Critical performativity for a decolonising curriculum: Possibilities in creating emancipatory classroom spaces for exploring alternative knowledge frames

In this conceptual paper, I argue that the decolonising curriculum project at a faculty of health sciences is not achieving the intended purpose of decolonisation, which is to engage alternative African knowledge frames within the programmes' curricula. In the race to respond to students' demand for the decolonisation of the university curriculum, in 2017 the faculty took a decision to focus on socio-economic determinants of health as an aspect of curriculum content that would serve the decolonising project. I contend that this approach does not constitute a decolonising project since there is no engagement with what ought to be an alternative African paradigm, in this case African healing as an alternative knowledge frame. Drawing on critical race theory (CRT) and the notion of critical performativity, I propose reclaiming the rightful place of African identities and knowledges by engaging critical performativity as a pragmatic and progressive pedagogical approach to explore African healing as an African indigenous knowledge system (IKS) in politically conscious and authentic ways.