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.
The lessons Paulo Freire learnt nearly 90 years ago and the theories he developed from painful personal experience still resonate across Africa's schooling systems today.
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.
Curriculum transformation has to happen. But it has to go further than simply borrowing ideas and concepts.
Africa has been called a "consumer continent" by many, but in reality much of what its people consume is produced elsewhere. Technology is key to Africa becoming a self-reliant producer of goods.
Utopianism is a neglected prism through which to view Africa. It is the space where the intricacies of decolonisation and independence can be properly comprehended.
It is normal for resistance movements to adopt rough survival strategies and techniques while fighting an oppressive regime. Unfortunately that culture takes root and is permanently nurtured.
South Africa's educational policies and curricula tend to be biased against rural lifestyles - even though nearly 20 million people live in the country's rural areas.
A curriculum can't be decolonised by simply removing content. This denies students the chance to participate in local policy debates and the global job market. A more nuanced approach is needed.