Restorative learning for fostering a decolonised curriculum

The restorative learning model supported by these researchers from South Africa originates from Ndlovu-Gatsheni who said “You need to unlearn that one geographical space in the world cannot be teacher of the world. And then relearn that all human beings are born to valid and legitimate
knowledge.” Key elements of the restorative learning model are:

1. Decolonising curricula, i.e. learning outcomes (why we teach), pedagogy, content and assessments.
2. Decolonising pedagogy, i.e. transforming how we teach.
3. Decolonising content, i.e. what we teach
4. Decolonising teachers through unlearning and relearning
5. Decolonising assessments, i.e., how we evaluate learning
6. Using decolonised languages
7. Using decolonised philosophy
8. Using African history
9. Developing decolonised policies
10. Decolonising graduations, i.e. graduation attire, process, songs etc
11. Decolonising literature i.e. books, biographies, encyclopedia, dictionaries, research, media etc
12. Decolonising the learning environment e.g. infrastructure, statues, names of buildings etc

Readings

Omanga, D. (2020). Decolonization, decoloniality, and the future of African studies: A
conversation with Dr. Sabelo Ndlovu-Gatsheni. https://items.ssrc.org/from-ourprograms/decolonization-decoloniality-and-the-future-of-african-studies-aconversation-with-dr-sabelo-ndlovu-gatsheni/

Simmonds S and Ajani OA (2022). Restorative learning for fostering a decolonised curriculum attuned to sustainable teacher education. Journal of Education (Durban), 88, 145-158. https://doi.org/10.17159/2520-9868/i88a09