This conference was funded with the generous assistance from the Andrew W. Mellon Foundation’s grant: Unsettling Paradigms: The Decolonial Turn in the Humanities Curriculum at Universities in South Africa.

Partners include the following universities:

The “decolonial turn” (aligned to the broader concept of decolonisation) is a nuanced, layered and sliding signifier. Despite its conceptual slipperiness, the insights, debate and discussion that it spurs provides a productive framework for critiquing and thinking about the education transformation project. This takes two forms:

1. The `epistemological’ case in which decolonisation is seen as constitutive of reorganising and rethinking knowledge, and,
2. The `historical’ case in which decolonisation is seen as playing an unprecedented role in reviewing and reconstituting social relations and identities in contemporary society.