The Decolonial Turn in South African Higher Education: Academic Leadership in Times of Crisis

Decolonisation as a knowledge project seeks to undo colonialism: the process of turning indigenous people into colonial subjects and, in so doing, stripping them of their humanity and potential. Decolonisation has found expression in education at all levels, including how the curriculum and pedagogy are shaped. This chapter analyses the impact of the leadership of teaching and learning in the context of the disruptions brought about by student-led decolonisation protests of #RhodesMustFall and #FeesMustFall; these highlighted that little had been accomplished in the decolonisation project. Specifically, the chapter explores the role of university leadership in curriculum transformation amid crises, following the argument that leadership is an important element for keeping organisations intact at such times. The chapter utilises qualitative empirical evidence collected from a large comprehensive university in Gauteng province (South Africa) and focuses on university leadership data from the ongoing project on epistemic disruption. The data was analysed thematically, using the MaxQDA computer software program. The findings reveal that decolonisation is conceptualised in various ways by university leaders. The chapter concludes that there is a need to rethink leadership practices in universities, especially in times of crisis. Recommendations are provided to facilitate transformation in South African higher education.