ABSTRACT
The student movement and academics shape South Africa’s contemporary discourse on decolonisation. This discussion focuses on epistemic debates, which relate knowledge to divergent conceptions of citizenship or identity in the post-Apartheid era (Dladla, 2011; Ndlovu, 2017). The major themes in this literature connect knowledge to persisting neo-colonial social hierarchies embedded in culture, identity and language (Madlingozi, 2006; Mbembe, 2016). Proponents raise salient questions regarding the reproduction of neo-colonial hegemony within the university and broader social institutions (Dladla, 2011; Dlakavu, 2017). This advocacy has shifted both academic praxis and public intellectual paradigms.
