Abstract:
This article explores South African academics’ responses to the call for decolonisation of education through a qualitative case study using social constructivism and narrative inquiry. The data included a mix of qualitative survey responses and semi-structured interviews, analysed using inductive thematic analysis. Findings were threefold; first, academics should “turn away” from the “lip service model” of decolonisation of education and “turn towards” deep and lasting change. Second, academics should “turn away” from challenges and “turn towards” opportunities offered by decolonisation of education. Third, academics should “turn towards” becoming transformative intellectuals and agents of change if they want to “turn the tide.” Knowledge in the blood may not be “easily changed,” but the disruption of the authority of received knowledge is possible through the transfusion of new knowledge. The findings suggest that universities should develop professional development courses that are focussed on how to effectively decolonise education.
