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It argues that decolonised calls—such as “Rhodes Must Fall”—signal an anti-colonial method of learning rather than mere expansion of disciplinary learning rooted in colonial scholarship. It further explores “creative radical interventions” beyond the academy by analysing how curricular methodologies resist or accommodate protest knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/decolonising-the-curriculars-disciplining-methodologiesquest-to-humanise-the-humanities/582213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/decolonising-the-curriculars-disciplining-methodologiesquest-to-humanise-the-humanities/582213.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s central argument about decolonising the curriculum?","Question",{"text":112,"@type":113},"It argues that the call for “Rhodes Must Fall” and a decolonised curriculum is not for expanding current disciplinary learning measures rooted in colonial scholarship, but for an anti-colonial method of learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article view the role of scholarship and academic resistance?",{"text":117,"@type":113},"It states that the growth of radical black studies has been met with academic resistance, while scholarly rigour often fails to interrogate the antagonism between European-colonial disciplinary methods and protest-driven knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article call “creative radical interventions,” and where do they occur?",{"text":121,"@type":113},"It describes “creative radical interventions” as coming from black social movements and community protest, existing outside institutional disciplinary confines and illustrated through examples such as land occupations linked to student movements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582213,1793123744,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Transformation in Higher Education  \nISSN: (Online) 2519-5638,(Print) 2415-0991  \n~~ ~~ Page 1 of 8  \nOrigina~~l Research ~~  \nDecolonising the curricular’s disciplining methodologies’quest to humanise the humanities  \nAuthor:  \nLonwabo Kilani1   \nAffiliation:  \n1Department of Visual Arts, Faculty of Art and Social Sciences, Stellenbosch University, Stellenbosch, South Africa  \nCorresponding author:  \nLonwabo Kilani, [loydkilani@gmail.com](loydkilani@gmail.com)  \nDates:  \nReceived: 17 Mar. 2025  \nAccepted: 21 Aug. 2025  \nPublished: 01 Dec. 2025  \nHow to cite this article:  \nKilani, L., 2025,‘Decolonising the curricular’s disciplining methodologies’ quest to humanise the humanities’, Transformation in Higher Education 10(0), a567 . [https://doi.org/10.4102/the](https://doi.org/10.4102/the). v10i0.567  \nCopyright:  \n© 2025. The Author. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4 .0) license ([https://](https://)[ ](https://)[creativecommons.org/](creativecommons.org/)[ ](creativecommons.org/)[licenses/by/4.0/](licenses/by/4.0/)) .  \nRead online:  \nScan this QR code with your smart phone or mobile device to read online.  \nSearching for the humanity African descents lost through European colonisation, Post-1994 South Africa continues the struggles in large-scale protests that have become it’s defining feature. And not much in the way of scholarly rigour interrogates this antagonism. Privileging the narrative of hope as a humanistic approach for nation building, creative interventions from radical social movements have not been intellectually engaged as such, but have been characterised as backward and unlawful, therefore requiring violence as a mediating force. But the slow and constant growth of radical black studies in the midst of post-colonial scholarship has been met with academic resistance.  \nThis is because the ‘post’ in the post-colonial is an open-ended accommodation that expands by way of inter- and trans-disciplinary scholarship required to conform to already established methodologies, while black studies pose more disciplinary challenges informed by anti-colonial-slavery movements. In this article, I argue that the call for ‘Rhodes Must Fall’ and a decolonised curriculum was not for an expansion of the current disciplinary measures of learning rooted in colonial scholarship, but a push for an anti-colonial method of learning. I argue that current attempts at accommodating by way of expanding postcoloniality are rooted in the academy’s self-reflection’s self-perpetuating mechanism. Icontend that there exists outside the academy what I call ‘creative radical interventions’that come from black social movements. Land occupations that result from community protest such as the ‘Rhodes Must Fall’ student movement’s ‘Shackville’ was one of the many testing grounds at the call for an embrace for theories emanating from outside institutional disciplinary confines.  \nContribution:Asthe curriculum expands towards more disciplines, with it comes methodologies which I posit cannot deal with what it means to accommodate protests that resist academic disciplinary measures. Looking at creative interventions from social movements, this article interrogates what it means to be creative beyond academic disciplinary confines.  \nKeywords: curriculum; black social movements; reason; decolonising methodology; creative interventions.  \nSuddenly a curricular object,‘Black Studies’ was the name in the morning of a set of impulses that had been called the ‘movement’ only the night before. (Spillers 2003:3)  \nIntroduction  \nAnd the above-stated quote, we will return to in a bit. Socialising institutions, particularly universities, and specifically the arts within the humanities are markers of legitimacy of politics as they develop and appear as creative imaginations. Sparked by the realisation that frameworks that currently attempt at unifying different forms of knowledges, even as they","cbCaij8yFSPkGg8u","https://ap.wps.com/l/cbCaij8yFSPkGg8u","pdf",364002,"English","# Introduction\n## Curriculum, disciplinary methodologies, and humanisation\n## Anti-colonial learning and decolonising the curriculum\n## Creative radical interventions beyond the academy\n## Contribution and implications\n## Keywords","[{\"question\":\"What is the article’s central argument about decolonising the curriculum?\",\"answer\":\"It argues that the call for “Rhodes Must Fall” and a decolonised curriculum is not for expanding current disciplinary learning measures rooted in colonial scholarship, but for an anti-colonial method of learning.\"},{\"question\":\"How does the article view the role of scholarship and academic resistance?\",\"answer\":\"It states that the growth of radical black studies has been met with academic resistance, while scholarly rigour often fails to interrogate the antagonism between European-colonial disciplinary methods and protest-driven knowledge.\"},{\"question\":\"What does the article call “creative radical interventions,” and where do they occur?\",\"answer\":\"It describes “creative radical interventions” as coming from black social movements and community protest, existing outside institutional disciplinary confines and illustrated through examples such as land occupations linked to student movements.\"}]","Decolonising the curricular’s disciplining methodologies’quest to humanise the humanities | PDF",1792042831]