Decolonizing Postgraduate Education

Abstract

The concept of decolonizing research methodology, while lacking a standardized model, is increasingly recognized for its importance in integrating IKS into higher education. This movement stems from acknowledging IKS as a valuable agent for decolonization, challenging colonial ideologies and promoting a shift towards education systems that are inclusive of African worldviews and epistemologies. Utilizing qualitative document analysis and drawing on the indigenous philosophy of Ubuntu, this study explores the potential of IKS and Ubuntu to humanize research methodologies in South African universities. It highlights the role of decolonization in liberating minds from colonial inferiority and asserts the significance of decolonial literature. This research underscores the necessity of embracing IKS as social capital for enhancing educational relevance and addressing the needs of indigenous communities, ultimately advocating for a profound transformation in how research and education are approached in the context of higher education in South Africa.