**9. Findings**

The data reveals convergence and divergence in the trends of the thought expressed in the statements concerning the decolonisation of the curriculum in higher education. The following points of view were discovered from the categories of data

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

presented in **Table 2**. According to transformative learning theory, reflections are the product of systematic and logical thinking about ideological, political, and social systems in society Mezirow [15]. This principle of transformative theory was confirmed in the evaluation and examination of the injustices of the colonial system of education and the suggestions expressed by participants regarding solutions and changes in the curriculum and its philosophical foundations. However, critical reflection depicts three diverse perspectives, one being the radical critical reflection on the philosophical foundations for the decolonised curriculum and pedagogy. While the other two perspectives considered moderate and neutral solutions in addressing the supremacy of colonial perspectives of philosophical foundations of curriculum and pedagogy.
