ABSTRACT
Although South African law faculties pretended to understand what the #MustFall call for decolonisation meant for the future of the academy, recent happenings indicate that most of them are still steeped in pre-#MustFall pedagogical approaches to the law. The fulcrum of this chapter rests on a threefold argument: (1) that the #MustFall movement presented a decolonial turn in South Africa’s academy, (2) that although the law academy claims to have embraced the call to decolonise higher education it tends to implement curriculum transformation using tools that are contrary to decolonial aspirations, and (3) that there’s a spectre of constitutional deification and a fetish for constitutionalism, and that this inhibits law teachers from decolonising their teaching methods. The latter two arguments constitute what this chapter refers to as the “Pedagogy of Memory and Forgetfulness.” For illustrative purposes, the chapter studies selected aspects of two LLB curriculum study guides. The chapter concludes that the aftermath of the Decolonial Turn should be attentive to decisively resist this type of pedagogy because it presents a reactionary danger to the gains of the struggle.
