INVESTIGATING CHALLENGES OF DECOLONISING THE LEGAL SCIENCES CURRICULUM IN A UNIVERSITY OF TECHNOLOGY IN GAUTENG PROVINCE

This qualitative research study investigated the challenges in the decolonisation of the legal sciences curriculum at the University of Technology (UoT) in Gauteng and offered plausible ideas on how to overcome those challenges. Through the use of thematic analysis, the study identified eight major challenges of decolonising the curriculum from interviews with eight participants purposefully chosen from the population academics at the UoT. These challenges encompassed: youth involvement and resistance to change, entrenched systems and political dynamics that obstruct progress, imbalances between theory and practice, a lack of information, resources, guidance, and literature, the monochronic conception of time, unpacking decolonisation discourse, the integration of the curriculum, and the supreme constitution of the republic. The results of the study underscore the necessity of a thorough evaluation to update the curriculum and tackle the disparities between theory and practice, absence of direction, ambiguous objectives, and reluctance to implement changes. Therefore, the aforementioned comprehensive strategy can accomplish the decolonisation of the curriculum.