Intersections of decolonial and global ctizenship principles in academic literacy curricula

Abstract

Persistent South African dialogue around curricula decoloniality and epistemic pluralism in the higher education system evolves. However, an unresolved question between decolonial and global citizenship education advocates remains: How may these paradigms methodically intersect in an academic literacy curriculum by enhancing development in associated conventions? This study and literature review aimed to conceptually address this question. The results of this literature review indicated that while decolonial and global citizenship education scholars advance valid claims for implementing curricula that draw on their philosophies, additional thought is required that addresses how these paradigms may jointly address students’ needs in relation to applying academic literacy practices. By drawing on key arguments and concerns in the analyzed literature, this study advanced the claim that academic literacy modules are suitable environments to observe the interplay of decolonial and global citizenship methodologies. This is because the discipline of academic literacy, due to its social and interdisciplinary nature, draws on the cultures, histories, and inter-relatedness of humans, including scholars, who employ its conventions.