Through their exposure to new trends in knowledge production, African academics in the diaspora can contribute to equipping African students for the global economy.
Decolonising mathematical sciences is possible. The answer lies in rediscovering existing African examples of teaching maths and including them in the Western body of knowledge.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
Curriculum structure and flexibility can play a crucial role in students' progression and success.
A new education system in set to replace the 32-year-old 8-4-4 system which has come to symbolise much of what's wrong with education in Kenya today.
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?
It's easy to understand why the government treats each student demand as distinct. But these are complex issues and they are intertwined.
The push for decolonisation could ironically end up trapping universities in a colonised curriculum.
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.
When students are genuinely listened to and understood, and their proposed solutions to problems are taken seriously, real change can happen in university faculties.
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.
The decolonisation debate in South Africa's universities raises critical issues about the relationship between power, knowledge and learning.
Kenya has realised that its school-leavers aren't ready for the world of work. An ambitious plan aims to change this.
In South Africa there's a value judgment attached to students who take part in universities’ English for Academic Purposes programmes. This shouldn't be the case.
Decolonisation of the curriculum doesn't have to mean the destruction of Western knowledge, but it's decentring. Such knowledge should become one way of knowing rather than the only way.
Its critics complain that current Afrodiasporic literature is not in tune with everyday life on the continent. They see its versions of Africa as sanitised and Westernised.
There is a risk that because of fatigue, frustration and silencing the important moment created by South Africa's student movements will pass by with no proper, long-term structural change.