Mlamuli Nkosingphile Hlatshwayo

TL;DR: The 2015-2016 South African higher education students' movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisat... as discussed by the authors.

TL;DR: In this article, the authors provide a brief historical and contextual environment that has contributed to the emergence of the student movement phenomenon in SAHE and introduce Fraser's social justice perspective, in offering us the theoretical and conceptual tools we need to look at the struggles and challenges that confront student movements, focusing in particular on the challenges that frustrate them in relating and interacting as peers on an equal footing in society.

TL;DR: In this article, the epistemic possibilities for transforming and decolonsiation in the Global South are discussed. But, the authors do not discuss the ethical demands for decoloniation.

TL;DR: This article explored and theorised the complex experiences of black working-class South African students in an academic development program in a historically white higher education institution, and found that students' experiences of academic development are often complex and at times contradictory with some seeing the value of the programme, and others rejecting it and looking at it as an extension of their marginality in a HBCU.

TL;DR: In this paper, the authors explored the academic understanding of decolonizing curricula in South African higher education and found that academia largely understand the decolonising of curricula as responding to the need to tackle and explicate the Eurocentric thought in curricula; re-centring African epistemic traditions and navigating what they refer to as the confusion, ambiguity and the discomfort of decolonialisation.