ABSTRACT
The chapter discusses an approach for inserting decolonial curriculum knowledge into cumulative knowledge-building processes in higher education. It locates the commitment to knowledge-building within South African curriculum debates. The chapter considers the terms on which a decolonial knowledge approach should be inserted into universities’ knowledge platforms. I argue that such a task should proceed based on a commitment to knowledge involving principled boundaried and cross-boundaried constructions. The chapter presents an ‘educational knowledge’ approach for guiding curriculum knowledge selection based on a decolonial approach. Such a perspective is proffered as crucial for moving the decolonizing education imperative productively forward into the arena of cumulative knowledge-building in higher education.
