Phrases like “knowledge production” conceal the fact that knowledge answers to something beyond itself and beyond us. To produce knowledge is to find out about something.
It's important to shift educational discourse in and around Africa in a more equitable, representative direction.
A global approach to African history complements the radical post-colonial histories, while also asserting the role of the continent in the world's global pasts and present.
Most other African countries have a less fractious or problematic relationship to Shakespeare than South Africa does.
There are other ways to conduct meetings and present lectures. Could adopting, adapting or even just understanding more about these help universities to release colonialism's grip on their practices?
There's no doubt South African universities need to undergo a real shift. But are the country's current intellectual and academic forces up to the task?
One of the ways by which Africa can overcome problems of underdevelopment is by using its abundant linguistic and cultural resources.
It's important that South African teachers, lecturers and professors develop curricula that build on the best knowledge skills, values, beliefs and habits from around the world.
Rhodesia's white supremacists appealed to the white electorate by taking a stand against African liberation. Similarly, Donald Trump appealed to white Americans who feel overwhelmed by globalisation.
The push for decolonisation could ironically end up trapping universities in a colonised curriculum.
2017 promises to be another tough year as South African universities head into the uncertain terrain of further addressing and healing the divisions that have been exposed.
There are a few questions that can be posed and unpacked if universities are to move towards genuine decolonisation.
More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
There is broad acknowledgement that the way science is taught and practised in Africa is not socially inclusive.
Some have suggested that deracialising the academy requires all researchers, teachers and students to link knowledge and identity. What might this mean for mathematics?
When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
Technology had enabled humans to explore the deep sea, the Earth's poles, and outer space. But we shouldn't forget historical lessons about frontiers in the process of traversing them.
Psychologists drew historically from theories of social Darwinism and eugenics to espouse the hierarchical categorisation of people into race groups.
Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn't sit on the continent, it's apparent that Africa lacks power in this regard.
Decolonising the curriculum is far more nuanced than replacing theorists and authors. Universities first need to define how they approach the development and dissemination of curricula.