Research Studies on the Role of African Languages for Curriculum Transformation and Decolonisation in Higher Education

Universities around the world are recognised for knowledge discovery, knowledge production, knowledge dissemination, and transformation. Research shows that English and Afrikaans are still the dominant languages for knowledge discovery, production, and dissemination in South Africa. Student movements during 2015 and 2016 raised issues about South African universities as centres that promote Eurocentric ideologies and, as a result, calls for curriculum transformation and decolonisation were launched. Many universities seem to be struggling to effectively respond by implementing the demands for curriculum transformation and decolonisation. This article reviews existing research to explore the role of African languages in curriculum transformation and decolonisation in higher education. Findings revealed that many studies about curriculum transformation and decolonisation do not address the issue of language as an instrumental tool in decolonisation and transforming the curriculum. However, it is evident that language is the strongest pillar of the colonial legacy in the curriculum and other university spaces. Therefore, the article concludes that for the curriculum transformation and decolonisation agenda to succeed, the role of African languages should be clearly defined and put at the centre for coexistence with other dominant languages in higher education.