| dc.description.abstract | The continued prioritisation of Western knowledge and perspectives in South African higher education gave rise for the decolonisation of education in 2015/2016, which sought to challenge
the hegemony of Western knowledge and promote more inclusive and diverse ways of knowing.
Decolonisation involves various strategies, such as developing curricula that reflect local
knowledge and perspectives and that incorporate indigenous languages and cultures, while
promoting critical thinking and reflexivity among students and educators. The MustFall
movements in South Africa led to increased reflection on decolonisation and decolonisation of
curricula but there has been very little work on the processes in which the learning materials used
in these curricula are decolonised and, specifically, on the editing practices for decolonising
academic texts.
The aim of this study was to explore the publishing and editing strategies, approaches and
methodologies used in the production of academic texts for use in decolonised curricula in higher
education institutions (HEIs). The research design employed an interpretive perspective and drew
on a primarily qualitative approach. The theoretical framework was grounded in the decolonial
theory that originated from three foundational thinkers, such as Frantz Fanon, Ngũgĩ wa Thiong'o
and Stephen Bantu Biko. The data collection methods included a literature review of foundational
and contemporary discourse on decolonisation (of the curriculum), in-depth, semi-structured
interviews with various role players in different sectors of the higher education industry and a
textual analysis of academic texts which exemplified the strategies, approaches and methods
being used in the production of academic texts for decolonised curricula. Interviewees included
various stakeholders from universities, government departments and academic publishers, as
well as curriculum developers, publishers, editors and authors. The findings of the study highlight
that there are many role players involved in the decolonisation of higher education curricula, each
of whom plays a significant role.
The study revealed several hindrances to decolonisation, such as insufficient awareness and
understanding of decolonisation among stakeholders, resistance to change, unclear guidelines
and policies and limited resources. The study emphasises an inclusive approach with diverse
perspectives and knowledge systems. Developing clear policies and guidelines for the curriculum
decolonisation process should receive increased attention. Effective leadership and
accountability are essential in addressing knowledge gaps and translating outcomes into
actionable measures. The study recommends continuous communication and collaboration
among various stakeholders involved in the decolonisation process, including government
agencies, universities, local communities, industry, scholars, publishers, editors, authors and students.
The study contributes to the expanding literature on decolonisation in higher education,
emphasising the crucial involvement of publishers and editors in advancing the decolonisation
agenda. The identified strategies and practices for publishing decolonised academic texts provide
opportunities to challenge established epistemologies and encourage more inclusive and diverse
forms of knowledge. The commitment of publishers and editors to the decolonisation process is
found to be a positive development. The study's strategies for decolonising academic texts also
provide a foundation for further research and development of decolonisation approaches. | en_US |
