Decolonising the Criminology curriculum in South Africa: Views and experiences of lecturers and postgraduate students

the call to decolonise South African universities and their curricula. The student movement laid bare fundamental problems of post-apartheid higher education, highlighting issues concerning access, institutional racism and exclusion (Le Grange 2019:29). Initially, the movements called for the removal of the statue of the British imperialist Cecil John Rhodes from the campus of the University of Cape Town (UCT). The movement petitioned for a free, decolonised and African-centred curriculum (Sadiki 2020:640). The statue was interpreted as a symbol of colonial empire and the call for its removal was a means of challenging orthodox historical consciousness. Therefore, what remains is to remove the ‘Rhodes’ that underpins academic curricula (Garuba 2015; Jansen 2019:51). In addition, the student protest actions were marred by violence, which is not surprising because of the sudden Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology. Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula. Setting: South African universities offering Criminology as a degree and/or academic subject. Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling. Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers. Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.