisory process. Additionally, students add fresh and pertinent subjects to their education. Indigenous researchers are employed by Canadian colleges' departments in order to incorporate aboriginal methods of thinking into teacher preparation programs (Teslenko, 2019).

Research Methodology

Thematic analysis and semi-structured interviews are used in this qualitative study. We will recruit a purposeful sample of student teachers in programs related to higher education. Their perspectives, experiences, and suggestions about curriculum decolonization will be examined throughout the interviews. A fuller comprehension of their viewpoints will be made possible by thematic analysis, which will reveal recurrent themes and patterns in their comments. The study procedure will be conducted with ethical issues in mind.

7.1 Study design (Description/explanation and justification to be included)

The research design used in the study is qualitative, specifically a phenomenological technique, which aims to comprehend the viewpoints and experiences of student instructors about curriculum decolonization in Higher Education. The study's objective of gaining unique insights from participants is in line with phenomenology, which enables a thorough examination of participants' real experiences and perspectives (Smith et al., 2021). The method of choice for gathering data is semi-structured interviews since they allow for exploratory, open-ended discussions. In this intricate and changing educational context, the necessity to capture the nuanced and context-specific viewpoints of student instructors is what justifies the study's qualitative approach and offers important insights for efforts to modify the curriculum.

7.2 Study setting

The study will be carried out in higher education establishments, such as colleges and universities, where student teachers are enrolled in programs for teacher education and training. These environments offer a pertinent and engaging context for investigating student teachers' viewpoints on curriculum decolonization.

7.3 Study sample (not outlined in point form, but rather outlined in a descriptive

A carefully chosen sample of student instructors from various higher education institutions will be included in the study, representing a range of program levels and demographics (undergraduate and graduate). Data saturation will define the sample size, guaranteeing thorough insights. The procedures for participation and recruiting will be guided by ethical norms.

7.4 Data collection tool/ instrument (Description/explanation and justification to be

Semi-structured interviews will be the primary method of data gathering used in this study. These interviews provide an adaptable and unrestricted method for acquiring rich qualitative information regarding the experiences and viewpoints of student teachers regarding curriculum decolonization. Because of the semi-structured style, participants can ask insightful questions and fully express their opinions. This approach is appropriate since it supports the goal of the study, which is to gather detailed and situation-specific insights that will help us comprehend this intricate and dynamic educational environment on a deeper level.

7.5 Data collection process

Informed consent and participant recruitment will be the first steps in the data gathering procedure. We will conduct semi-structured interviews with student teachers to learn more about their perspectives on curriculum decolonization and their experiences with it. These interviews are going to be transcribed for analysis after being audio recorded. Confidentiality and adherence to ethical standards will be guaranteed by the procedure, which will encourage candid conversations with participants to produce a thorough grasp of their viewpoints.

7.6 Data management

Data management will entail safely keeping transcripts and audio recordings in password-protected files. To maintain secrecy, each participant will be given a special identification number. Codes will be used in place of names to anonymize transcripts. Software for qualitative analysis will be used to arrange the data in order to facilitate thematic analysis and effective categorization. To avoid loss, regular data backups will be carried out. We shall rigorously adhere to ethical norms for privacy and data protection during the entire procedure. (Hartzog & Richards, 2020).

7.7 Data analysis

Thematic analysis will be used to examine the data (Peel, 2020). The first round of coding will reveal recurrent themes and patterns in the student teachers' answers about curriculum decolonization. These topics will be arranged in a logical story that will give readers a thorough grasp of each viewpoint. The process of analysis will guarantee validity, reliability, and rigor in the interpretation of the data.

7.8 Ethical considerations

This study will be guided by ethical principles, which include obtaining participants' informed consent and utilizing participant codes to emphasize confidentiality and anonymity. When necessary, the study shall seek institutional approval and follow the moral precepts of informed, voluntary involvement. Participants' privacy and well-being will be safeguarded during the data collecting, analysis, and reporting stages, with special attention paid to managing delicate subjects, guaranteeing respect for differing viewpoints, and gaining permission for recording and utilizing interview data.

Conclusion

Here we conclude, this study aims to provide light on the subject of student instructors' opinions on curriculum decolonization in higher education, which is frequently neglected. Through the use of a qualitative methodology, we hope to disentangle the complex and situation-specific meanings they provide in the continuous pursuit of equality and inclusivity in education. The study's ethical framework protects the privacy and dignity of its participants. The results will enhance the conversation on developing more inclusive and culturally sensitive learning settings by advancing a more thorough knowledge of the potential and difficulties associated with curricular decolonization. The importance of student teachers in influencing the direction of education is highlighted by this study. 

REFERENCES

Erasmus, M. (2022). Teachers’ and principals’ perceptions on decolonisation to foster transformative curriculum development. Repository.nwu.ac.za. https://repository.nwu.ac.za/handle/10394/40067

Hartzog, W., & Richards, N. (2020). Privacy's constitutional moment and the limits of data protection. BCL Rev., 61, 1687.

Hayes, A., Luckett, K., & Misiaszek, G. (2021). Possibilities and complexities of decolonising higher education: critical perspectives on praxis. Teaching in Higher Education, 26(7-8), 887-901.

Hlatshwayo, M. N., & Alexander, I. (2021). " We've been taught to understand that we don't have anything to contribute towards knowledge": Exploring academics' understanding of decolonising curricula in higher education. Journal of Education (University of KwaZulu-Natal), (82), 44-59.

Khanal, J. (2023). Shifting identities: an examination of student perceptions and experiences in face-to-face and online learning in Nepal. Education and Information Technologies, 1-29.

Madhav, N., & Baron, P. (2022). Curriculum transformation at a private higher educational institution: An exploratory study on decolonisation. Scholarship of Teaching and Learning in the South, 6(3), 26-48.

Nevhudoli, N. D., & Olive Netshandama, V. (2023). What Do Bachelor of Indigenous Knowledge Systems Graduates Say About Their Curriculum? A Qualitative Tracer Study at the University of Venda. Journal of Curriculum Studies Research, 5(1), 141–158. https://doi.org/10.46303/jcsr.2023.11

Nzuza, N. (2021). “At home” at the University of KwaZulu-Natal?: a study of experiences of exclusion amongst academic staff. Ukzn-Dspace.ukzn.ac.za. https://ukzn-dspace.ukzn.ac.za/handle/10413/20623

Peel, K. L. (2020). A beginner's guide to applied educational research using thematic analysis. Practical Assessment, Research, and Evaluation, 25(1), 2.

Smith, J. A., & Fieldsend, M. (2021). Interpretative phenomenological analysis. American Psychological Association

Teslenko, T. (2019). Engaging Students and Campus Community in Sustainability Activities in a Major Canadian University. Sustainability on University Campuses: Learning, Skills Building and Best Practices, 3–20. https://doi.org/10.1007/978-3-030-15864-4_1

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