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The debates over the decolonisation of higher education in South Africa have resulted in differing perspectives on epistemologies and pedagogical techniques. While discussions rage about the conceptualisation and methods of decolonising higher education, as well as the practical efficiency of applying nuanced epistemologies, students continue to face racism, discrimination, and exclusion in higher education institutions. In its broadest sense, the foundation for the conversation on inclusion is founded on the elephant in the room, apartheid, which has been an Achilles heel in the change of South Africa's educational landscape. The apartheid curriculum, in all of its stages, largely prepared workers for low-wage, exploitative work. It showed little concern for emphasising Afrocentric foundations that expanded Black communities' cultural and traditional value systems. Bantu education's harsh social engineering prowess attempted to sidestep African philosophical frameworks (Ubuntu), which are crucial for motivating pupils' confidence, consciousness, and self-actualization. Against this backdrop, this study views decolonisation as a chance to include African languages, value systems, histories, customs, beliefs, cultures, and experiences in higher education. This paper argues that the abstract inclusion of African languages devoid of intrinsic depth and essence is a patronising exercise purposed to vaguely position African languages alongside English and Afrikaans; doing so prohibits a deeper humanistic appreciation and knowledge of African traditions and indigenous systems. This paper emphasizes the crucial role of African languages and indigenous knowledge systems in addressing racism and inequality, and encourages their gradual and benign incorporation into higher education curricula.
Ledwaba et al. (2024) studied this question.