**12. Recommendations**

The findings of this study revealed the conceptual perspectives of philosophical foundations for the decolonised curriculum and pedagogy. The purpose of the study was to establish the ideas and views that influenced the student protests which featured the demand for free and decolonised education. The qualitative research design and methodology assisted this research to address the question about the ideas and theoretical perspectives that influence the demand for decolonised higher education in South Africa. However, the established perspective can be the background for further research into models which include students' perspectives on curriculum design and development in higher education.

### **Acknowledgements**

Special gratitude goes to the students who participated in this work for their dedication and commitment to the task and their great views on how universities should improve the decolonisation of educational dispensation and curricula. My thanks go to my daughter, Thabile Simphiwe Khuzwayo, and my husband, Herbert Bhekumusa Khuzwayo, for their support and encouragement as I wrote this paper.

#### **Author details**

Mamsi Ethel Khuzwayo Cape Peninsula University of Technology, Cape Town, South Africa

\*Address all correspondence to: kuzwayom@cput.ac.za

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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