Communications of the Association for Information Systems


Many have called for action to decolonize South African universities. Decolonization focuses on dismantling Western epistemological traditions and practices entrenched in the university culture and knowledge domains. In this paper, we explore decolonization as a site of struggle in national higher-learning institutions not only politically but also epistemologically. More specifically, we examine how hegemonic and neoliberal policies that hinder decolonization and indigeneity govern efforts to Africanize computing education. We conclude with critical recommendations that can support computing departments and faculties in enriching the syllabus with indigenous knowledge.





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