**1. Introduction**

The implementation of this study's agenda is grounded in the alienation of education as a social activity. The researchers view education as a socio-cultural activity that should promote society's value systems, cultural beliefs, and social goals rather than imposing

the supreme culture's cultural values and beliefs alongside hegemonic attitudes. The no recognition of other cultures and historical backgrounds as insignificant and subordinate creates social instability in society. Karl Marx, an advocate of the social theory, asserts that inequality, discrimination, and oppression are the root causes of social strife and resistance in society. The "Fees Must Fall" campaign, which was the voice of the disgruntled and frustrated generation of students, in all its manifestations, indicated resistance to the philosophical beliefs that underpin the design and development of curricula in universities. In students' perceptions, the curricula display no recognition of other cultural backgrounds, portrays knowledge systems of the subordinate class and cultural groups as insignificant, and promotes the supremacy of a Eurocentric worldview at the expense of indigenous and minority groups. The terms decolonisation and decolonised education were at the core of the campaign, and for researchers this worldwide term became a cause for concern. The arguments and findings presented in this work are part of the emerging scholarship of decolonised education. Research highlights that the terms 'decolonisation' and 'decolonised education' have been interrogated from various dimensions; socio-cultural, socio-economic, and political perspectives have already been established. However, the perspective presented in this piece of work is based on a viewpoint centred around school curricula. This perspective is based on the belief that a curriculum, even in a policy, blueprint, or activity, is an agenda for social construction grounded on foundations of philosophy (world outlook). The theoretical principles underpinning the curriculum theory and its practices are generated from the world views of those in power [1, 2]. This research aims to discover decolonisation and decolonised education's philosophical principles, informing pre-service teachers' curriculum development and training.

Some educational researchers and theorists have developed a critical perspective to challenge the entrenchment of social injustices within educational theories and practices. The pioneers of this scholarship [1, 3–6] focus their criticism on the philosophical foundations of pedagogical approaches, which promote indoctrination and the maintenance of the socio-economic order [6] point to hegemony and exclusion as a philosophical agenda to demean other cultural and historical backgrounds and world outlooks.
