This report forms part of a larger project that investigated lecturer and student conceptions of decolonisation and decolonisation of curricula at subject level in a South African higher education institution. The study adopted an interpretive paradigm and an on-line questionnaire was administered to all the lecturers in a Faculty of Education in the Western Cape. A de-colonial perspective was used as a lens to interpret the data. In general, participants viewed decolonisation as a worthwhile project that can contribute to the development of a socially-just post-colonial and post-apartheid society. Consistent with the fact that knowledge is created differently in different subjects, the findings revealed varied conceptions of and approaches to the decolonisation of curricula among academics. The study concludes that decolonisation is a complex and multi-layered concept. However. if there are shared understandings of what decolonisation of curricula entails in the different disciplines, and consultative, participatory multi-disciplinary/trans-disciplinary approaches to decolonisation are adopted, significant progress will be made in achieving the goal of decolonising university curricula.

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讲师的课程非殖民化概念和方法

该报告是一个较大项目的一部分，该项目调查了南非高等教育机构中讲师和学生对科目级别的非殖民化和课程非殖民化的构想。该研究采用了解释性范式，并且向西开普省教育学院的所有讲师提供了在线问卷。非殖民主义的视角被用来解释数据。总体而言，参与者认为非殖民化是一个有价值的项目，可以促进社会公正的后殖民和后种族隔离社会的发展。与在不同学科中创造不同知识的事实相一致，研究结果揭示了学者间课程非殖民化的不同观念和方法。研究得出结论，非殖民化是一个复杂的多层概念。然而。如果对不同学科的课程非殖民化需要达成共识，并采用协商，参与性的跨学科/跨学科的非殖民化方法，将在实现非殖民化大学课程目标方面取得重大进展。