In recent years, across the humanities and social sciences, student activists have challenged academics and educational institutions to ‘decolonise the curriculum’. The reinvigorated campaign started in South Africa in 2015, when students demanded that education fully address (and rectify) the barriers black people faced in entering and succeeding at university (Nathane & Smith, 2017). The movement demanded that ‘fees should fall’ (that entry to university should not be based on ability to pay), that racialised barriers at universities should be tackled and that the curriculum should look at the ways in which South Africa’s history of colonial domination and apartheid continues to shape present-day class relations in the country (Le Grange, 2016).
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