Decolonial possibilities in South African higher education: Reconfiguring humanising pedagogies as/with decolonising pedagogies

Abstract

This article is an attempt to bring theoretical concepts offered by decolonial theories into conversation with ‘humanising pedagogy.’ The question that drives this analysis is: What are the links between humanisation and the decolonisation of higher education, and what does this imply for pedagogical praxis? This intervention offers valuable insights that reconfigure humanising pedagogy in relation to the decolonial project of social transformation, yet one that does not disavow the challenges—namely, the complexities, tensions and paradoxes—residing therein. The article discusses three approaches to the decolonisation of higher education that have been proposed and suggests that if the desired reform is radical, educators within the sector in South Africa will need to interrogate the pedagogical practices emerging from Eurocentric knowledge approaches by drawing on and twisting these very practices. These efforts can provide spaces to enact decolonial pedagogies that reclaim colonised practices. The article concludes with some reflections on what this idea might imply for South African higher education.