Most South African academic and social learning environments continue to reflect the legacy of oppressive pedagogies and unequal living and learning conditions, despite more than three decades of democracy. Genuine decolonisation remains largely aspirational rather than transformative. While access to higher education has expanded, many curricula, institutional cultures, teaching methods, residence systems, and governance structures continue to mirror colonial and apartheid-era models. The persistence of these structures raises critical questions about whether South Africa has truly decolonised its education system or merely diversified access to institutions built on inherited foundations. Decolonisation requires more than demographic change—it demands the transformation of knowledge production, institutional culture, student experiences, and the material conditions under which teaching and learning take place.
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By Dr Sefoko Ramoshaba
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Is waar