Curriculum is not neutral and is more than just content! Jansen1 (2019) argues that curriculum reflects power structures that often prioritize Western knowledge systems over African knowledge systems. This implies that what is included or excluded in the curriculum is a political act, predetermining whose knowledge is deemed legitimate and valuable. With the advent of democracy in South Africa, legislation was put in place to transform higher education institutions to provide access to previously marginalized groups into universities, transform university curriculum and institutional cultures. This led to massification and the presence of diverse student groups at higher education institutions. Although these changes at higher education institutions were underpinned by the notion of transformation, epistemic access (access to knowledge) for most students remains elusive and inclusion of other knowledge systems slow. The 2015-2016 students protest in South Africa revealed how most black students experienced alienation due to institutional cultures and western dominated curriculum particularly at historically white institutions which has resulted in poor educational outcomes (low success rates). For majority of South African students (particularly first-generation students) higher education qualifications is the ticket that will enable economic empowerment. However, the demands from the job market and the evolution of Information Communication Technologies (ICT) including Artificial Intelligence (AI) calls for responsive curricula that would enable university graduates to possess different skills and competencies. In the context of these diverse expectations, there is a need for academics and academic developers reflect on what should count as knowledge, who is taught and how they are taught. Through praxis, academics can go beyond accepting curriculum as content but a set of practices and beliefs that would affect students’ being, shape societies and impact education outcomes.

In this book academics from various institutions in South Africa reflect on their engagement with curriculum within their various disciplines and offer insights on how they have approached curriculum reforms and how these influenced pedagogy, assessment and agency (academics and students). The authors demonstrate that curriculum decolonisation encourages the questioning of exclusive concepts and practices with a colonial-leaning. It is through this questioning and reflection that inclusive learning spaces can be created to ensure access with success for all students not only the elite as it has been the norm. A focus on student success evaluates how multilingual approaches can enrich student experiences, creating an inclusive learning environment while supporting students’ cognitive and cultural development. The work advocates and supports the decolonial call for the creation of multilingual institutions to ensure a move from alienating institutional cultures towards inclusion of all students. Through the lens of a Multicultural Educational Theory (MET), an argument is put forward for inclusion of diverse knowledge systems to enrich students’ learning experiences through professional development and collaboration with communities. The MET provides an opportunity for academics and academic developers to find systemic ways of addressing the exclusion of other knowledge systems at institutions of higher learning.

The introduction of an African Critical Theory in one of the chapters further highlights the need to move from western-based theories that continue to marginalize students from historically disadvantaged backgrounds. The application of this theory provides the reader with strategies that can be used to guide the inclusion of student voices in their learning and ways to create an engaging classroom to facilitate student learning, moving away from rote learning and memorization. Student engagement ensures that within a rapidly evolving world, students are supported in their learning to develop competencies such as critical thinking skills. This aligns with the need to go beyond knowledge but place graduate attributes and technology at the centre of student learning. The importance student voice is further highlighted through evaluation of online teaching, the importance of planning and preparation emerge as important components that students consider as important drivers for effective online learning. This book further highlights the need to recognize and place emphasis on listening to voices from all genders when student feedback is solicited. The process of curriculum renewal processes should create opportunities for all voices to be heard. The focus should be on students (their experiences should shape the type of institutions we want), communities (to include different knowledge systems) and industries (to ensure responsiveness to the world of work). It is understood that curriculum renewal should not deviate from the mission of different universities in terms of the type of knowledge produced. For universities globally, institutions, funders and the government expect knowledge produced to translate into outcomes that would have socio-economic benefit. A cognitive stepwise approach is proposed to advocate for translation of empirical findings into practical outcomes, this ensures university’s responsiveness to societal needs. In responding to societal needs, there should be recognition that other institutions of higher learning play a critical role in developing societies and this should translate in collaboration and development of curriculum that not only develop students for the world of work but enable articulation between institutions. Careful considerations are therefore required when developing or renewing curricula to ensure a balance between theory and practical components, this will not only ensure graduate employability but will enable movement across institutions.

Higher Education institutions globally grapple with expectations of the continuously evolving world of work. The need to create inclusive institutions of higher learning for diverse students in the context of a massified higher education is echoed globally. To create inclusive higher education institutions that are responsive to industrial and societal needs, diverse knowledge systems should inform curricula. Beyond the balance between theoretical and practical content, engagement and critical reflection on what counts as knowledge, who is taught, how they are taught, is needed to ensure students develop the skills, competencies and attributes to thrive in society. This book highlights that the academic project in higher education is complex cannot be resolved through a one-size-fits-all approach. It provides practical strategies (informed by praxis) to academic developers on how they can work with academics for meaningful curriculum transformation. For academics, the chapters provide insights on theories and practices (praxis) that should be considered when developing or renewing curricula working with academic developers. This is a timely resource; the authors and editors should be commended for this.

Prof Ntsoaki Malebo, Senior Director, Centre for Innovation in Learning and Teaching, Central University of Technology