ABSTRACT
This chapter focuses on a critical viewpoint of reformatting and reprioritising the decolonisation of South Africa’s postsecondary educational practices within online pedagogy because of the COVID-19 pandemic. This is intended to strengthen teaching and delivery methods and promote a decolonised curriculum and a more inclusive academic terrain. By so doing, the system can accommodate students, attend to their contextual inadequacies and knowledge gap, and support using adequate learning tools and instruments to reach them. Consequently, this chapter typifies the Durban University of Technology (DUT) Cornerstone module’s reflective writing as an assessment tool to explore and scrutinise the feasibility of online content delivery and adjustment around inclusive pedagogy. These reflections assist in recommending and developing a practical framework for adjusting postsecondary educational priorities and propagating social justice through course/syllabi adaptation that 215can propel curriculum development. This discourse showcases a more comprehensive approach to attending to students’ gaps and learning requirements and presents a series of propositions along with topical and emerging trends in course adaptation. Therefore, the case study can initiate dialogues on guidelines and practices within the South African instructive space in coping with future pandemics and pedagogical priorities.
