Decolonizing the Curriculum in South African Higher Education

A Meta-Analytic Synthesis

Abstract

The persistent hegemony of Western epistemologies in South African higher education necessitates a critical examination of decolonization efforts. This meta-analysis synthesizes existing empirical research to systematically evaluate the scope, methodologies, and outcomes of initiatives aimed at decolonizing the curriculum within the South African education sector. Employing a systematic search and review protocol, this study identified and analyzed 42 qualitative, quantitative, and mixed-methods studies published between 2010 and 2023. Findings reveal that decolonization is predominantly conceptualized through three interconnected themes: the integration of indigenous knowledge systems, the diversification of pedagogical approaches, and the reform of assessment practices. However, the synthesis identifies significant challenges, including conceptual ambiguities, institutional resistance, and a lack of sustained structural support, which often dilute transformative intent into symbolic gestures. The analysis argues that effective decolonization requires a fundamental re-centering of African ontologies and a move beyond mere content diversification towards epistemic pluralism. This study is significant as it provides a consolidated, evidence-based framework for scholars and policymakers, highlighting the imperative for curricula that are not only locally relevant but also affirm African intellectual agency. It concludes that for decolonization to be substantive, it must be embedded within broader institutional and epistemological transformation.