Abstract

In 2015 and 2016, higher education institutions in South Africa were faced with widespread student protests calling for free access to higher education and broad-based transformation and decolonialisation of curricula. This triggered a nationwide debate around the lack of transformation and prevailing legacies of colonialism in higher education in the country. Such discussions are not necessarily unique, or isolated, to South Africa. Yet little is known about how these debates play themselves out within varying national, regional and international contexts, and importantly within different disciplinary fields.