Oscar Koopman is Senior Lecturer in Curriculum Studies at Stellenbosch University, South Africa. As a phenomenological scholar, his work is part of a larger enterprise of understanding the consciousness of teachers, learners, academics and students as an evolving system of thought in science education.Karen J. Koopman is Senior Lecturer in the Department of Educational Studies in the Faculty of Education at the University of the Western Cape, South Africa. Her research focus is mainly on phenomenology and its relevance to curriculum studies.

• 1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University.- 2. The “Messiness” of the Neoliberal Economic Grip on the Curriculum Landscape.- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum?.- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum.- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator.- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content.- 7. Conclusion: Travelling Back Home to the Familiar—Towards Ubuntu Currere as a Lived Body Curriculum.

Oscar Koopman is Senior Lecturer in Curriculum Studies at Stellenbosch University, South Africa. As a phenomenological scholar, his work is part of a larger enterprise of understanding the consciousness of teachers, learners, academics and students as an evolving system of thought in science education.Karen J. Koopman is Senior Lecturer in the Department of Educational Studies in the Faculty of Education at the University of the Western Cape, South Africa. Her research focus is mainly on phenomenology and its relevance to curriculum studies.

• 1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University.- 2. The “Messiness” of the Neoliberal Economic Grip on the Curriculum Landscape.- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum?.- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum.- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator.- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content.- 7. Conclusion: Travelling Back Home to the Familiar—Towards Ubuntu Currere as a Lived Body Curriculum.

Oscar Koopman is Senior Lecturer in Curriculum Studies at Stellenbosch University, South Africa. As a phenomenological scholar, his work is part of a larger enterprise of understanding the consciousness of teachers, learners, academics and students as an evolving system of thought in science education.Karen J. Koopman is Senior Lecturer in the Department of Educational Studies in the Faculty of Education at the University of the Western Cape, South Africa. Her research focus is mainly on phenomenology and its relevance to curriculum studies.

• 1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University.- 2. The “Messiness” of the Neoliberal Economic Grip on the Curriculum Landscape.- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum?.- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum.- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator.- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content.- 7. Conclusion: Travelling Back Home to the Familiar—Towards Ubuntu Currere as a Lived Body Curriculum.