**5. Research design and data collection procedures**

Students in the final year of their undergraduate program, Bachelor of Education (B. Ed), were targeted for this study. 340 students in the educational studies course were asked to form groups of 12 individuals, and that numbering resulted in 34 small groups. Collaboration, engagement, and participation were encouraged and monitored during the process to ensure that all students received the opportunity to express their views. Ethical protocols were adhered to, as suggested by McMillan and Schumacher [36], in that participants should not be coerced, they have to be informed about the purpose of the research, confidentiality should be guaranteed, and anonymity is assured. These ethical issues were addressed before the project started.

#### **6. Data collection procedures**

The group discussion was organised with finalist students engaged in presenting their views and opinions about decolonised curriculum and pedagogy that students

#### *Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa... DOI: http://dx.doi.org/10.5772/intechopen.101287*

aspired to in the 2018 'Fees Must Fall' protest. Students in the class of 100 participated in group discussions, and students formed their groups of 10 members. The groups were asked to create 20 min video clips and send them to the researcher. The videos were the sources of data that were analysed for the findings presented and discussed in this work. The groups were formed based on their interests and their common choices regarding philosophy and curricula paradigms.

The researcher provided the following question to guide students' discussions


The divergent arguments raised by students manifested in frames of reference concerning the philosophical foundation and the paradigms of curriculum theory for current academic curricula.

#### **7. Data analysis process**

The process of data analysis followed the qualitative methods and guidelines of the interpretivist and critical paradigms. The views of the students were coded based on their perspectives of decolonised curriculum and pedagogy; this includes (i) their ideas and views that advance a decolonised curriculum and pedagogy, and (ii) their Critical Reflective Assumptions on the limitations in the current university curriculum in the context of suitability for the decolonised education system. The statements were given labels or codes as a means of sorting data. For example, radical critical reflections, moderate critical reflections, and neutral critical reflections. Thereafter, the coded statements were classified under categories manifested in the coding process.

The next step was to sort the categories of data according to Convergent Views (CV) and Divergent Views (DV). The sorting was based on the frequency of statements highlighting related and similar perceptions of decolonised curriculum and pedagogy, teaching, and learning methods to advance decolonisation. The trends in the patterns of thought were identified and presented as themes.

#### **8. Results**

This section presents a summary of the data which was classified into categories. **Tables 1** and **2** present the descriptive statistics that summarise the data gathered on the biographical information provided by participants about their cultural backgrounds, race, and socio-economic backgrounds; **Table 3** presents the classified codes; and **Table 4** presents summary of data indicating the frequency of codes from the sample of thirty-four groupings of participants.


#### **Table 1.**

*Demographics of participants in terms of cultural background, racial grouping, and socio-economic status.*


#### **Table 2.**

*Summary of biographical data showing the demographics in the grouping of participants.*


#### **Table 3.**

*Classified codes.*


#### **Table 4.**

*Summary of data indicating the frequency of codes from the sample of thirty-four groupings of participants.*
