**9.1 The Radical critical reflection perspective decolonises the philosophical foundation of education and pedagogy**

This perspective proposes the idea of *Ubuntu* and other Afro-centric philosophies for the decolonised curriculum. The statements advocating a complete paradigm shift from the Eurocentric perspective conceptualise decolonisation in the light of the restoration of the indigenous African value systems and traditional cultural practices. In this perspective, a curriculum should be about reviving indigenous knowledge systems. A frequency of 26 statements was identified with opinions and views that pointed to the significance of the *Ubuntu* philosophy. The perception of Ubuntu or humanity in this perspective means the promotion of respect for all human beings regardless of socioeconomic, racial, and cultural status. The views and proposed discourses of the participants, such as replacing Greek, Roman and other European Philosophies of curriculum for higher education, indicate the strong thirst for freedom of choice and liberation of the mind. The descriptive statistics in **Table 2** indicate a strong trend of thought in 26 groups (76%) that advocated for views of a complete shift from the colonial perspective of philosophical foundations and curriculum design in favour of the decolonised curriculum in Higher education. For example, participants commented that:

*"Ubuntu ideas link people to the values and importance of equality and equity. Unlike colonialism, Ubuntu does not promote the supremacy of race and cultures."*

*"Ubuntu philosophical ideas allow people to be proud of their cultural heritage and respect that."*

*"We cannot be free when our education still oppresses us. The African philosophy of Ubuntu shares the same ideas that we learned about from socialist-realism philosophy."*

Reflections about pedagogy highlighted that strategies of teaching and learning are oppressive and constrain freedom of thought and reasoning. The participants expressed discontent about the exclusion of students' perspectives in curriculum designs and development. Participants comments alluded that:

*"Some lecturers do not accept our thoughts. Knowledge is rigid, and we are taught about this of the hidden history in Science, Mathematics, and the Shakespeare of this world."*

*"Students are not considered in the selection of themes and methods. Critical paradigms encourage debates, dialogues, and discussions, and these are the methods we enjoy the most than listening to one person telling us."*
