Abstract

Decolonization in academia: a key part of the discourse of the societal expectations of Higher Education since the publication of the early authoritative works in the field Fanon (1961) and progressive articles (Ashcroft, Griffiths, and Tiffin (1989) de Sousa Santos (2009), Mignolo (2011), Bhambra (2017) and Sultana (2019). These publications themselves have been aimed at “Decolonising the syllabus”. ​

The authors propose that “Decolonising the syllabus” is an important, but not exclusive aspect of the student journey and the propose the alternative terminology ​
“Decolonising the student experience”. This requires a holistic rather than constrained approach that involves the identification of potential barriers to all students based on ex-colonial paradigms throughout the complete student journey. ​

This approach broadens the decolonisation agenda to the complete student journey so that it permeates and embraces every aspect of the governance, strategic and operational premise of the institution. ​