VUT Decolonization Workshop explores curriculum transformation in Art and Design Education

On 22 October 2024, the Vaal University of Technology (VUT)’s Department Social Justice and Transformation held a thought-provoking workshop on decolonization, focusing on the intersection of curriculum transformation and the impact of the 4th Industrial Revolution on education. The workshop, which is part of the university’s ongoing initiatives to engage with critical educational reform, was well attended by students, academics, and thought leaders in the field.

The event began with an opening and welcome by Mr. Teboho Bojabotsheha, Acting Transformation Manager who highlighted the importance of hosting such conversations in the context of modern-day education and the unique role VUT can play in shaping decolonial discourse.

The keynote presentation was delivered by Mr. Mahaole Makwela, co-author of a book chapter titled “Dancing with Decolonial Curriculum Theorists: Technology as a Shapeshifter in Art and Design Education.” In his presentation, Mr. Mahaole explained that the inspiration to write the book came from his observation of the lack of voices addressing decolonization in Visual Arts and Design. Realizing the gap in research, he felt compelled to join the movement of decolonial curriculum theorists and contribute to this important conversation.

A key theme of the workshop was the challenge of decolonizing curricula in an era heavily influenced by technological advancements, particularly in fields like art and design. Mr. Mahaole emphasized that while there is no clear model for decolonization—particularly in universities of technology—the process requires rethinking how knowledge is acquired and taught. He argued for the need to bridge formal and informal learning systems to support students, especially those from disadvantaged backgrounds, in meeting industry requirements.

Throughout his presentation, Mr. Mahaole shared insights into how technology can serve as a tool to reshape educational models. He proposed that universities should explore how a combination of formal and informal learning could help create decolonized curricula, equipping students with skills that are relevant to their cultural and socio-economic contexts. In the case of art and design, this duality offers a pathway to decolonization by integrating indigenous knowledge systems and acknowledging the importance of both northern and southern perspectives on education, identity, research, and culture.

The presentation also discussed the five key elements that universities should focus on to achieve decolonized education:

1. Changing the nature of knowledge.
2. Reviewing and transforming the curriculum.
3. Deconstructing teaching and learning methods.
4. Re-evaluating institutional identity, architecture, and culture.
5. Embracing Africanization as a central tenet of education.

The workshop encouraged active participation from attendees, who were able to engage with Mr. Mahaole’s ideas and ask questions about the practicalities of implementing decolonial strategies. Discussions touched on a range of topics, from the role of technology in bridging educational gaps to the significance of decolonial approaches in fostering more inclusive and relevant education. Undoubtedly, the left attendees with much to reflect on regarding the future of curriculum transformation in African universities of technology.