| dc.description.abstract | Background: The fault lines exposed by the Coronavirus disease (COVID-19) pandemic and
global economic recession unfolding during 2020 in societies around the world, reiterated the
need for transforming higher education globally. In South Africa, transformation in higher
education has been a priority since 1994. The first article in this journal was published in 2016
during the 2015-2016 #mustfall protests. During the protests, decolonisation and decolonising
of higher education were central.
Aim: A reflective analysis of articles published in the journal of Transformation in Higher
Education 2016-2020.
Setting: Transformation and decolonising in global and South African higher education.
Method: A reflective analysis is done through a decolonial lens. The contributions of authors
are reflected upon through three themes: place (local and global), epistemology and alienation.
Results: Although I find the engagement with decolonising substantive, I argue that there is
still a lack of publications on specifically decoloniality and decolonial analysis.
Conclusion: I argue that the journal of Transformation in Higher Education provides a platform
for difficult and robust discussions on decoloniality, transformation, epistemology, issues of
sexuality, gender and race, internationalisation and possible pluriversalisation in higher
education for South African and international scholars. | en_US |
