Decolonization And Higher Education Curriculum: Repositioning Public Administration In South Africa

Abstract

This paper examines the decolonization of higher education curriculum by the way to repositioning public administration in South Africa. Repositioning public administration in the context of decolonization requires a critical examination of its foundations and a re-evaluation of the knowledge and theories on which it is built. This paper considers and cross-examines literatures aligned to higher education curriculum decolonisation in the field of public administration in South Africa. It discusses the role higher education institutions could play in decolonising curriculum in the interest of repositioning public administration in South Africa. To understand the decolonisation of public administration curriculum, this paper includes diverse perspectives from various literature and research from non-Western scholars and practitioners. Ultimately, decolonizing the higher education curriculum with a focus on public administration requires a comprehensive reimagining of the field, as well as challenging dominant narratives, acknowledging diverse knowledge systems, and centering the voices and experiences of marginalized communities. By embracing and considering public administration curriculum decolonization in higher education, in the South African context, complex challenges of the present and work towards a more just and equitable future can be better addressed.