(University of KwaZulu-Natal, 2021) Rusznyak, Lee; Hlatshwayo, Mlamuli Nkosingphile; Fataar, Aslam; Blackie, Margaret
The South African education system continues to be confronted with calls for free decolonial
quality education. Sparked by the #RhodesMustFall and #FeesMustFall student protests in
2015 and 2016, students pushed for the need to re-think and reimagine teaching and learning
and the kinds of knowledge(s) that are valued and legitimated in curricula (Fataar, 2018;
Heleta, 2018; Maxwele, 2016; Ngcobozi, 2015). Part of realising a more inclusive education
system requires paying attention to knowledge-building in practices and intellectual fields.