By Gofaone Motsamai

The decolonisation of higher education curricula will not happen overnight. In the words of the North-West University’s (NWU’s) Prof Mpho Chaka, it is a “continuous multifaceted journey that involves questioning colonialism’s deep-rooted impacts on the way knowledge is produced and shared”.

Prof Chaka, deputy dean for teaching and learning in the Faculty of Humanities, was speaking at the faculty’s 2025 Teaching and Learning Colloquium, held at the Royal Marang Hotel in Rustenburg from 9 to 11 September.

Presented under the theme “Reimagining the future of humanities knowledge and pedagogy: Decoloniality, technology and the social justice imperative”, the colloquium drew educators, researchers, students, policymakers and community practitioners from across South Africa and beyond.

It created a platform for critical discussions on decolonial theory, Africanisation and epistemic justice, while also showcasing practical workshops on integrating indigenous knowledge systems and digital innovation into teaching. Delegates participated in panels and roundtables that explored curriculum transformation, multilingual education and the role of technology in advancing socially just pedagogies.

Prof Chaka said the colloquium was a space to rethink and act, and build practical solutions: “Through this colloquium, we collectively explored innovative strategies to reimagine our curricula and pedagogy, and in particular, how emergent technologies can be leveraged to advance decolonisation. It was about building inclusive, contextually relevant and technologically innovative approaches to teaching and learning.”

By foregrounding Afrocentric perspectives and socially just teaching methodologies, the colloquium reaffirmed the NWU’s commitment to advancing knowledge systems that reflect Africa’s intellectual heritage while preparing students for the demands of the 21st century.

Delegates, academics, and community practitioners gather at the NWU Faculty of Humanities Teaching and Learning Colloquium.