Developing guidelines to inform the decolonisation of Health Sciences curricula at the North-West University

Abstract

The need for transformation in Higher Education (HE) has become evident for various reasons. In response to the imperative for curriculum transformation in HE, the concept of decolonisation has emerged as a catalyst for reshaping curricula and educational practices. The pivotal moment in addressing decolonisation in HE came with student-led movements such as #RhodesMustFall and #FeesMustFall. These movements challenged Higher Education Institutions (HEIs) to reevaluate existing curricula in response to the students' demands. Decolonisation presents a unique opportunity to confront and rectify the persistent legacies of colonialism. However, concerns have been raised about institutional efforts. A risk exists that decolonisation might be reduced to a mere metaphor for curriculum renewal and transformation, lacking commitment to practical implementation within the curriculum. Despite extensive debates, discussions, and publications on decolonising curricula, there is a noticeable absence of a shared understanding of the concept of decolonisation and practical guidelines, particularly in Health Sciences disciplines. This lack of guidance hinders the facilitation of the decolonisation process. This study seeks to address this gap by proposing practical guidelines academics can apply as a roadmap for curriculum transformation. Hence, the central question this research aimed to answer was: What guidelines could be developed to inform the decolonisation of Health Sciences curricula at the North-West University? Strategies of inquiry included a literature review and an empirical study. The scoping literature review explored the nature of decolonisation within Health Sciences and how decolonisation is used as a vehicle for transformation in HE. The findings indicate that the nature of decolonisation in Health Sciences is described as the process of acknowledging the impact of colonialism; combatting injustice and inequities; reclaiming and revaluing heritage; and interrogating knowledge to find alternative ways of knowing, being and doing. Fourteen (14) decolonial actions were identified from the literature and presented as an action framework. The empirical study investigated how academics in the Faculty of Health Sciences (FHS) perceive decolonisation within their discipline. A workshop methodology was adopted and during theworkshops qualitative data were collected using the Nominal Group Technique (NGT). The insights gained were used to inform the development of practical guidelines to assist academics in decolonising their curricula. To develop the guidelines this researcher made use of the Appraisal of Guidelines for Research & Evaluation instrument (AGREE II). This instrument, comprising six domains, provided a strategy for the development of the guidelines and contributed to validity. The developed guidelines can assist academics to recognise the impact of colonialism, promote social justice and inclusion, embrace cultural heritage, and explore alternative ways of knowing, being and doing. Providing concrete guidelines, addresses the challenge academics in Health Sciences face of not knowing how to decolonise their curricula. It is evident that as academics' knowledge of the decolonisation process increases, negative perceptions decrease, and the necessity of the process becomes apparent. Having clear guidelines to follow may therefore assist academics and HEIs in embracing opportunities to decolonise.