Decolonising the white self: Using currere to disrupt whiteness in South African higher education

This autoethnographic paper explores a white South African educator’s reflective journey toward decolonisation using currere as a methodology to disrupt internalised colonial constructs. Through Critical Race Theory and Transformative Learning Theory, the study investigates how deep critical self-reflection, and vulnerability can unsettle whiteness and contribute to the development of socially just pedagogical practices. The study suggests that individual transformation may be foundational to systemic change in post-apartheid higher education. Using personal narratives, the paper suggests that meaningful transformation may begin within and that educators must confront their socialisation to promote inclusive, equitable learning environments. The study argues that reflective methodologies, particularly currere, should be integrated into educator development programmes to advance decolonisation in South African higher education.