Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.

中文翻译：

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取消课程设置：学生的观点

摘要南非的大学在2016年陷入停顿，原因是学生抗议非殖民化课程的抗议。当学生对非殖民化课程的要求加剧时，被调查的南非科技大学被迫关闭。现在，如果学生再次提出类似的要求，则高等教育机构（HEI）面临的挑战是要提出非殖民化课程指南。报告研究的目的是探讨学生对课程非殖民化的观点。该研究使用定性案例研究和罗尔斯的正义理论作为理论框架进行。故意选择十名学生代表参加半结构化访谈和完整的开放式问卷。使用内容分析来分析数据。结果发现，学生们对非殖民化的看法是不同的，一致的和明确的。他们不是在课程中倡导消灭西方知识，而是在分散知识。