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February 28, 2026Open Access

Rethinking Higher Education Policies for Inclusivity through a Decolonial Lens: A Historical and Future-Oriented Analysis of South African Education

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Authors

SNStephina Modiegi Ntsoane

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Overview

Conceptual analysis of higher education policies highlights the need for decolonial approaches to inclusivity in South Africa.

Key Points

  • The paper aims to critically examine the impact of colonial legacies on South Africa's higher education and propose a transformative inclusive policy framework.
  • Conceptual analysis of historical and contemporary education policies in South Africa.
  • Examination of African knowledge systems and Euro-North-American epistemologies.
  • Framework development using Ubuntu principles for inclusivity.
  • Identified systemic inequalities rooted in colonial and apartheid legacies within higher education.
  • Proposed a broadened understanding of inclusivity that includes epistemic and cultural representation.
  • Advocated for a transformative policy approach based on decolonial thought and Ubuntu ethics.

Cite This Study

Stephina Modiegi Ntsoane (2026) studied this question.

synapsesocial.com/papers/69a287a00a974eb0d3c0386ehttps://doi.org/10.58069/bzh.2026.1.87
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Rethinking higher education policies for inclusivity through a decolonial lens. A historical and future-oriented analysis of South African education2026
  2. 2Rethinking decolonized universities: a case for proverbs (Dika le Diema) and Ubuntu in humanizing South African universities2024 · 1 citations
  3. 3Decolonizing Higher Education Curricula in South Africa: A Policy Analysis2006
  4. 4Reclaiming Educational Futures: Integrating Indigenous Knowledge and Ubuntu to Decolonise Learning in Sub Saharan Africa2026
  5. 5Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective2025